4-+Anna+M

Our action research model (Teaching Iinquiry Model) is cyclical. We begin by identifying goals to enhance our students learning. We then implement strategies ans reflect on the impact these had. We then decide upon a new target.
 * Action Research **

Examples of evidence may include links to webpages with research you used, scans of readings you have used. You could also upload examples of students work or photos showing the effect the strategy had.


 * **__// Key Questions //__** ||  || **__// What do I ask //__**
 * __// myself? //__** || **__// Evidence //__** ||
 * **__What is it I want to focus on? (ICT goal either integrating ICT or your pedagogical goal)__**

. ||  || **//What is important therefore//** **//worth spending time on?//** || Using ICT tools as a motivating / integration tool - for developing ideas not the idea - increased use of LI & SC - co-construction with students Self / peer assessment related to the writing process - conferencing || **//are most likely to help my students//** **//learn this?//** || formative ass strategies. Using peer / self ass with direct links to LI & SC - I really like the powerpoint with lots of peer / self ass ideas - being careful of not using too big a variety - students confident with 1-3 really strong strategies. Scaffolding for conferencing - linking reflectively to the LI and SC - layering of LI with students - modelling of conferencing skills and impact / effectiveness of peer & self assessment. Using APEs - conferencing will be paired / peered. Daily and reflective || **//the teaching and what are the//** **//implications for the future?//** || Students developed more ownership of learning - reflection is stronger within student thinking - I used to think now I think ||
 * __**What strategies could help my students learning?**__ ||  || **//What strategies (evidence based)//**
 * **__What happened? What are the implications for my teaching?__** ||  || **//What happened as a result of//**
 * We made chalk using the recount from a School Journal. This had many positive effects upon the learning. We had a greater understanding of what making connections meant. (in this case text to own world) We deconstructed recounts and explanations so we were able to talk about structure differences. To finalise we created flow diagrams that used active verbs to write an explanation. ||