CAMPUS SESSION 3

Sorry its taken a while to blog about the campus session but its been a busy week at school.

This campus session was probably the hardest. Honestly the most confusing but actually after the confusion there was some light.

It was in a slightly different position to Natalie and Chiara as in I have completed all my tools and methods and started a rough draft of my Critical review. How it was confusing is that Paula asked me not to right to narratively. I didn't understand this as all we do when we write usually is write like this. In school this how we are taught to write. What Adesola was trying to say to us is that write as if you have completed the inquiry process. So past tense. I did.... I went.... I made sure.... I used.

Making your cake:
Adesola explained an analogy of the critical reflection as if you are cooking or baking. Think you are a chef on a TV program and write your critical reflection like this.

Firstly you tell everyone  what you are making = Introduction
Then you show them your ingredients = Evaluation
You mix it all together = Analysis of Findings
Taste it explain what it tastes and feels like = Critical Reflection.

Once she had explained this to me I could see what she meant about the steps and layers to the critical reflection make sure that you explain yourself throughout.

Let the reader be interested and want to read on. Adesola also reminded us we are not being marked on our writing ability its on the inquiry how did you develop this inquiry how did you research this. If the reader can take your critical reflection away and do it them selves you haven't done a good job it should be how you felt , how your participants felt.

Themes
Remind yourself what are your themes in this inquiry what keeps reoccurring throughout this process. Make sure they are clear from introduction. You should 3/4 themes running throughout this process any more than this its to much.

I also advise you to look at the guidelines of the handbook but not to go step by step from this. You should stick to around each word count. You don't have to be exact with that word count for each section.

Professional Artefact
You can be creative as you like this is not a writing task!!!

So if your field is dance create a dance about your chosen area. I am so glad I know this now as I will completing a choreography and a devised piece of drama. Take photos record this and send it in.

Oral Presentation
Your oral presentation doesn't have to be a PowerPoint you could have Q cards if you wanted. The group will ask you questions. Paula and Adesola may ask you questions from your inquiry if they are confused by something in your inquiry. Adesola's advise was to you know your inquiry.

Hope you are all getting on okay!! I am finishing my critical reflection today I am in need of help. Dictionary and Thesaurus at the ready!!

Good Luck everyone may see you at the next Campus session or in January for the Oral presentations.

Geri
i

Focus Group - Performing arts findings and whats next

Focus group review and analysis of this: Performing Arts Focus Group.

Questions I asked:

Q1. What techniques do you use to motivate boys within in your P Arts lessons?

Q2. What techniques do you use to motivate girls within in your P Arts lessons?

Q3. Why do you think boys & girls take part in KS3 Performing arts for 3 years and then give it up in KS4?

Q4. Is it a stigma that the P. Arts lessons hold?

Q5.Is it because they are only allowed to pick a certain amount of subjects they are limited?

Q6.Why are boys more likely to take Drama and Music over Dance in KS4?

Q7. How can we as a Faculty Motivate Boys to increase up take in KS4?

Q8. If we had a male Practitioner within the faculty do you think our uptake of boys would be more?

 

 

The answers that I was given I used a Dictaphone to listen back all members of staff preferred this than speaking to camera.

Q1. BMA – Plays that are fast paced, get them involved with the technical element of Drama. Lights house lights, recording the performance. Giving them responsibility. LRO One to one recollection of their work what have done well don’t want to embarrass them in front of peers. Competition element always engages boys. Show that we trust them let them do the technical side. All I am saying and this is connected with the relationship we have with our students. Even though we are female practitioners they still respect us and we respect them. MLE making their learning relevant to them link it in to everyday life cross curricular helps them to be engaged for the rest of the lesson. Let them choose their own groups this allows them to take risks. Within the subject as they are in a safe environment also performing with their friends allows them not to catch their best friends eye in the audience. 

Q2. MLE it’s proven that every boy strategy works for girls. Girls are technically more laid back and will get on with the lesson even they are not enjoying the process they find the creating exciting enough. They are just motivated by what level they will be at the end of the process.

Q3. BMA – family pressures from households sometimes their parents at home don’t have a full understanding of the skills that we teach in performing arts how the transferable skills to English can help them within in other subjects. Its seen in a different light.  They have a misconception of what we offer. LRO I don’t think the title helps Performing arts its not seen as macho or as an academic option and male tangible connotation to it. You know they think it’s all about up you get produce a scene we are not going to write.  Some of the Male staff even give us this stigma is appropriate they do this when they are a role model for students. Yes it is in gest but is this appropriate that we speak like this about our subject. BMA also there is a stigma against our subjects that it is very stereotypical that male’s who take or teach our subjects are gay. It is very negative stigma. Which we know that this is ridiculous but when we are fighting over very old stereo types how do we approach this. LRO I do think that if we had a male practitioner within our subject this may have an impact on our subject boys would see that it’s not seen as a gay subject a male role model is teaching.  BMA- When we had a male practitioner taken Drama we had the biggest uptake in Boys taking Drama. In six years only 4 girls and 18 boys took Drama this was well I think that John was taking all year 9 classes.

