Colleen's Mind lab Journey

Without evidence, you are just another person with an opinion. (Andreas Schleicher, OECD) The main purpose of a teaching and learning inquiry, as described in the NZ curriculum, is to bring about improved outcomes for students through a cyclical process that is guided by 3 key questions. What should students achieve? Where are our students in relation to these goals and priorities? What do students need to learn next? (focusing inquiry) Which strategies, interventions or programmes will support students to achieve these outcomes? (teaching inquiry) What learning happened for students as a result of these strategies, interventions or programmes, and what will teachers do next to ensure that students continue to progress? (learning inquiry) ERO found that inquiry typically took two forms - teaching and learning inquiry, [ 4 ]  and professional learning inquiry.  The following model is found on the MOE site and also the ERO site The following link has a se...

On our last face to face session, we were told about our literature review. The word then went around how difficult this would be, and how much time it would take. Our school is right into Personalised learning and we were all going to set up a learning hub within the senior cluster of the school. So this was an easy subject to do my review around, or so I thought. I started with Personalised Learning and then changed to modern learning environments, innovative classrooms, 21st-century learning, and so the list goes on all have got the same underlining principles but the variety of terms used and acronyms MLE, PL, ILI would make your head spin. So after reading all the fellow Mindlab students posting on Google communities that they had their question sorted I felt envious so I thought I should go to the Ministry of Education because surely they should have the term sorted. But no ”. “the term personalized learning has been used perhaps too broadly to cover a whole host of strat...