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Matt LeClair

http://www.actionresearch.net/writings/jack/arplanner.htm - 0 views

www.actionresearch.net/...arplanner.htm

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shared by Matt LeClair on 04 Jan 12 - No Cached
  • expression and communication of these values is essential in any valid explanation of your educational influence in your own learning and in the learning of others.  I am thinking here of values such as freedom, justice, care, love, compassion, respect and knowledge-creation
  • three assumptions
  • 'How do I improve what I am doing?'  in  your professional practice.
  • ...20 more annotations...
  • onversations between pairs of practitioner-researchers in which we take some 4 minutes each to outline our contexts, what really matters to us, and what we would like to improve
  • motivating you to improve your practice it often helps in the development of realistic action pla
  • After the initial conversation on values and context in relation to your desire to improve practices that relate to helping students, yourself and/or colleagues to improve their learning, I believe that you may find the following action planning process most useful.
  • 'How do I improve what I am doing?'
  • tions, ideas and actions that can distinguish an action reflection cycle: 1) What do I want to improve? What is my concern? Why am I concerned? 2) Imagining possibilities and choosing one of them to act on in an action plan 3) As I am acting what data will I collect to enable me to judge my educational influence in my professional context as I answer my question?  4) Evaluating the influence of the actions in terms of values and understandings. 5) Modifying concerns, ideas and actions in the light of evaluations.
  • Making public a validated explanation of educational influences
  • 7) As I evaluate the educational influences of my actions in my own learning and the learning of other, who might be willing to help me to strengthen the validity of my explanation of my learning about my influence with responses to questions such as: i)               Is my explanation as comprehensible as it could be? ii)             Could I improve the evidential basis of my claims to know what I am doing? iii)            Does my explanation include an awareness of historical and cultural influences in what I am doing and draw on the most advanced social theories of the day? iv)            Am I showing that I am committed to the values that I claim to be living by?
  • nhancing professionalism with TASC (Thinking Actively in a Social Context)
  • .  In producing a valid explanation for our educational influences in the learning of others I believe it to be necessary for the other's explanation of their own learning to be included in our explanation. 
  • ecognises the creativity of the other in engaging with ideas
  • I believe that Sally's writings make an original contribution to educational knowledge whilst showing that she has found useful some of my own ideas  in making this contribution.
  • Educational Enquiry (EE), Research Methods in Education (RME), Understanding Learners and Learning (ULL) and Gifts and Talents in Education (G & T) you can access these at: http://www.actionresearch.net/writings/mastermod.shtml .
  • To see the criteria used in assessing these units click on this link for the MACriteria.
  • virtual learning space for this CPD project go to http://www.spanglefish.com/livingvaluesimprovingpracticecooperatively/ . You can also read Walton's (2011 a&b) ideas on developing a collaborative inquiry.
  • In an inclusional way of being and knowing an individual recognises that they exist in a relational dynamic of space and boundaries. Hence one of the tasks of the practitioner-researcher is to express and communicate this relational dynamic in explanations of educational influence.
  • An example here would be the use of Foucault's (1977) ideas on Power/Knowledge to understand the relationships between the Truth of Power and the Power of Truth in the workplace when seeking academic legitimation for new living standards of judgment.
  • Appendix 1 Action Planner
  • You can access this curriculum at http://www.actionresearch.net/writings/bishops/bish99.pdf
  • How do we contribute to an educational knowledge base
  • Hymer, B. (2007) How do I understand and communicate my values and beliefs in my work as an educator in the field of giftedness?
  • Matt LeClair on 04 Jan 12
     
    "Action Planning In Improving Practice And Generating Educational Knowledge In Creating Your Living Educational Theory"
Matt LeClair