Q4. MLE If we are against a subject like PE and extracurricular outside of school we don’t stand a chance. In my last school there was no option blocks I did teach in a welsh school so it was slightly different but students were allowed to pick what they enjoyed at the end of the day these students are taking the subjects they must enjoy them. Performing arts had such a bigger up take not sure on the boy’s element it may have been less.

Q5. BMA – it’s strange as in society you see these bands and programs like x factor diversity and the reality TV shows it’s much popularised like acting dancing and singing.  But boys can’t make the connection they think that its TV big budget they can’t make connection that is still be seen as cool within school it just needs that one year to have a big uptake of boys and I think this stigma could be broken.

Q6. MLE – we were put against each other at one point Dance Drama and Music why would they do this. LRO they do this as they don’t want students taking 3 performing arts subjects it’s not seen as academic. This year there were so many students who wanted to take Drama and Music that they had to put it separate blocks because there was so many complaints. MLE – they were advised last year if you are taking Music you can’t take Drama. They were narrowing their minds, down even though we are shown to have the best consistent results within the school. BMA – there was a lot of bad advice from the SLT members of the school. I know our students that are taking the English Baccalaureate are heavily guided to what they are allowed to take. They’re a lot of false options and they don’t understand this.

Q7 BMA – 6 boys take Drama MLE – 5 boys take Music. GMA – Dance have no boys. LRO – if we look nationally the bigger picture it’s an issue throughout the whole country. Boys do not take dance its either seen as not macho or not seen to be academic I think nationally we have an issue its not just an issue within our school. Even if we had maybe 2/3 students taken the subject we may have that ball rolling seeing the difference that 2/3 boys would make they would be potential role models. Might actually cause the younger boys to look and see it is actually okay we can take it its actually okay to take this subject.

Q8. LRO – MALE TEACHER all of us agree on this.

Q9. BMA- Depending on who the male was if it was somebody who was old or quite feminine would it work LRO you say that but Lawrence was old and extremely old he introduced dance here he had 5 boys take it at btec in sixth form. He totally transformed the performing arts for us. I think it just needs to be that right male practitioner that boys engage with. A strong Male practitioner. MLE – I don’t think that it matters how strong we all are as practitioners as we all I think that male person would help. GMA maybe we have a visiting comes in volunteers and creates that persona for the boys. LRO ethically we can’t advertise for just a male practitioner it needs to be equal opportunities.  How many Male dance practitioners are out there?

 

So after this focus group I decided to research Male practitioners in the area I looked back at my college friends and see what boys were teaching in a secondary school I also asked the staff at my school if they knew anybody. I managed to speak to 2 male practitioners both are young and I know would be seen as cool and are straight not that has anything to do with it. Both Male practitioners only have 1 boy for dance GCSE and no boys for A Level is it just the boys in secondary schools today who have the issues are they just not interested in taking Dance as subject further as a subject.

 After this we had an option evening for year 9 this what at school. I take the boys Dance club the 3 year 9 boys who come to this have opted to take Dance next year I am really pleased was it something I did or was it because all 3 boys have someone to confide in that they want to take it together I think I may need to ask these boys why they are taking Dance I know that I will need send letters home to parents to interview them and discuss with them that the boys will remain anonymous. The head  of my school is happy with me taking this forward.

 

 

Finally a start to Module 3

Findings from my Observations of Male Practitioners from Cross Curricular

 

I started to observe the performing art subjects but realised that we use a lot of the same methods to engage boys at KS3 and 4 level and we are all Female Practitioners. I wanted to see how boys are motivated and how they react differently to a Male Practitioner in a different area of the school. I asked a few Male members of staff. I asked 3 from 3 different areas. RE (they have to take this at GCSE) MATHS (they have to take this at GCSE) then I went in DT ( an option which is against the performing arts lessons when they get to KS4). I went see them teach KS3 then KS4. My findings was at KS3 the boys were motivated how we motivate them within the performing arts by competition  and being able to work with their friends. In DT a lot of independent learning was being seen and the students had ownership over their own learning this is exactly the same for KS4. The DT lesson in KS4 had less competition to it. Students were engaged by creating and making and engaging with their own learning. They were being left to their own devices and being independent. Which we don’t do in the performing arts unless they are working on an evaluation or Solo piece. As Drama, Dance and music all work with you being a team player when creating and devising maybe its something we could introduce within KS4. So they are more independent.  Maths and RE lesson there was no difference between KS3 and 4. They worked from a desk had Questions to figure out and they didn’t work in groups. I found this very strange seeing this as the students work very differently in this environment. They are pretty much silent there is no interaction with other students. I really thought that group work would have helped discover some of the answers then they could have gone off independently. To be honest the Maths and RE lessons didn’t help much they are both to far on the spectrum from Performing arts. So results from the seeing these lessons:

1. Students at KS3 level don’t act that much different within different subject areas.

2. It doesn’t matter if it’s a Male or Female practitioner they will work quite similar and both boys and girls both like competition against one another.

