Case 1 diagram
How this reflects the ISTE inquiry and knowledge-building cycle
The following steps form a continuous cycle. Students’ learning needs are what drive the cycle.
· Students’ learning needs: Students’ achievement in writing was below national norms.
· Learning needs of teachers/ school leaders: Kathy and Geraldine wanted to improve their pedagogical content knowledge in relation to writing.
· ISTE learning needs, inquiry question, beliefs and assumptions: Delwynne believed that for professional learning to be sustainable, it should promote self-efficacy in students and teachers. However, her work wasn’t achieving this. So her inquiry question addressed her need to critically reflect on the impact of her daily practice.
· Learning experiences: Delwynne engaged in collaborative reflection with her colleagues; with them, she read professional literature and viewed videos of practice.
· ISTE practice changes: Delwynne is now more critically reflective herself and is better at using evidence and dissonance to enable critical reflection in others.
· Impact for teachers/ school leaders: Kathy and Geraldine identify as learners along with their students. They are better at using evidence to respond promptly to student needs.
· Impact for students: Students’ achievement data has improved and there are “smiles all round” from them.