Mapping Learning and the Growth of Knowledge in a Knowledge Building Community - 0 views

ikit.org/mapping.html

knowledge knowledge forum LEARNING classroom sch

shared by Matt LeClair on 14 Oct 11 - Cached
  • Matt LeClair on 14 Oct 11
     
    Bereiter and Scardamalia (1996) argue that there is a difference between learning and knowledge building. Learning is activity directed towards improving personal knowledge. Knowledge building is trying to improve knowledge itself by considering ideas in regard to their strengths, weaknesses, applications, limitations, and potential for further development. Both learning and knowledge building are needed in schools. This paper traces the development of both in a Grade 5/6 classroom studying physical science. Knowledge transforming discourse is central to knowledge building because it is the means through which knowledge is formed, criticized, and amended (Scardamalia, Bereiter & Lamon, 1994). In this knowledge building classroom, the capacity for transformative discourse was afforded by Knowledge Forum® and classroom processes. Our paper deals with how this class engaged in the process of articulating and changing their learning goals as they reflected on and evaluated their class' knowledge building progress. Our sources of data come from discourse in the Knowledge Forum® database and videotapes of classroom discussion. A second set of analyses designed to capture students' activity in the database used data from the Analytic Toolkit, a suite of tools designed to track each student's use of Knowledge Forum. A third set of measures came from a pretest and post-test of students' knowledge of physical science. Our results showed that students who engaged in knowledge building discourse around central features of physical science also improved their learning.
Matt LeClair

Influencer Self-Assessment | Southam Consulting, LLC - 0 views

southamconsulting.net/...selfassessment.html

organization workplace success crucial conversations value members learning employee engagement influence strengths weakness improvement assessment self-assessment

shared by Matt LeClair on 06 Mar 12 - No Cached
  • Matt LeClair on 06 Mar 12
     
    Discover the strengths and weaknesses of your current influence style so you can focus on specific areas of improvement. Take our self-assessment."
Matt LeClair

SuccessTypes Survival Strategy - 0 views

www.ttuhsc.edu/...Survival.htm

learners assessment medical students learning style research performance learner profiles profile

shared by Matt LeClair on 01 May 12 - No Cached
  • Matt LeClair on 01 May 12
     
    I developed the SuccessTypes Survival Strategy as a realistic way of helping at-risk medical students improve their academic performance. If you are currently at-risk, you are dealing with several big problems at once. The root problem is probably not what you fear, that is, that you are not smart enough. Instead, the problem is probably in the way you learn, your learning style. Secondary problems are: 1) coping with the panic that sets in as the threat of failure becomes increasingly real, 2) coping with the challenge to your self identity as a successful student, and 3) coping with an increasing mountain of new material.
Matt LeClair

Gallup_Building a Team With Talent - 0 views

gmj.gallup.com/...building-team-talent.aspx

resources research survey relationship working values design employee manager motivation personality intelligence talent team

shared by Matt LeClair on 09 May 12 - No Cached
  • Team members who understand one another's abilities not only trust one another, they can easily distinguish the areas in which their time and talents are most effectively applied from those better left in the hands of teammates. It's easy to see how this improves the team's efficiency.
  • we described how the dialogue between individuals with different dominant strengths improves the quality of the decision-making process
  • A good manager will take the time to deconstruct the daily operation of his or her team, identifying where it bogs down and where it over-accelerates.
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  • Those insights can then be used as a basis for dialogue within the team, allowing each member to better understand his or her ideal role relative to the other team members
  • ensure that the team operates as more than the sum of its parts
  • best strategies for building a highly effective, strengths-based team?
  • With your group, determine what "team" means to each of you.
  • Do they share a common goal? A common set of measures that determine success? Are collective achievements possible -- or is this really an assortment of individuals working independently with separate measurement and goals?
  • Even when individuals do much of the team's work independently, team members can still share in the responsibilities associated with building a great place to work. Think about using the Gallup Q12 items as a common focus for better partnership and teaming.
  • f the group is working with common measurements and a shared goal, however, investing some time and thought in strengths-based team building will pay off.
  • A shared goal must be shared in both vision and execution.
  • diversity or similarity of the descriptions. How are your viewpoints alike? In what ways do you see different aspects or issues in the challenge or opportunity?
  • You might start by listing the common functions you feel your team must allocate in order to operate smoothly.
  • Ask team members to consciously consider: "Who am I, and what do I contribute?"
  • t the ideal role is unique for each.
  • Once you've allocated functions, ask the person whose name is next to each individual function to "own" that aspect of the team's operation.
  • ber that consistency and practice are the keys.
  • Make this a regular part of your team's work -- to consider not only the issues, problems or challenges, but also the ways you work together in solving or achieving them.
  • Now that you have the functions or process, consider each person'
  • Ask each person to share two of his strengths, and identify two areas within the process that are a "best fit" for him
  • Matt LeClair on 09 May 12
     