3. They like working with the same sex.

4. At KS4 both boys and girls are engaged by grade if they enjoy the subject both boys and girls are motivated by aspirations of what they will achieve from this lesson for their future.

5. Boys and girls I feel are less engaged at KS4 when they work independently I feel that students should work in groups even in Maths and RE I feel that their understanding of the subject or questioning being asked would help. Then they should work independently.  

 

What will I implement into my Lessons?

1.       I will let students work in their groups from now on and see how it works I know they are given a lot more freedom in Performing Arts subjects so I might put more expectations in place.

2.       I would like to add more competition to my lesson as I feel this will add more engagement and motivation for the boys. Also the girls will want to be better than the boys so this will engage them as well.

 

Teach meet conference

I did attend a Teach meet conference in the week where I went to a seminar on Boys, Boys, Boys, We was given a hand-out that would help us with boys motivation and engagement this was separated into sections. Relevance, consistent, competitiveness, Engagement, What drives students and general points that engage boys. I had a conversation with the Female teacher at the end of the seminar and asked her what she taught she teaches Music she is Head of Music I ask her where she got this information from she has completed a Masters in Boys motivation. Below are some the key points I am going to take into my lessons from this seminar.

1.       Relevant: Boys are typically more interested in learning if they understand why they are learning and how this well effect them in their future.

2.       Consistent: Make sure boys are aware of your expectations and rules. They like consistency and structure to a lesson. They fill more aware and comfortable if they know their expectations.

3.       Competitive: It is proven that boys work better when they work with friends as they feel comfortable to compete against other groups. Sometimes Girls VS Boys works but it is actually proven that this actually places a further gap between genders and is sometimes not positive.

4.       Student Driven by: Boys are engaged by doing and getting on task as soon as possible. They typically tend to have short term attention spans.

5.       Boys are engaged when:

·         Lessons are broken down in chunk size pieces.

·         They are allowed to think pair share before given an answer. This gets them tp practise the answer first then oral give their feedback.

·         Praising boys not in front of other students it’s not seen as being   ‘cool’

·         Working with their friends they will take more risks as they feel incredibly comfortable doing this around friends than peers.

6.       2 quotes that I have taken away:

·         ‘ For most boys, It is more important to be one of the lads than It to work in school. A common view is having a laugh or mucking about is what boys do well’ – Pickering, 2007 P.37

·         ‘Some girls work harder than boys and some boys work harder than girls. It all depends on whether they like the subject.’ – Wright, 2001, P.288

7.       Someone ask the question what about girls the Practitioner answered with the question it is proven that anything that works for boys motivation and engagement works for girls motivation and engagement.

This really helped me understand boys more and their engagements but my next question I asked her what was her up take after this for boys at KS4? She still has less boys than girls and pretty much the same percentage as what we have she has 20 students and only 6 of them are boys in her music class. So even doing all this at a KS3 level it’s still not motivating them to take it for KS4 subject. I think that I need to look into the option process within schools. I have a literature on the dying Performing arts subject within schools because of the English Bachelorette.

 

My next step Literature Review.  

 

 

Critical Reflection - Module 2

Critical Reflection on Professional Practitioner inquiry

 

When commencing this module I understood that I would be developing several lines of inquiries, to stem into one line of inquiry for my end plan. I made a considered attempt in selecting the questions that I wanted to ask. As I am a practitioner in a school, I really wanted it to be about the professional practise that I am conducting at this present time. I came up with these questions (Appendix A). The one that caught my eye was ‘Do we have a Role Model as adults?’ as I thought I could connect this with the students. Alan, my advisor, created a blog about Lines of inquiry and this inquiry question was on it, saying how it needs indentifying and where do my insights lie? (Appendix B). My first thought when I reflected on this was, how could I change this and make it more appropriate and systematic. I reflected for a couple of days about what was happening, specifically in and around my school and after a long conversation with my SIG group at school, I discussed boys achievement within the Performing Arts. From there I worked on this topic. My SIG group have really helped by commenting on questions I have put to them and bouncing ideas to one another. It was really helpful, as they did not always agree on the points raised, so I got more interesting responses to comment on.

