Hi Steve/Donna/All,
I agree wholeheartedly about the quality and deep
extent of Donna's reflections on her/your studies. A
small point though, Steve - the PLTA relates not to
TT4860 but to TT500MAR which we co-studied last term
so with Donna's go-ahead we will use both pieces of
work on Minerva.
I have just been reading your reflections on Critical
Thinking Scaffolds Donna - let's talk this through and
see how to engage more critically with Steve's and my
ideas within the BERA '05 paper we co-presented. I'm
coming to Bitterne tomorrow evening to collect MAR
assignments.
Steve - can you send us the URL to Education-line for
our BERA paper?
Warm regards everyone,
Sarah
--- Steven Coombs <[log in to unmask]> wrote:
> Hi Donna et al, thanks for sharing that enormous and
> well-focused set of
> professional reflections about action research and
> its relationship to
> your work-based enquiry project.
>
> Donna - can I use these exhibits as student
> exemplars to put onto the
> Minerva TT4860 website when it is eventually up and
> running - Sarah
> Fletcher, myself and other BSU tutors would have
> access to that as well
> as enrolled students on TT4860 etc?
>
> I'd be interested in your
> 'learning-of-your-learning' feedback about
> this process.
>
> How important is professional reflection upon and
> about practice as far
> as you are concerned?
>
> What do you see as the essential differences of
> engaging in such
> reflection before starting an action research
> project, during the
> project and then after the project has been
> completed (at least in its
> first cycle)?
>
> For people that don't understand the methodology
> underpinning action
> research as a way of levering change by action
> researchers in their
> professional settings how would you explain the
> importance of eliciting,
> capturing and analysing (making sense of)
> professional reflection as
> part of the qualitative research process?
>
> Lastly, given these questions and our project
> management approach
> towards action research using CTS, how would you
> explain their purpose
> and usefulness to other potential users? What is
> your experience of
> using them in terms of benefits and any problems
> experienced?
>
> Another question - how would you define the role of
> the mentor (outside
> and peers) within action research learning
> environments?
>
> Cheers! Steve.
>
> Dr Steven J Coombs
> Head of Continuing Professional Development
> Chair of the Professional Master's Programme
>
> Home Office Tel: +44-(0)1225-783630
> BSU shared Fax: +44-(0)1225-875449
> BSU enquiries Tel: =44-(0)1225-875593
>
> Email: [log in to unmask]
> CPD & PMP Website:
> http://www.bathspa.ac.uk/schools/education/cpd/
>
>
>
> -----Original Message-----
> From: BERA-MENTORING-COACHING
> [mailto:[log in to unmask]] On
> Behalf Of Donna
> Chipping
> Sent: 28 October 2005 15:41
> To: [log in to unmask]
> Subject: Re: Representing mentors' knowledge
>
> Hi Ben
>
> Hope you're having a good holiday!! My mum and dad
> have been stranded
> on a
> cruise ship in the Caribbean due to Hurricane Wilma,
> they were due back
> on
> Weds and are now not coming till tomorrow morning -
> bummer!
>
> When Sarah says CTS, she means the Critical Thinking
> Scaffolds in the
> green
> booklet, eg Spider diagram. I have attached mine to
> this email - it
> might
> give you an idea of what to do? Basically it is a
> brainstorm for your
> project, there are loads of other ones in their too.
> The PLTA is one we
>
> used last time and I have attached that too! Look
> at my snapshot too to
> see
> how it evolved in terms of original thoughs etc...
> You can access it
> through www.donnachipping.co.uk where it says
> Donna's snapshot.
>
> As for m level, this means masters level rather
> than degree level,
> there
> is a little bit about this too in the booklet. What
> what it means is
> you
> have to critically enagage with literature about
> your research. eg.
> write
> about something you have read and say what you agree
> with, disagree
> with,
> your thoughts on it, any epithanies etc...
>
> Hope that helps a bit, I am sure Sarah will be in a
> position to shed
> more
> light than me!
>
> See you on Monday
>
> Love
>
> Donna
> ----- Original Message -----
> From: "ben sykes" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Friday, October 28, 2005 1:08 PM
> Subject: Re: Representing mentors' knowledge
>
>
> > Hi Sarah, i've read through the e-mails that u've
> sent, but as they
> seem
> > to be responses to other people's e-mail that i
> haven't got access to,
> i'm
> > a bit confused about some of the things that you
> are talking about. At
> the
> > moment i am doing the background reading of
> learning/teaching styles
> and
> > looking into devloping my questionnaire for my
> targetted pupils.Whilst
>
> > i've popped my initial thoughts onto my snapshot i
> haven't put
> anything
> > else on at this stage as i'm still doing the
> background on it.Should i
> be
> > doing other things? You mention cts and needing to
> justify why my
> research
> > meets m standards-i'm not too sure what this
> means, so any light you
> can
> > throw on this would be much appreciated!
> > Many thanks
> > Ben
> >
> >
> >>From: Sarah Fletcher <[log in to unmask]>
> >>Reply-To: BERA-MENTORING-COACHING
> >><[log in to unmask]>, Sarah
> Fletcher
> >><[log in to unmask]>
> >>To: [log in to unmask]
> >>Subject: Re: Representing mentors' knowledge
> >>Date: Sun, 23 Oct 2005 13:21:10 -0700
> >>
> >>Dear Steve/All,
> >>
> >>I would like the mentors who are researching their
> own
> >>practice using CTS to talk about how they find
> using
> >>these templates. I think another main focus should
> be
> >>on knowledge generated by menrtors' research.
> >>Great idea to invite Mirandanet colleagues
> interested
> >>in mentoring - I would like us to have a
> presentation
> >>on the new Franework on the day.
> >>Steve - I think we would all appreciate a
> presentation
> >>by you on CTS Can list members email me some more
> >>ideas for presentations please?
> >>I think we jointly organise a very interesting and
> >>diverse programme.
>
=== message truncated ===
Sarah Fletcher
http://www.TeacherResearch.net
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