    strengthfinder
Matt LeClair

Becoming aware of learner perceptions | Instructional Design Fusions - 0 views

instructionaldesignfusions.wordpress.com/...g-aware-of-learner-perceptions

research manager employee positive relationship survey values instructional design good working conditions

shared by Matt LeClair on 08 May 12 - No Cached
  • ← More Symbaloo love: A collection of design tools Free-range vs Facilitated Discussions → Becoming aware of learner perceptions Posted on March 10, 2012 | 1 Comment A number of surveys have compared employees’ perceptions of what they need and managers’ perceptions of what employees need. These are listed by priority in the table below.
  • what employees tend to value most are those intangibles they’d receive from a positive relationship with their managers.
  • Matt LeClair on 08 May 12
     
    Becoming aware of learner perceptions Posted on March 10, 2012 | 1 Comment A number of surveys have compared employees' perceptions of what they need and managers' perceptions of what employees need. These are listed by priority in the table below.
Matt LeClair

How Full Is Your Bucket? Resources - 0 views

strengths.gallup.com/...Full-Bucket-Resources.aspx

bucket resources full positive questionnaire tools learning research survey qualitative measurement psychology strengths individualization preference recognition praise positivepsychology scorecard

shared by Matt LeClair on 20 Mar 12 - No Cached
  • Matt LeClair on 20 Mar 12
     
    " The key to great bucket filling is individualization. Each person has unique preferences for receiving recognition and praise. For bucket filling to be meaningful to the recipient, it must be personalized and specific to what that person needs. Use the Gallup Recognition Interview to find out what fills the buckets of your friends, family members, and colleagues. (PDF)Gallup Recognition Interview Every time you fill a bucket, you're setting something in motion. How much bucket filling do you do compared to others? Do you have low impact, some impact, or high impact on your environment? Consider printing the Positive Impact Test statements, and use them as your guide for improvement. (PDF)Positive Impact Test statements Think about your most recent interactions. Were they more positive or more negative? Did you give someone a compliment, or did you choose to make a negative comment instead? Once you become aware of your positive-to-negative interaction ratio, you can consciously begin to reduce and eliminate bucket dipping from your life. Keep track with the Interaction Scorecard. (PDF)Interaction Scorecard How Full Is Your Bucket? > Purchase How Full Is Your Bucket? How Full Is Your Bucket? For Kids New from Tom Rath and Mary Reckmeyer "
Matt LeClair

Action Research @ actionresearch.net - 0 views

www.actionresearch.net

tools references ideas action research research Action living theory multimedia values writings knowledge management

shared by Matt LeClair on 26 Jun 12 - Cached
  • Matt LeClair on 26 Jun 12
     
    n a living educational theory approach to action research, individuals hold their lives to account by producing explanations of their educational influences in their own learning in enquiries of the kind, 'How am I improving what I am doing?' They do this in contexts where they are seeking to live the values they use to give life meaning and purpose as fully as they can. The living educational theories of professional educators and other practitioner-researchers usually explain their educational influences in the learning of their students and can also explain their educational influences in the learning of social formations. See www.actionresearch.net/writings/livtheory.html.
Matt LeClair

SuccessTypes Survival Strategy - 0 views

www.ttuhsc.edu/...Survival.htm

assessment adult learning learning style medical education strategy academic performance performance student study skills learn

shared by Matt LeClair on 16 Aug 12 - No Cached
  • Matt LeClair on 16 Aug 12
     
    John W. Pelley, Ph.D. author of "SuccessTypes In Medical Education" Survival Strategy Learning Style Type Indicator he developed the SuccessTypes Survival Strategy as a realistic way of helping at-risk medical students improve their academic performance. If you are currently at-risk, you are dealing with several big problems at once. The root problem is probably not what you fear, that is, that you are not smart enough. Instead, the problem is probably in the way you learn, your learning style. Secondary problems are: 1) coping with the panic that sets in as the threat of failure becomes increasingly real, 2) coping with the challenge to your self identity as a successful student, and 3) coping with an increasing mountain of new material. "
Matt LeClair