When I started to look at Professional Ethics, I started to see this would be a weakness for me. I was struggling to come to terms with some of the terminology. When reflecting on this, my professional ethics within the work place are in fact at a very high standard. When researching and developing my lines of Inquiry I realised that I am going to need the input from students. This is where I would need to make Ethical considerations. I have learnt by reflecting on my blog, that all students must have a clear option in taking place in the research and if they don’t want to, that I cannot force them. A quote from Reader 5 which I have used I plan:

‘The concerns about treating those people whom you gather data needs to be thought through and explained with great clarity in your plan.’

The reason for this is that every person involved in your inquiry has a choice to be there or not. You as the researcher cannot make that choice for that person. I have learnt by reflecting on my blog that all students/teachers must have a clear option in taking place in the research and if they don’t want to I cannot force them to do this. This is how I treated my colleagues in the mock trial I conducted. The ethical problem I faced when in my SIG group was that I had a variety of characters, some quiet, experienced, loud and older. I had to consider this before we did the group discussion. Even though I asked the questions to the group I made sure that everyone had the opportunity to speak. I also made them aware that they didn’t have to take or answer any questions they didn’t feel comfortable with. I videoed them but made sure they were all okay with this first. I sent a copy of all the questions to my colleagues before the meeting, so they had chance to prepare. I did this as they are all working professionals and I didn’t want to impose on any of their time.

When I started on planning for the inquiry I was quite worried and unsure on how to approach some of the tasks. I decided to pilot the methods and tools that would help with an inquiry research. I decided to trial all four methods. All of the methods have their pros and cons but I selected

·         Observations

·         A focus group

·         Questionnaire.

When researching these methods, I decided that they suit my line of inquiry and that I can adapt them to help me get the best result and research. My pilot observation came out with some fascinating facts that we have already utilised in the Performing Arts lessons. (Appendix C)

 

When reflecting back on this whole Module, I have learnt that I have some real strong qualities in my teaching, which I can connect to my BAPP degree such as I have strong time management, as I have timed all my tasks correctly. I am able to use ethical considerations within the work place at all times, with fair judgements being made. I have created a strong Line of inquiry, as I am focused and working professionally with outstanding practitioners. My weaknesses are focusing on gathering correct literature for my inquiry and needing to use Google to search for the correct words that could make all the difference. When reflecting back on this inquiry I have managed to provide a plan with a thoughtful line of inquiry.

Campus Session 3 - Knowledge

This Campus session was based on knowledge and what we know and what we want to know form our inquiry's....

Paula started with a summary of the previous sessions so far:

Campus session 1 based on love and finding knowledge through researching a topic.

Campus session 2 based on Philosophy, constructivism, Dewey and different points of view

Campus 3 is going to be based on Knowledge situated as a individual.

Paula asked us all the question what do you know....

Well I thought this is quite hard to digest what do I know about what I asked myself as to me I know a lot about my profession as I have been perfecting my skill for years but if you asked me about science I could tell you very little what I knew.

We then took down to our inquiries.

My inquiry is based on boy’s motivational barriers and how we can break them.

What I know is that the boys are all engaged from KS3 7-9

But what I want to know is that why after KS3 the boys barriers are against us in the uptake of KS4.

So what I want to know is what are the barriers.

Then Paula went on to discuss why we have looked at these certain topics over the 3 Campus sessions:

Love - Finding the knowledge through searching

Alan’s Lecture - Explaining and repeating to tell other people from your postionality

Knowledge - Using the knowledge to inform our practise and making it better.

We all know a lot on this course as we have been studying our art forms for years and some of us working professionally for a long time maybe performance or Teaching. That we all use the same framework but we are using all different subject areas to deliver this.

Then we went on to discuss what areas of knowledge do we use in the BAPP arts here are some of the facts we come up with:

1. Arts, creative, cultural
2. Social, science inquiry tools
3. Trans-disciplinarily

So looking at point 2 we socially - educating/ learning theories practise for a framework. Science we research practitioners.

Point 3 We are crossing from 2 different areas always from professional practise and teaching.

Some quotes from yesterday which I found really interesting:

Lyotard (1984) Knowledge is narrative and per formative - only thee of the time being

I think what he was trying to say here is that time is value free. Time is of the essence.

Foucault ( 1972) treated knowledge as discourse ideological - that which is accepted as time usually discourse of the powerful.

We then looked at a Body of Knowledge and Paula wanted us to do our own drawings of what we thought our Body of knowledge was. I wont show you my picture as I am not an artist but there were some really interesting ideas if you wasnt there yesterday have ago draw yourself a picture of a body and then write or anatayte around it what you think you know as a person.

At first I found this really hard but when you get going it becomes much easier and you can't stop writing you as a person actually knows so much.

Then we had a little task of what we know for our inquiry and what we want to know from our inquiry this has actually really helped me put into 3 stages of what I want to find out from my inquiry.

What I know:

1. Know where I am going with my inquiry

2. Know that there are barriers for boys.

3. I know that I am clear on my teaching and motivation

What I want to know:

1. Want to find out literature on boys motivation

2. I want to know what the boys barriers actually are.

3. I want to know what the boys think is motivating and good teaching.

This has helped me set out more objectives and aims for my inquiry.

