Case 3 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:
Catherine’s classroom observations showed that the students could take greater control of their learning.
· Learning needs of teachers/ school leaders:
Jack seemed resistant to professional development and unaware of the value of encouraging student self-regulation.
· ISTE learning needs, inquiry question, beliefs and assumptions:
Catherine believed that adhering to Model II principles of communication would enable her to communicate openly with teachers and engage them in professional learning. Her inquiry question addressed her concern that her practice was not always consistent with her beliefs.
· Learning experiences:
Catherine and her colleagues used role play and analysis of dialogue to understand her behaviour and to plan and practise more effective responses within difficult interactions.
· ISTE practice changes:
Catherine has a better understanding of her own actions within learning conversations and of how these can undermine her intentions. She has new strategies for difficult interactions that she will try out in her next conversation with Jack.
· Impact for teachers/ school leaders:
The case does not record impact for Jack or other teachers.
· Impact for students:
The case does not record impact for students.