Free Classroom Guides and Educational Downloads for 2012 | Edutopia - 0 views

www.edutopia.org/classroom-guides-downloads

resources gadgets technology web 2.0 classroom edutopia guides learning brain based social media education strategy

shared by Matt LeClair on 11 Sep 12 - No Cached
  • Matt LeClair on 11 Sep 12
     
    "A Parent's Guide to 21st-Century Learning Discover the tools and techniques today's teachers and classrooms are using to prepare students for tomorrow -- and how you can get involved. More Resources: How to Strengthen Parent Involvement and Communication A Teacher's Guide to Generation X Parents Facebook Group for Parents blue cover with students Six Tips for Brain-Based Learning By understanding how the brain works, educators are better equipped to help K-12 students with everything from focusing attention to increasing retention. More Resources: Neuro Myths: Separating Fact and Fiction in Brain-Based Learning Brain-Based Learning: Resource Roundup Big Thinker: Neurologist Judy Willis on the Science of Learning Yellow cover with students Ten Tips for Classroom Management Learn how to improve student engagement and build a positive climate for learning and discipline for grades K-12. More Resources: How to Develop Positive Classroom Management Classroom-Management Video Tips for Teachers Positive Discipline Strategies Yield Quick Results Purple cover with faces framed in circles Top Ten Tips for Teaching with New Media Whether you're new to teaching or a classroom veteran, this resource-packed collection of 10 new media tips provides fresh ideas and easy-to-use tools to engage your students and make learning more collaborative. (Updated: 6/14/11) More Resources: Twittering, Not Frittering: Professional Development in 140 Characters Google for Educators: The Best Features for Busy Teachers Social Media in Education: The Power of Facebook Blue 2010 cover with faces framed in circles Summer Rejuvenation Guide Whether it's reading a good book or starting a new hobby, this resource-packed guide highlights ten fun ways to spend your summer. (Updated: 5/24/11) More Resources: Teacher-Tested Travel Grants Creating a Summer Reading Network How to Create a Professional Learning Community Orange c
Matt LeClair

Edutopia Quiz: What's Your Emotional Intelligence? | Edutopia - 0 views

www.edutopia.org/sel-quiz

resources web 2.0 emotional intelligence assessment brain based strategy edutopia

shared by Matt LeClair on 11 Sep 12 - No Cached
  • Matt LeClair on 11 Sep 12
     
    " 13Share on email Edutopia Quiz: What's Your Emotional Intelligence? Emotional intelligence -- the ability to empathize, persevere, control impulses, communicate clearly, solve problems, and work with others -- can be a critical skill for teachers. This quiz should help you learn more about how you manage emotions. It takes less than five minutes to complete and provides personalized tips for how to improve the way you manage your classroom and interact with your students. Think about the last week as you answer the following questions. How often have you engaged in the behavior or activity described while at school?"
Matt LeClair

Qualitative evaluation for program improvement - 0 views

www.scu.edu.au/...qualeval.html

Action research evaluation improvement program learning qualitative participative web action research

shared by Matt LeClair on 10 Jan 12 - Cached
  • Matt LeClair on 10 Jan 12
     
    "evaluation process in the general style of action research illustrates some points about qualitative research and evaluation"
Matt LeClair

Quality Matters Program | - 0 views

www.qmprogram.org

education online learning technology assessment evaluation elearning qualitymatters metrics rubric measurement Professional development peer review

shared by Matt LeClair on 06 Feb 12 - No Cached
  • Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses.
  • Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses.
  • Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses.
  • Matt LeClair on 06 Feb 12
     
    "Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses. QM is a leader in quality assurance for online education and has received national recognition for its peer-based approach and continuous improvement in online education and student learning."
Matt LeClair

