Professional Inquiry- Theories

The main theories i am looking at, are those from the Huddleston and unwin research. They focus on the theme(s) of team teaching and the relationship between both students and their teachers and mentors/suppot teaching and teachers.
These theories have prodominatly emerged from Huddleston and UNwin them selves as well as Cox.1996  as well as an interesting review from the comedien/author Ben Elton.
What i am discovering more and more is that there is definate encouragement towards involvement for all within education as well as creasting assesment/teaching methods that emphais achievement rather than 'malpractice'.
These theories have so far tied in well with the Btec assessment policy as well as my own research.

Thoughts on Critical review so far

Having been immersed in my workplacement over christmas- performing in 'Cinderella' at Chickenshed- and moving back to south london i am now in the process of drafting my critical review. So far im almost half the way through and am starting to get into the rythm of it. Im finding that what is working for me is to get any initial thoughts out of my head and straight on to the page- regardless of structure or coherence! and then going back to review and re structure the main body of what i have written. Having completed my actual project before christmas im finding that i have so many ideas, thought s and finidings in my head its hard to filter them out.

However pereverance is the key and i am now conentrating on one step at a time: the critical review and appendices- then the artefact- then the presentation.  I find that if i try to go between all three at once my mind cant seem to cope!

While drafting my critical review i have inearthed some really interesting peices of literature- one if them beinf: teaching and learning in education by huddleston and unwin 2006- link below:

http://books.google.co.uk/books?id=GOZ2B7Ov6cYC&pg=PA239&lpg=PA239&dq=huddleston+and+unwin+2006&source=bl&ots=9o03MFce3P&sig=WE1Z22nrrwoyoIiC1Vaxmoua6jo&hl=en&sa=X&ei=lUZGT_3HM5Sp8APxoOivDg&sqi=2&ved=0CDEQ6AEwAA#v=onepage&q=huddleston%20and%20unwin%202006&f=false

if any one fancies a read and will let me know their thoughts please do!

As i said previously the critical review is my main focus at the moment- step by step giving myself constant feedback as well as using feedback structures that my tutors have given me..

and so to continue....!

professional artefact/presentation

I am currentlty in the prossess of putting together my professional artefact. My idea is to put together 'scrap book' of my inquiry process.
this would include pictures from my workshops, workshop plans as well as materials used in the sessions.
I would also include an explantation of the material..why my subject was chosen for the workshops, any unexpected evenets etc.
I suppose my thinking is to create a 'step by step' guide to planning, delivering and evaluating a workshop process. This is something that is in the process of being formed.

I am also thinking about my final presentation, how i would demonstrate this. Im thinking of going down the 'audio visual' route...possible a power point presentation? however i am still debating!

a short research tool!

As my project continues- i am finding the volume of research and literature failry over wheling..however i have a tecnique that could be useful to others to help as a filter. So i find my research as a hard copy (printed/written etc) and highlight the main blocks of information that i see as relevant.
I then use a word document and go through each highlighted section; bullet pointing the information in my own SHORT words as well as my oppinions on the information.
I have found that filtering my resources in this way not only allows me to find the relevance in my research but also to comment allong the way. Using the various tools to do this stops me from coming complaicent/ passive in my working.

I hope this can be helpful...if anybody else has any tips let me know!

Planning my project

In order for me to complete my project on time as well as manage my commitments at Chickenshed, i have drawn up a schedule outling when the various aspects of my project will take place. Fitting this around my btec support and rehursal shedule means that i have to be specific in my planning from research to practical workshops.

I have used a microsoft excel spreadsheet to give me the clearest presentation possible:

I have highlighted in red project tasks. This timetable is still yet to be completed as i am awaiting replies form practioners regarding interview appointments.

Although this is an inital schedule it is still a helpful process to have undertaken and has allowed to filter my work load which can seem quite daunting at first.

preparation

so after a pretty boring summer im back and so ready to get stuck into this project! in thelast few weeks i have begun to collate the information that i am going to need for my professional inquiry. I have done my first workshop at the BRIT school but am not able to do the work at chickenshed just yet because their education programme doesnt officaially start for another few weeks.
None the less i have begun to prepare for the work ahead.

The main body of preparation has begun with my research- having sourced my inital literature in the previous module i have now sourced literature is more specific to my project and can develop form the previous (a review that i will post in the next blog)

All framworks and structures have also been drawn up and used for the practical elements of my project as well as the begininnings of photographic elements.

This is a very general post more still to come

Critical reflection and Summary: Digital portfolio

The initial tasks within this module required me hone in my specialist interests, exploring and defining my own interests as well as discovering other peoples. Although I have always understood that my passion for inclusion has existed, I was unclear as to how I wanted to put inclusion into context in my own working environment. The introduction of education came from my involvement of Chickenshed’s educational programme; BTEC National diploma in performing arts. Having worked closely with both staff and students involved in the programme it soon became evident that this was an area of inclusion that I wanted to be involved in.  This exploration of interest led me to raise initial questions about my workplace, the Chickenshed within the context of education:

http://emmabalaam.blogspot.com/2011/02/task-4a-my-questions.html

     These questions informed my special interest groups where I involved myself in discussions with other members of the BAPP course

http://www.facebook.com/home.php#!/topic.php?uid=145821545478191&topic=64

http://myinclusion.wikispaces.com/

And also professionals from within my working environment

http://emmabalaam.blogspot.com/2011/02/task-4c-sigs.html

The digital and in person debates that took place, developed my understanding of inclusion in education, interpreting perspectives that were formed outside of my own ‘comfortable’ thought process, prompting to develop my initial questions and ideas

http://emmabalaam.blogspot.com/2011/04/explain-myself.html

The constant discussion and development throughout the process of this module has led me to define more formal considerations when undertaking my inquiry. Taking into consideration aspect of inquiry such as ‘ethics’ and ‘code of conduct’

http://emmabalaam.blogspot.com/2011/04/5a-code-of-practice-my-oppinion.html

http://emmabalaam.blogspot.com/2011/04/taks-5c-my-understanding-of-ethics.html

has allowed the knowledge of practice of both my self and the Chickenshed to become informed and I feel more confident in my delivery of practice. These aspects of the inquiry have also led me to make an informed decision as to which research methods to use. Utilising the appropriate means of research will be key in conforming to my own code of practice and ethical practices as well as those established by my workplace

http://emmabalaam.blogspot.com/2011/04/task-6b-reaserch-methods.html

This module has allowed to explore a various number of tools of which I can implement in both the planning and execution of my inquiry. My knowledge and understanding of the subject matter that I wish to investigate has grown and strengthened leaving me excited and confident about beginning my inquiry next term.