We summarised by looking at Recognition of learning:

Module 1 Networking: Dynamic, Contextual, New Ideas.

Module 2 Planning: Rehearsal for stage, plan for change within and after inquiry

Module 3 doing the inquiry: Stage time experience, knowledge and a final applause.

I hope this blog helps anyone that wasn’t there yesterday on the Campus session if you can get to these sessions they are such great help to me.

Thanks for the read

Geri

TASK 6C - Award Title

So when looking through the award titles are was really confused about these titles as quite a few of them really went with what are do and connects to what I have achieved in my previous Diploma.

The titles I considered and why?

• BA (Hons) Professional Practice ( Dance): Rationale reason to pick this I majored in Dance at Italia Conti this was my subject and this is my first subject at school. But this makes me a one track teacher with a degree only in Dance I don't want this I want to be able teach Drama as well which is what I am doing now at the secondary school.  So reflecting on this title I am not going to go for this title.
• BA (Hons) Professional Practice ( Dance teaching) This really only limits me to teach Dance in a secondary school I don't just want to teach Dance I want to be able to teach Both subjects and maybe even have a try at Music I took music as a GCSE. I really want to be an all round Performing Arts teacher.
• BA (Hons) Professional Practice ( Musical Theatre) : Rationale reason for this my actual diploma is A level 6 diploma in Musical Theatre do I want my degree in the same thing?? This would make sense. I really think that Musical Theatre doesn't say anything about what you can do.
• BA (Hons) Professional Practice ( Performing Arts): Rationale reasons for this title. I am currently working in a Performing Arts Faculty eventually I want to run my own faculty or department if I have this title against my name this means that they would consider me in all 3 subjects as a teacher and gives me more choices for work opportunities. Reflecting on all the titles this is the one that's going to suit me best the fact that I am teaching 2 subjects Dance and Drama and enjoying teaching both subjects. Also teaching a little music next year would be a next step for me. I would really like to go down this year. Also this award title goes with my inquiry question: I am asking What are the motivational barriers for the KS3 boys within the PERFORMING ARTS? I am not saying about just one of the subjects I am looking at all 3. The only thing my expertise is in Dance so this will be specialist subject but my 2nd and 3rd subjects could be Drama and Music. I took Music as a GCSE an played the piano, violin and clarinet till I was 15. I have been taking part in Drama since I was 5 this is part of me. I just specialise in Dance as the subject that's my specialist subject.

My next job is now to write a rationale proposal for the Module 2 title.

Please let me know your thoughts on this what one are you picking and why??

Geri

TASK 6A Informal Trial - Observation

So currently I am teaching Dance and Drama in a secondary school. My Inquiry question is going to relate to Boys motivation and the barriers that this includes?

I decided to observe one of my year 9 classes which has mostly boys in.

One of my Colleagues a Music Teacher was taking part in a learning walk at the time and came in to watch me.

I decided that the students could work with one person they thought they could work really well with and then I matched them up with abilities and mixed sexes. This went really well I wrote down the groups and so did the Music teacher and she thought she could try this with them in her Music lesson as she was struggling to get the boys to be creative. In my lesson usually they struggle to come up with ideas but this lesson it just worked. They performed and seemed to be really comfortable.

So I decided to observe the Music lesson and see how they would cope in these groupings in the Music lesson. To my and the Music teachers surprise in didn't work. So whilst I was there she asked them why it wasn’t working and the boys opening said that we don't like working with girls in Music as we feel uncomfortable singing in front of them. So the Music teacher let them pick their own groups!!! I was shocked as I have never let the boys and girls just work in single sex group’s because it doesn’t work. But it did work. Really well so I said to the group that I would let them trial this in Drama.

Yesterday I had the group and I asked that the Music Teacher to come to watch just to see the result of this.

So I let them work with whoever they wanted. There were 3 girls groups and 2 boys groups. The girls decided to work in smaller groups and the boys decided to work in slightly bigger groups. The Girls came up with some great ideas. 1 of the boys group the smaller out of the 2 was fantastic the best they have worked in Drama this year. The other group was a disaster this maybe as they need to be in a smaller group and maybe needed more guidance or creativity of the girls.

I asked them what they enjoyed about this lesson and what they didn’t enjoy.

The boys said that they enjoyed working with each other but feel they needed the girls to help them with creating and to play the girls roles.

The girls said they enjoyed working without the boys as they got more done but they needed the boys to play the boys roles.

So reflecting on this observation I have decided in Music it works really well with just single sex groups as the boys don’t feel intimidated but in Drama both sex's need each other to bounce ideas and be able to play parts.

This has made me think about my question Girls and boys need each other to get over these barriers of creating but does working together engage them or making them more motivated.

