Case 6 diagram
How this case 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: An individual student was assessed as having specific learning needs.
· Learning needs of teachers/ school leaders: The principal proposed a solution. Fran, an RT:LB, did not agree with the proposed solution as she believed it would not be effective in the long-term.
· ISTE learning needs, inquiry question, beliefs and assumptions: Barbara, who worked with Fran, believed that a critical friend is someone who works collaboratively to address problems and co-construct learning. Her inquiry question addressed her need to know how to be a better critical friend to Fran.
· Learning experiences: Barbara asked Gillian to act as a critical friend to her, and together they used video as simulated recall. Barbara also read professional literature and participated in a learning community.
· ISTE practice changes: Barbara’s second conversation with Fran demonstrated improved practice. She had a stronger understanding of critical friendship and the role of constructive critique in building collaborative relationships.
· Impact for teachers/ school leaders: Fran, who is also thinking about her practice in a more reflective way, intends to talk with the principal. The case does not record impact for the principal.
· Impact for students: The case does not record impact for the student.
