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MENTORING-COACHING  November 2005

MENTORING-COACHING November 2005

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Subject:

Re: Representing mentors' knowledge

From:

Sarah Fletcher <[log in to unmask]>

Reply-To:

BERA-MENTORING-COACHING <[log in to unmask]>, Sarah Fletcher <[log in to unmask]>

Date:

Tue, 8 Nov 2005 09:32:40 -0800

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (233 lines)

Hi Donna,

Simon can't run the session (I was dropping in to
collect assignments and do some more video recording)
and I hear he's now cancelled it.
Shall I send feedback on your review of Critical
Thinking Scaffolds to this list so others can advise
you too - or do you prefer I reply to you?
It would be really good to have this happening on line
so Steve joins in since he originated the concept in
2000. Steve, can you advise online? 

Donna - can you comment on if/how understanding the
relevance of Critical Thinking Scaffolds is assisting
you in teaching and learning?
I think your review of CTS is powerful and informed.
Can we share it?

All the best,
Sarah
PS Spider and Mewsley (my feline mentor) are eyeing
one another ...

--- Donna Chipping <[log in to unmask]>
wrote:

> Hi Sarah
> 
> I didn't think you were in tomorrow?  If so where
> and when can we meet?
> 
> I am teaching all but lesson 1 tomorrow but am
> around after school if that 
> helps?
> 
> Hope the spider arrived safely?
> 
> And Steve the link to that paper would be fabulous!
> 
> Cheers!
> 
> Donna
> 
> ----- Original Message ----- 
> From: "Sarah Fletcher" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Tuesday, November 08, 2005 11:26 AM
> Subject: Re: Representing mentors' knowledge
> 
> 
> > 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!
> >>
> 
=== message truncated ===


Sarah Fletcher
http://www.TeacherResearch.net

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