In my next lesson I will be observing the group with them working with who they want but the groups have to be mixed. I will blog to let you know what happens.

Hoped you enjoyed the read!

Geri

 

 

TASK 5B

When researching this Task at school I was a bit confused on what to look for.

I have read the handbook on many occasions and realised that the ethical considerations that we as teachers need to adhere to are in this manual and right here for us to read on.

I suppose reflecting about this when you are in a work place there are all different codes of ethics and frameworks for all different work place but all the outlines will be different.

So reading the manual first of all seems really simple the objective: ' To provide teaching staff with a clear framework of best practice in our core business of learning and teaching.' then the Outcomes: ' To provide all students with outstanding learning experiences so that they can make at least 3 levels of progress from KS2 - KS4. All students to achieve their target grade and 30% to exceed target grades.

To me this seems simple of course as teachers we are expected to teach outstanding lessons all the time and produce safe learning and teaching for all studnets,

But what shocked me is that I didn't write this in my Task 5A. I focused on the safeguarding of the students and the professional boundaries of teachers and pupils.

In this handbook it has everything in it you could ask for a plan of the school who and where everything is. But really is this really important.

What’s in important to me is Motivating the pupils, FSM, EAL,SEN and etc.

I have reflected on this manual and there is a section on BOYS/GILRS. This to me is perfect as my Inquiry question is going to be based on boys motivation in KS3.

The quote:

BOYS/GIRLS

be aware of the differences in Girls and Boys achievement and use study partnerships where possible to offset this.

Tailor schemes to suit boys strengths and use topics which appeal

Encourage boys to be adventurous with materials

Use short scaffold tasks to sustain interest.

Looking at this great for BOYS but where is the Ethical consideration for girls here is. Are we forgetting about them???

As I am basing my line of inquiry on Boys I will still try and involve girls in a Ethical way by not forgetting about them think about how they maybe can motivate boys. Do they need to surveyed to they need to be observed as well and see what the results are from this.

Reflecting back on this task my assumptions were totally different to the ones I have found out in this handbook. I really focused on the safeguarding and actually in this manual its all based on the what the students are going to achieve from our learning and tecahing.

This is the focus!

Thanks for reading

Geri

 

CAMPUS SESSION 2 - MODULE 2

I firstly really enjoyed this lecture as I felt like a Student.

Alan gave us a lecture on positionality.

Positionality yourself in a particular context where do you people see you when you are asking your inquiry question are you being Bias towards to Arts. Then where do you see yourself when you are asking these inquiry questions. If you don't know where you stand how can the group know where you are and stand. When you are recognising your positionality you do this when you are reading, observing and listening. These are all different consequences to these positions.

• How we make come to make sense of something depends on where we are coming from.
• How have we had that experience.
• Have we experienced it first hand.
• Have we read it.
• Have we heard about it.

We all have our own individual canon of knowledge in out brains and ways of thinking are initially different and all our experiences are different. So our positionality on things will be different.

Our different accounts of knowledge:

• Make sense in that day
• It doesn't make sense now but will later when you reflect
• Locations of positionality
• different ways of experiencing and the timing of the experience.

Alan then reflected on the different types of Positionality he went into ' Different Historical  positionality '

• It started off with different types of positions in the world. Metaphysical position - meaning its existing can't be explained through ideas from separate everyday experiences. Beyond human experience. The Greeks really believed in this in a strong way. Metaphysical position of thinking is really connected with  religion - theological explanation.

• Then you have the rationalists this knowledge will be delivered from rational, logical thought out based of detective arguments. They will explain everything in the world through rational knowledge. They don't really want to know about your experience this has no use to them. Unless you can rationalise this.

• Empiriciam - This knowledge is delivered from processing our sensory experiences. This is a complete reaction against the rationalists. This was practised by the Greeks. Experiencing of observations of the world. John Looke c17th really believed in this way of thinking core of scientific methods and observing again, again and again. This is how we critically reflect. We live and benefit from this method of thinking.

• Pragmatism-The big name in this way of thinking is John Dewey C19th used this in a lot of educational research. He believes that we can understand the meaning of an object or something if we describe what it does not juts what it is.  Describing areas of our practise to students is what we do in our whole career this is a way of thinking that we need to use. You have to experience this to gain the knowledge to explain and describe about it. This thinking is the closest of what we are doing at the moment and will probably feel the most natural to us. They are philosophers they understand the world in all the ways we can experience it.

What Alan was trying to say to us here is we don't need to take on just one position or way of thinking we can be multiple positions and thinkers this can be extremely liberating. He was saying that you can take on one way of thinking and then take a step into another way thinking.