Maslows Hierarchy and Employee Engagement - 0 views

www.managementstudyguide.com/hy-and-employee-engagement.htm

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shared by Matt LeClair on 22 Jun 12 - No Cached
  • How to tap the potential of employees who are not actively engaged or are disengaged? Yes, the management studies conducted over last few years have revealed that only 11 percent of the total employee strength is actively engagement and feels a strong commitment towards their work and workplace. The rest 89 percent of the employees are either not actively engaged or disengaged. This means that the organisations are able to tap the potential of only 11 percent employees. Encouraging the rest of the workforce is still a big challenge for them.
  • Biological and Physiological Needs: These are basic human needs including food, water and shelter. Organisations can buy them lunch, offer gift cards and give time off for necessary day-to-day tasks. It not only makes their life easier but also gives them a chance to retain with the organisation. Safety Needs: Safety needs include good shelter, protection, safety, security, law and order and stability. Once human beings have enough for food, water and shelter, they want to live a comfortable and safe life. Again the mantra of keeping them with the organisation is to pay. Pay for food and loan them an amount to build their own home or buy a vehicle. Organisations can also support their children education. Belonging Needs: It is a basic human need that they always want to be associated with something. They want to belong and to be belonged. The managers can establish friendly relationships with their subordinates so that they feel that they are an important asset of the organisation and they add value to it. Including them in decision making process or any other sensitive issue springing up within the workplace is a good idea. Also involve them in improvement teams where they really can contribute something substantial. Self Esteem: According to Maslow’s Hierarchy model, the fourth stage of one’s life is to attain a status in the society as well as in professional life. Besides this, a sense of achievement and recognition of their efforts play a vital role. Organisations which are successful in recognising the efforts of employees and reward them for their performance and contribution are able to retain their talent. Issuing newsletters recognising their contribution or giving a think you card or awarding them with a trophy can serve the purpose. Self Actualisation: It is the last stage in the Maslow’s Hierarchy model that is about growth and fulfilment in personal and professional life. By this time, individuals are well settled in life and are able to contribute through their work experiences. It is the time when organisations can make them feel empowered by giving them leadership authority, autonomy to take decisions and training opportunities. Employee engagement is a science as well as an art. It takes into account all tangible and intangible factors related to human life directly or indirectly.
  • Matt LeClair on 22 Jun 12
     
    How to tap the potential of employees who are not actively engaged or are disengaged? Yes, the management studies conducted over last few years have revealed that only 11 percent of the total employee strength is actively engagement and feels a strong commitment towards their work and workplace. The rest 89 percent of the employees are either not actively engaged or disengaged. This means that the organisations are able to tap the potential of only 11 percent employees. Encouraging the rest of the workforce is still a big challenge for them.
Matt LeClair

Qual Page - 2 views

www.qualitativeresearch.uga.edu/...index.html

Action research evaluation improvement qualitative learning program action research resources conference thesis methodology teaching

shared by Matt LeClair on 10 Jan 12 - Cached
  • Matt LeClair on 10 Jan 12
     
    Resources for Qualitative Research
Matt LeClair

Crucial Assessment | Southam Consulting, LLC - 0 views

www.southamconsulting.net/...cc2sa.php

organization workplace success employee learning members value crucial conversations engagement strengths weakness self-assessment assessment improvement skill

shared by Matt LeClair on 06 Mar 12 - No Cached
  • Matt LeClair on 06 Mar 12
     
    "To measure your skill level and see how Crucial Confrontations can best serve your needs, candidly review the following statements. Check "Yes" if they apply to you. Check "No" if they do not. The following questions explore how you typically respond when you're in the middle of a stressful situation."
Jonathan SIlk

Cultivating communities of practice - 0 views

books.google.com/books

Communities of Practice CoP

shared by Jonathan SIlk on 23 Oct 11 - No Cached
  • Jonathan SIlk on 23 Oct 11
     
    Today's marketplace is fueled by knowledge. Yet organizing systematically to leverage knowledge remains a challenge. Leading companies have discovered that technology is not enough, and that cultivating communities of practice is the keystone of an effective knowledge strategy.Communities of practice come together around common interests and expertise- whether they consist of first-line managers or customer service representatives, neurosurgeons or software programmers, city managers or home-improvement amateurs.
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