Case 4 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:
Data showed that the students needed to learn how to enrich the content of their writing to better engage readers.
· Learning needs of teachers/ school leaders:
Glenda needed to be more explicit in her modelling and to move towards more self-regulatory practice.
· ISTE learning needs, inquiry question, beliefs and assumptions:
Melanie believed that her practice should support teachers to be more self-regulatory and to integrate theory with practice. Her inquiry focused on how her learning conversations with teachers could enable this shift.
· Learning experiences:
Melanie based her post-observation conversation with Glenda on the theory of practice analysis she and her colleagues had developed.
· ISTE practice changes:
Melanie is determined to now look at the impact of her conversations. She believes that her new approach is more likely to promote teacher self-regulation.
· Impact for teachers/ school leaders:
Glenda is consciously linking to students’ successful prior learning, and she is more conscious of the need to monitor the impact of her practice.
· Impact for students:
Danny provides an example of the improvements in the students’ writing.