Then we looked into the education of the students of today and how we learnt at school we learn in a Didacticism way the teacher stands at the front of the class the teacher knows best the teacher has the knowledge the kids are like sponges and they should be taking it all in and put on to paper. This is very hard for students I feel who learn from doing which I am that's why I worked better in practical lessons because you could do and I achieved like this.  Then we have Constructivism this is the way we should be teaching we give the student the information they take it away and apply this information. You are making your own experience of this learning and making it a memory for you to remember. Positionlaity = is knowledge that is transmittable to student.

Alan went into 'The Knowledge of Landscapes'

1. Theology -  ( Supernatural)
2. Humanities - ( Analytical, Critical and Speculative)
3. Natural Histories - ( Demonstrable truths)
4. Social Sciences - ( Demonstrable Qualities)

Alan let us play a game with these knowledge's with pictures we had to decide which picture went with what area.

You need to make sure you are clear on your positions and your behaviourist way you think.

What we last thought and discussed about and for me has really stuck with me is this quote:

 'All of our experiences pass away forever........ But only memories that we make remain'
Daniel Kahneman Israel/USA C20th

Experiences will always leave us but memories are what stays and develop and sometimes change. When we look at the world and think about this we are incredibly powerful we make our own sense of the world and memories. We rethink a memory we re shape a memory then this becomes and going process. we think why did it happen? what could have we done differently? This is all based on critical reflection  and we reflect on what happened.

So how does all that relate to us in Module 2:

• When your writing your Inquiry its gong to make more sense to the students, parents and teachers if you are fully aware where you are positioned. 
• Ethics is the account we give off when investigation other people we have to be aware of the positionality and where we stand.
• Ethics is also applied when writing these inquiry questions we want to make sure all parties are safe and aware of all outcomes.
• We want to apply philosophy to our inquiry.
• You want to make sure your ethical about your school/ business.

Ethics to consider:

1. No awkward positions (students/parents/teachers)
2. Confidentiality
3. General point of inquiry
4. School permission on Data and using students.
5. Direct impact of your inquiry
6. Researching areas to look into : BERA and BSS
7. Will the students give you a reliable answer

A sentence I feel that sums up this lecture is:  A reflection is a process by which we make sense of our postitionality.

We then for the last 2 hours split into our Module groups and discussed what we needed to for the rest of the Tasks and modules. This really helped me as I was getting a bit stuck with Task 5 but it actually makes more sense. We developed some of out inquiry questions as well. We basically sat as our own SIG. It was a great day with great peers and full of great information. ( Thank you)

Hope this makes sense and helps anyone who wasn't there at the Campus session 2 ask me any questions I will be happy to help.

Thanks Geri

TASK 5A - Ethical considerations

The Ethical professional practise I need to consider in my work place is students safety and safeguarding first. Student and Teacher relationships, making sure as a teacher you protect yourself from social networking. I know being a young teacher students want to be friends with you as they see this as being maybe 'cool'. But you need to have a respect with them that yes they can tell you anything but anything they do say that could put anyone or them in harm you will take it to the right person. you being a Role Model that they look up to you. Which takes me on to my next aspect the professional person and teacher you want to be. How would you like to portray yourself to other teachers, students and parents. At school you need to make sure you are clean and your hair is clean this seems silly to talk about this but being a Role Model in everyway. Making sure we protect ourselves from inappropriate comments. Being aware of what we wear especially that I am teaching 3 subjects at the moment I am finding this really hard to look professional in 3 areas it would be nice if I had a uniform ( this is something we are changing for next year), making sure you are not wearing revealing clothing, tattoos are not on displayed and piercings are covered or out. Students will want to be like you and will want to copy what you are doing. When I am taking a dance class if I have asked the students to wear a type of footwear that I am doing this making sure my hair is up out of my face. Being prepared for all occasions of lessons.

I really think I have touched base on all codes of conduct in the above paragraph. I think for me its reflecting now on the code of conduct that is in my school which is the safeguarding policy. I know this is in place all teachers who have any contact with students must have this we train all together at my school we have 3 teachers who we need to go to and speak to about these situations that might arise. Safeguarding in my lessons is extremely important making sure that those students feel safe as well as feeling safe to change in their areas as well as feeling safe to perform in that environment and that is down to me as a teacher. Making sure they know they can make mistakes that's what rehearsals are for and being able to perform with their best ability and not feel scrutinised.

I think that this really connects to my inquiry questions why? I want boys to feel comfortable in my lesson be able to feel safe. In year 7 I feel the boys are much more confident but by the end of year 8 certain boys start to feel very body conscious especially in dance it is my job to monitor this making sure boys are allowed to work in a safe environment feeling comfortable where they are changing and be able to make mistakes. I also think this could be one of the reasons for the less uptake in KS4/5 the fact that are dancing with girls maybe struggle to make communication with them, changing and feeling body conscious by that point in school life.

What do you think of this ethical considerations??

Geri

Phone Call with Alan

Hey All,

Just got off the phone with Alan.

