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MENTORING-COACHING  November 2005

MENTORING-COACHING November 2005

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Subject:

Re: Representing mentors' knowledge

From:

Donna Chipping <[log in to unmask]>

Reply-To:

BERA-MENTORING-COACHING <[log in to unmask]>, Donna Chipping <[log in to unmask]>

Date:

Tue, 8 Nov 2005 18:07:28 -0000

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (249 lines)

Initial feedback to me please and then onto the masses - if that's OK?

But share too.....!

Donna
XXXX
----- Original Message ----- 
From: "Sarah Fletcher" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Tuesday, November 08, 2005 5:32 PM
Subject: Re: Representing mentors' knowledge


> 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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