RESEARCH QUESTION:

What if the research question is stated as a problem with limited success, how do I gauge limited success?

If the RQ has been described/ outlined using incorrect scientific knowledge, what happens then?

HYPOTHESIS:

I need to read more on hypothesis to understand how scientific justifications can be given. should it be in tandem with the hypothesis stated or with the correct facts?

VARIABLES:

Variable manipulation and collection of data can be found or explained in the method.

What if they are only stated and the rest of the method, safety and apparatus are well done?  does this pull down the grade?

Manipulation of IDV & DV. ( look in to this)

Most students still refer to apparatus as variables. They need more guidance on this.

METHOD:

Safety precaution dealing with fire/ heat for instance, should they be summarized in to one statement to avoid repetition?

 

DATA COLLECTION:

What does it mean/ how can I know if data has correctly been collected?(from the method used?)what if the data has large ranges which would affect an experiment looking closely at numerical values?

 

DATA INTERPRETATION:

Wrong graph/correct interpretation

Correct graph/ wrong interpretation

Correct graph/correct interpretation/ wrong scientific reasoning

Wrong graph/wrong interpretation(or in tandem with the graph drawn)/ correct scientific argument?

 

IMPROVEMENTS/ EXTENSIONS:

Are these two considered to be one?

Improvements- what I would do better if I did the experiment again

Extension- further research that I can do, stemming from what I have done so far?

 

Making the learners understand the task

If I make them understand the task, is it correct to do so? Or will I be giving the information that I will later assess? E.g. a student asks why a thick rod will take less time as opposed to the thin rod. should I give the scientific explanation or let them do some research on their own?

Grouping dynamics in marking and assessing(collaboration and collusion)

In group formation? How do I group them? Do I allow them to choose? Does any of these methods interfere with their results? 

During the marking, I realize I should compare group work data and then assess the rest individually, or should i? what should be similar/different in their reports?

Should these be taught before the investigations begin or are they part of the research to be done? Some terms such as conduction, conductivity were a great confusion to the learners. How do I get the chance to explicitly explain to them the differences?

 

After assessing their work, how do I get to give hem collective feedback for future use of the same tool. I feel some concepts need to be clarified so that any misconceptions are cleared out or any of their process questions addressed .

 

Note:

 

 

 

The following are the things I would ask students to look in to:

Check on the font and font size so that both are standard as conventionally agreed.

Have the essay written as an essay and not in point form.

Let there be chronology of content so that ideas can flow for easy assessment

 

2.REFERENCING:

Use APA format strictly as required by the question. I will guide them on the use of APA in putting down resources as either references or bibliography.

In-text citation is key including citing sources of images/graphs etc. used 

 

The problem should be clearly stated and sufficient evidence given so that the scale of the issue at hand is addressed

Let them choose just one device that they can explore rather than outlining all of the m and the narrowing down to one.

How has science been used to solve the problem? ( is it the science in the working of the device or the science that led to the formation of the device.

 

Choose only one and go deep with it.

         write in prose

          connect each argument to the world scale in terms of itself or something else

 

Make a conclusion that is in tandem with the arguments/ discussions in the implications sections. Don’t always agree/disagree with the device for example, just because you chose to focus on it.

 

Similarity in student work was noticed. How do I deal with it? How can I use turn it in 

To check for plagiarism or any form of dishonesty and what are the consequences.

 

 

The semester has begun on a higher niche than the older one. I want to start doing my reflections in a different way by focusing more on the four section of the UBC criteria. I will print out a document that I will be filling in weekly to track my own progress so that I have areas to improve on.

Section 4: PROFESSIONAL LEARNING:

Has work out better this term. I have included a lot of reflection in planning and even during teaching as a skill to examine that there is quality in every step of the way.

1.      Department level collaborations are going on and I am glad I have chances to contribute as well so I require evidence for this in my portfolio. Personal level collaborations are happening as well between other interns and I as far as planning is concerned. Classes shall be visited in the course of the term just to see what approaches they have adopted in their classes.

2.      I have a new partner in planning DP resources. This is intended to bring experiential learning in to the classroom.

3.      All of these measures have lead me in to exploring some details deeper: ACTION & EXTENDED RESEARCH and now I have thoughts of pursuing a course in education curricular.

Section 3: ASSESSMENT AND LEARNING:

1.    Assessment as learning and for learning as we is happening the class, year 7 , mostly. Where we ask mid unit questions like: “what have you learnt so far?” what would you like to know as we move deeper in to the unit?

This kind of feedback has enabled me to REPLAN and REINFORCE what has been taught for student better understanding

2.    Formatives are yet to begin but summative assessment are yet to begin. What I am looking to correct or learn is how to share the summative assessment task with the students so that the teaching objectives are aligned to them. I want to look at this in Year 7 and 10 so that I help remind the teachers to remember this connection.

3.    DIFFERENTIATED assessment: evidence of this in my class: I will do this in terms of differentiated products that students present for assessment.

 

 

Section 2: TEACHING AND LEARNING:

1.      Teaching theories: most of the time in MYP I explore the constructivism theory. I want to look deeper in these theories as I put together my action research.

2.      ATL skills: there is a lot of explicit teaching of these skills in my classroom by both my mentor and I. some skills are overtly demonstrated in classroom collaboration and presentation. Yesr 7, 10 show most of this as will be captured in the portfolio.

3.      I have been doing a lot of lesson planning documentation but I now need to include feedback in it so that I meet the learners needs. Ii shall attach some of the lesson plans that I have already used in the portfolio so as to track improvement in the quality of teaching.

4.      Differentiated teaching in class: supervised practice is common among year 7 and 10. Maybe I can explore more ways of doing this.

 

 

 

Section 1 :  CURRICULUM PROCESS:

1.       “Comprehends and applies the IB Principles of Inquiry, Action and Reflection to the practice of teaching”..

This has been common in MYP. But new partnership will hopefully assist me in doing this in diploma level as well. constraints of time vs syllabus coverage are present. How can this be overcome?

2.       “. Plans, organizes and teaches the Approaches to Learning (ATL) skills and practices that students require to become successful learners.”

Overtly seen and captured in class and are also taught