Where has the time gone?!

I am just about to start writing the critical reflection of my inquiry process throughout module 3. Just thinking about what I am going to write about feels weird - how are we already at this point? It's been such an intense journey in which a lot of time and effort has gone into it, but more than anything a lot of reflection. This took me by surprise at first and I really struggled to write up my first critical reflection but it is amazing how things have changed!
I better get on with actually writing up this reflection, but thought it was worth a blog to get me through the shock I felt about writing a conclusion to all of this work!
Off we go....

Another step closer...

So all my work has been sent off to Adesola for feedback and now the anxious wait begins! I know I still have some work to do to make my inquiry submission-ready so when I get it back it will be all hands on deck to get it sorted for submission, just hoping I my work is good enough for simply 'tweeking' as opposed to changing!
My plan for my professional artefact has also been sent off for checking before I go for it and create my crazy 3D mindmap of dance through education. Really hoping I can pull this off and it shows all the work I have put into researching my subject from many angles and discovering how one thing can impact so many areas of education.
For now, I'm going to finish off a few bits and then give myself the afternoon off to bake - my favourite relaxing treat!

Module 3 Journey

So, after a very busy few weeks at work, (why does everything seem to happen at the same time?!) I have managed to get some more ticks on my 'to do' list. I have written my introduction, analysis and evaluation of my inquiry (in a first draft kind of way) and I'm booked in for a Skype meeting with Adesola tomorrow so hoping to take things a step further with that soon.
My focus  (and worries) are now turning to the mysterious 'artefact'. Thought I had a few ideas about that however I am now doubting I have any idea what I should be doing - really hope my conversation tomorrow helps to generate some ideas that will lead onto being able to get it started!
I guess all this leads to a better critical reflection of the module 3 journey - although I'm hoping to feel more on top of things soon.
Hope you are all chugging along nicely! Will do another Skype group soon hopefully - maybe the Easter school holidays?

Inquiry progression

So I guess I need to tell myself off for not blogging enough! I have been getting a lot of work, research, analysis and general inquiry work done recently - wasn't feeling like it was hanging together in anyway but arranged a Skype conversation with Natalie and Kym which has really helped to talk things through - hopefully with a bit of refection time I will have a clearer idea of where I am heading with this stage of my work.
My recent thoughts towards approaching my inquiry of the impact of dance within primary education came from Adesola's comments on my inquiry basically being mapping children's learning of dance and how it impacts their general learning. This got me thinking about all the angles involved and my tools of research. I managed to put all information into 4 areas which, whilst being independent approaches, influence and impact upon each other. These are:
The children- how the children react to dance, how the children's grades compare to their dance ability.
The teachers- do they think dance is an important part of the curriculum? Do they think dance has any influence on the children's learning or school life?
The government- how do they class dance, how much emphasis is meant to be placed on dance? Who should teach dance?
Scientific research- What do we know about dance and it's impact on the brain and learning? Is it being researched? Do children need to enjoy dance?

I'm hoping to basically touch on all these areas and see how they link together within education.
Obviously this is brief and new and I hope to improve my ideas but I think so far this mapping approach seems to be helping me focus and avoid going off on a tangent!

Other than this, my data collection and research seems to be going to plan, observations and children's data has been collected, a few informal interviews have taken place and I have found some literature that seems to be fitting in well! Just got to get it down and analyse how it all fits together.

Hope I am on the right track!

Module 3!

Welcome back everyone! I hope you are all getting into the swing of things again and your inquiries are starting off nicely!
I have had an insane week at work and I'm off to Rome next week so it's pretty crazy getting things done but it's certainly teaching me to be organised with my time!
So far I have had a highlighter permanently attached to me as I've been going through the literature I found in more detail and writing up reviews, collecting quotes etc. I've also got started with a lot of observations of children dancing at school and seeing how it impacts their day and lessons. Quite interesting to step back and really look.
I'm going to get a couple of interviews done then I can really start analysing the results and seeing what comes up. So far my discoveries are that, as much as dance has been proven to improve many skills, I have found that the children have got to WANT  to access the dance in order for it to have an effect - and it's generally the children who need the skills most that don't engage with the lessons to improve them - it seems be a catch 22 situation that I can look into further!

I really hope I am on the right track, would love to hear from you with where you are all up to!

Task 6d: Delicious

I have set up a account with delicious and gathered literature from their library and my own findings. I think I will find it useful! I will use a selection of the literature I have found to review for task 6c.

Here is my profile link:
https://delicious.com/hannahshepherd

Critical Reflection on Professional Practitioner Inquiry

Critical Reflection on Professional Practitioner Inquiry

 

As term began and I embarked upon module 2, the next stage of my BAPP journey, I was feeling anxious but ready to get back into the routine of work and study. (Appendix 1) The idea of creating a plan for my professional inquiry in a matter of months seemed daunting however the module gave me the knowledge and information to be able to piece together what I hope to be a solid plan for my professional inquiry.

Principles of a Professional Inquiry

My key moment of this section was the creation of a SIG. Following many comments on my blog several of us managed to connect via Facebook and create a module 2 SIG in which we have communicated about all aspects of the course (Appendix 2). As a natural worrier, having the access to others on the course and the ability to help each other has been very useful.

Following Reader 4, I launched into creating questions for my inquiry proposal.(Appendix 3) Looking back, I created questions that are very specific and could possibly have restricted my inquiry. As the module has gone on I have managed to loosen the grip on these questions, creating a line of inquiry that encompasses all the areas of questioning within Task 4a and still gives me the freedom to explore and in an entire topic.

Ethics

This topic gave me the opportunity to ensure I will go about my inquiry in a safe, moral and ethical way. This set of tasks ensured that I knew the importance of ethics and reminded me that they should remain at the forefront of my inquiry. (Appendix 4) In Task 5a, I blogged that,

"Ethics isn’t about what work we do, more HOW we do it. How I, as a dance teacher, can ensure that my pupils are learning dance safely and enjoying the lessons that their parents have invested time and money in. " (Shepherd, H. 2013 Task 5a)

Following Reader 5, I can have the confidence in knowing that my inquiry will be carried out in a way that is morally and ethically correct.

Tools of my Professional Inquiry

After reading about all the different ways of gathering and analysing both quantitative  and qualitative data throughout Reader 5 I carried out a pilot of all the methods. The tools that came as the biggest lesson for me was the way my interview turned out. (Appendix 5). I now feel ready to gather evidence through focus groups, questionnaires and observations.

Module 2 has given me the time and space to explore what line of inquiry to pursue. It has helped me to structure what I will do and develop HOW I will go about it. My main lesson within this module has been learning to allow things to take their course, following all lines of interest, reflecting upon their results and ensuring I have an open mind to be able to listen to others and let them help within my study.