Spiral of inquiry

Today for ELT we discussed the Focussing stage of our spiral of inquiry. Some suggestions were that we can do LH observations,

ourselves ‘doing’ problem solving with our learners, PL on Utopic maths problem solving, conduct collaborative Safe to Fail Probes in iDevelop for term 2.

The remainder of the term is time to spend on the Focussing Phase.  There are two parts that must be completed:
1. A LH Safe to Fail Experiment;
2. Swivl of each LC facilitating a problem solving session

Our learning habitat came up with the following "Safe to fail probe for term 2:

LH1 SAFE to Fail Probe (not fail safe) - leading into our Spiral of Inquiry… Stage Groups for Maths Hub Day   Reflection on Maths hub day Our connections so far Predictions of progress intervention tracking Tell us what you think form
Name of Experiment	Open-ended Problem Solving
Name of Experimenters	John Dyer, Radha Moopanar, Priscilla Lavakula, Talia Morgan
Description of Experiment	Learners are given opportunities to engage in open-ended games and activities that are easy to follow LC’s spend less time giving instructions and unpacking prior to the problem, allowing more opportunity for learners to feed back each stage of their thought process. ***Team will make 3-5 problems that can be used and reflected on.  Swivled at least once.
Rationale for Experiment	To explore more deeply our noticings from the Scanning phase in order to identify:   What’s going to cause the greatest impact?’   What are our strengths  in this area?  How can we build on these?  What does our focus need to be? What do we need to do more of/more often?’
Indications of Success	Learners talking more and driving discussions during problem solving and sharing their reasoning and thinking with others Learning coaches are facilitating and noticing learner conversations throughout the problem solving activities
Indications of Failure	Same learners doing all the talking Learning coaches doing all the talking
Amplification Strategy (scale it)	Identify what activities work the best and amplify those throughout the learners in the habitat.
Recovery / Dampening strategy (stop it!)	Minimise the activities that didn’t work so well and put a few more boundaries and restrictions in place
Actions	Responsibility for Actions
	Each LC trials a time/strategy for instructions - 2 minutes at beginning and more at end or more often throughout. LC’s feedback about what is working for each other to find the most suitable way

Enviro ELT

What?
Enviro ELT

So what?
Today each habitat recorded our strengths, weaknesses, opportunities & threats regarding being waste wise.

Now what?
Work on improving threats & weaknesses

Collaborative spiral of inquiry

What? Collaborative spiral of inquiry

So what?
Scanning:
- Finding out what learners think and feel about their learning, and what their families and communities perceive about their learning

Focussing

- Using your noticing from Scanning to select an area for concentrated team learning 

Developing a hunch

- Getting deeply held beliefs and assumptions out on the table about your own practices

Learning

- Tailored to the situation

Taking action

- Learning more deeply about new ways of doing things – and then trying them out

Checking

- Knowing what you want to accomplish for your learners and having specific ways to determine how you are doing—early in the inquiry process

Now what?
I will try to learn more deeply about new ways of doing things and then try them out with my learners.

Introducing mindfulness

What? Mindfulness is the skill of paying ordinary attention to ordinary things.

So what? It helps us to become more attentive and conscious of what is happening in any given moment. It can be incorporated into every aspect of living. The benefits of mindfulness is that is creates a sense of calm and reduces stress.

Now what? I will try using what I learnt from this mindfulness session today when I feel stressed to help me to relax.

Adaptive expertise

What? 
Adaptive expertise in learners

So what? 
For ELT today I learnt about the ability to apply meaningfully-learned knowledge and skills flexibly and creatively in different situations, essentially continuously expanding one’s expertise.”
I learnt that the different broad pedagogical approaches that can help to develop adaptive expertise are Guided learning which we do through iDevelop at Ormiston Primary School, Action learning which is done through iExplore at our School and Experiential learning which is done through iExperience and iExplore by doing provocations at Ormiston Primary School.

Now what?
I need to decide in what ways the learners were and were not  successful in their action learning cycle and what I could do differently to help the learners to be successful.