Step 1: What is the
actual impact after the ‘Take Action’ phase?
The
evidence from the ‘Take Action’ phase suggests strongly that the students gain confidence
in oral language when using Flipgrid to record presentations, reports, or stories. The evidence also suggests somewhat strongly
that Flipgrid, as well as Scratch are beneficial for collaboration between two
or more students.
A significant
impact of the evidence suggests Flipgrid is worthwhile as a means to enhance oral
language learning outcomes, and therefore continue to be utilised in the
classroom.
The
evidence does not indicate potential issues or problems students may have with
access at home. I also need to dig further and acquire student feedback with
regards to learning initiatives such as buddies to evaluate video posts. As a result, there still needs to be a lot of
scaffolding, or teacher support to improve the value of learning outcomes.
Step 2: How is the
actual impact different from or similar to the anticipated one?
I was nervous
about the possible outcomes of the student survey. I had a hunch that many students gain a benefit
to their learning. However, without
direct feedback, this was an unknown.
My hunch
that students were enthusiastic to use the Flipgrid and Scratch apps was supported
by the results of the inquiry and the survey.
I was a little relieved to see the positive results that Flipgrid is a
viable tool to practice their oral language. However, 23% of children want to practice more in
front of the class. This has meant I
have provided more opportunity for sharing.
Although not formally presenting a speech or slideshow, the less formal opportunities
such as sharing written work or explaining strategies in maths are needed.
One unexpected
impact is more personal as a teacher; developing, unlearning, and relearning
pedagogical methods. I have always been willing
and have used devices, and apps for learning, and I knew that children were enthusiastic
for learning with devices. However, more so now I need to be exploring and
researching the apps, and be more critical when it comes to implementing them
into a unit.
Step 3: What is the
impact on future inquiry/practice?
The impact on future inquiries include the following:
1.
One aspect of the inquiry, that I would give greater emphasis is
the use of surveys to gather information.
I would use tools such as Google forms which provide a manageable way for
student reflection, and the opportunity for student meta-cognition.
Surveys
provide the opportunity for gathering very specific information, quickly and safely. Whether it be whanau or students, they can reflect
and think about their own learning. More
specifically, this reflection and deeper thinking are important for students to
identify/recognise their learning behaviours, strengths and areas of learning
to improve. Student’s own reflections
(feedback) provide evidence to adjust the content, and how it is taught; the pedagogy. This results in greater student voice in the
learning process. Therefore, student voice would be a focus for any future
inquiry. The student voice will help form discussions about conditions that
make student-led activities better, and which conditions make teacher-led
conditions better (Williams, 2019).
2.
Knowing what I know now about the benefits of Flipgrid, I need to
be better prepared to target specific learning outcomes, and provide the
students with a stronger understanding of those outcomes.
3.
Being more explicit with the way we use Flipgrid. Focus on a Flipgrid that will target a very
specific learning outcome, rather than being just a fun activity. It needs to be fun but targeting learning in
a very objective manner.
4.
One important focus that I don’t want to lose sight of is the role
of emotional intelligence. It is
increasingly important that the soft skills are not forgotten, or prioritised
among the ever-increasing curriculum areas.
It is the values, the nurturing of self-confidence that provides
foundational skills to work with and alongside others to develop new knowledge (Williams, 2019).
References:
Williams, M. (2019). The
future of the classroom. Retrieved from
http://storiesbywilliams.com/2013/06/07/the-future-of-the-classroom/
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