I feel so much better now about this Module cleared up some very un clear areas for me!

Anyone get s a chance speak to him!!

see you all next Thursday for Campus session 2!

Geri

First campus session of Module 2

Looking back this evening of the first campus session of module 2.

I decided to make a mind map on the words Role Models as I am thinking of using this as one of my enquiry questions and maybe go forward with this I thought I would see what ideas and subjects I could come up with.

I actually at first found it quite difficult on my own as I found it quite easy on campus but I had different minds to bounce off of but once you start to write down your mind can run away with you.

Below is a picture of some of the Ideas I come up with:

 

Something that really surprised me is that do we have role models as an adult or do we have role models but they turn in to more realistic role models as we grow and age? I think when we are young we look up to more celebrities, siblings and friends they influence us but when we grow we start to look at people that can influence us in a more practical, professional, career development way it could be anyone.

 

I think this where I see myself focusing my enquiry question on?? I am going to go away tonight and try to look at some of the role models for today's youth see if I can find any literature on this for development.

 

I will keep you updated!!

 

Geri

TASK 4A

When reviewing the Reader 4 I really didn't know where to go with my set of questions.

Currently I am teaching full time in a secondary school I am teaching Dance Drama and also teaching some PE. I really wanted to focus on developing my career and developing the department within the school and really researching where the Faculty can go and move forward. We have only been a faculty for a term and a half so far I feel that we are stronger subjects this way so I really wanted to focus my questions on this and us all being female teachers.

Also I could go down the route of me being a professional fitness instructor in my spare time where I teach individuals and groups to become fit and well. I also love developing this side of my career and feels this really helps with my school life as I can relieve tension and stress this way.

After giving this much thought I really want to focus on school life and the department. I am going to create a SIG within the department record them with certain questions and develop them through my blog here. Also I would really like to get another SIG group developed within the school with other subject specialists maybe governors and even SLT members I really think this is where I will be able to progress my career, development and understanding where the Performing arts really lye and where my professional practise will be more appreciated within a normal secondary  school.

the questions I would like to purpose would be along the lines of:

 How do we as women practitioners influence attainment in KS4 and 5  within the performing arts?

 Is Performing Arts considered an ethical and important subject with the educational system?

How can we as performing arts practitioners influence and motivate the culture of youth society today?

Can we use cross curricular to encourage Performing Arts within the education system?

Is performing arts taken seriously within our school life?

Do we have a Role Models as adults?

Do children of today have aspirations/role models?

 Is admiration a quality we aspire to have? why?

Should we aspire to be like our Role Models?

I am not sure where to go with these questions yet and really need to develop into more detail and really collaborate some of them. I might ask my SIG group a set of questions one week and then we meet again ask them another set of questions. I might get a better understanding of where I am going with this.

Any advise from anyone I would really like your help??

Thanks Geri

SIG - Performing Arts Faculty - TASK 4C

My SIG:

As I am currently working in a school already I thought I would use this to my advantage and use the faculty I work with to create a SIG.

We are all dedicated to our subjects, work really well together but have different thoughts on the questions that I wanted to purpose to them.

Currently their are 4 teachers in the faculty - Myself who teaches Dance and Drama, N. Haynes who is Head of Dance, B. Mason who is acting Head of Faculty and Head of Drama and M. Lewis who is Head of Music. We are all specialists in the areas we teach.

I was stuck on what really to ask the SIG I didn't really want to go the obvious route but was struggling with my questions I come up with 5 decent enquiry questions which I thought I could develop after. I really wanted to cause a debate between the departments.

The questions I proposed to the SIG:

 1. How do we as women practitioners influence boys attainment in KS4 and 5  within the performing arts?

2. Is Performing Arts considered an inspirational and important subject with the educational system?

3. How can we as performing arts practitioners influence and motivate the culture of youth society today?

4. Can we use cross curricular to encourage Performing Arts within the education system?

5. Is performing arts taken seriously within our school life?

I purposed these questions to the group by email and asked that they came with some answers already and that I wanted a debate to arise as I know that each of them have completely different views on all areas.

We have a fortnightly Faculty meeting so I asked if I could film them answering these questions.

So I filmed them with these questions and I will update the video and review the outcome from this tomorrow keep watching to find out the verdict!!

It would be great to also start a SIG group on these BLOGS would anyone like to answer the questions  I have purposed I would really like to hear your thoughts on these questions.

Hope to hear from you soon

Thanks for reading Geri

NEW YEAR NEW READER NEW TASKS!

Hi and Happy New Year!!

Hope everyone had a great Xmas and a really good start to the New Year!!

Has anyone started to look at Reader 4 and the tasks for Reader 4???

This is getting harder..

What's SIG I know its a Special Interest Group.  But is there a place you can go and set up one of these??

I hope anyone out there is confused as I am cant wait for campus session one to see everyone!

See you Soon

Geri