{"id":80,"date":"2015-11-19T18:53:16","date_gmt":"2015-11-20T01:53:16","guid":{"rendered":"https:\/\/blogs.ubc.ca\/edutara\/?page_id=80"},"modified":"2015-12-18T22:52:19","modified_gmt":"2015-12-19T05:52:19","slug":"inquiry-proposal","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/edutara\/iquiry\/inquiry-proposal\/","title":{"rendered":"Inquiry Proposal"},"content":{"rendered":"<p>Submitted: November 4th 2015<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>How can I, as an English teacher, embolden the concept of innovation within an authentic learning environment?<\/em><\/strong><\/p>\n<p><em>\u00a0<\/em><\/p>\n<ul>\n<li>Would this better equip students for the 21<sup>st<\/sup> century society?<\/li>\n<li>Would students start veering away from traditional curriculum and pedagogy?<\/li>\n<li>Would this veering away emphasize a trending \u2018loss of respect\u2019 for academia and\/or the value of academia?<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>My inquiry question has gone through an extensive reworking. I noticed that my initial question was quite broad and complex in nature. In order for my inquiry to enter the realm of practicality and leave the theoretical sphere, I needed to incorporate \u2018authentic learning environment\u2019 into my since simplified inquiry.<\/p>\n<p>&nbsp;<\/p>\n<p>Initially, I was leaning more towards rethinking purpose and meaning in terms of English curricular standards. I am interested in bridging the gap between Standard English curricula and technology emphasizing the deep value of innovation.<\/p>\n<p>&nbsp;<\/p>\n<p>I am very interested in sourcing ways in which I could encourage students to be more aware of their learning, their place in a rapidly advancing 21<sup>st <\/sup>century society. I want to know in which ways I, as an educator, could go above and beyond my own personal teaching style and pedagogy and encourage the value of having a technological and innovative outlook whilst initially entering the world outside of a Canadian student\u2019s twelve years of academia.<\/p>\n<p>&nbsp;<\/p>\n<p>In addition to the concept of authentic learning, innovation is a tag word I would love to explore in the context of secondary schooling. Promoting an awareness of innovation, the power on an innovative mind and the benefits and value of being an innovative human being (going against the 20<sup>th<\/sup> century \u2018mechanical assembly line\u2019 style pedagogy) and promoting a paradigm shift into an age where one is free to (effectively) break from the constructs in academia, and explore the validity of innovation as effective tool for students to come away with, from their secondary education.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><u>Literature Review Articles<\/u><\/p>\n<p>&nbsp;<\/p>\n<p>Haynes, Kelley. \u201cCritical Reflections on Authentic Teaching: A Personal Account.\u201d <em>Reflective Practice<\/em> 11.3 (2010): 299\u2013306. <em>CrossRef<\/em>. Web.<\/p>\n<p>&nbsp;<\/p>\n<p>An actual account\/reflection written by a teacher who explored the authentic teaching model at a school she taught at, in South Africa. She explores the model\u2019s themes (including concepts of the other vs. the self) and shares challenges she faced.<\/p>\n<p>&nbsp;<\/p>\n<p>Nicholl, Bill et al. \u201cJoining up the DOTs: Authentic Teaching and Learning in Design and Technology Education.\u201d <em>Cambridge Journal of Education<\/em> 43.4 (2013): 435\u2013450. <em>www-tandfonline-com.ezproxy.library.ubc.ca (Atypon)<\/em>. Web.<\/p>\n<p>&nbsp;<\/p>\n<p>This paper explores an innovative approach to teaching creativity in Design and Technology education using authentic learning. A team researches effectiveness of incorporating tech into curriculum and found that students responded positively.<\/p>\n<p>&nbsp;<\/p>\n<p>VanDeWeghe, Rick. \u201cResearch Matters: Deep Modeling and Authentic Teaching:<\/p>\n<p>Challenging \u2018Students or Challenging\u2019 Students?\u201d <em>The English Journal<\/em> 95.4 (2006): 84\u201388. <em>JSTOR<\/em>. Web.<\/p>\n<p>&nbsp;<\/p>\n<p>This article describes deep modeling and covers the benefits of this. This paper also explores the notion of \u2018questioners\u2019 and \u2018challengers\u2019 and raises good food for thought in terms of what makes an authentic learning environment.<\/p>\n<p>&nbsp;<\/p>\n<p>My proposed approach to observation is to set myself up with thematic thought-prompts to be mindful of for the week pertaining to my IQ (inquiry question).<\/p>\n<ul>\n<li>I will form 5 questions and then re-visit my reflections mid-practicum and form questions for the remaining 5 weeks of practicum.<\/li>\n<li>I will keep a note pad (specifically for INQUIRY) handy, or at my desk at all times. I will jot down observations as I see them. On Fridays, I will take time to reflect on the week.<\/li>\n<li>Based on the questions, I will try certain approaches and introduces certain materials to test whether or not students are responsive (positive) At the end of 8 weeks, I would like to let students know I\u2019ve been keeping this inquiry profile, and get feedback from them.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Submitted: November 4th 2015 &nbsp; How can I, as an English teacher, embolden the concept of innovation within an authentic learning environment? \u00a0 Would this better equip students for the 21st century society? Would students start veering away from traditional curriculum and pedagogy? Would this veering away emphasize a trending \u2018loss of respect\u2019 for academia [&hellip;]<\/p>\n","protected":false},"author":37227,"featured_media":223,"parent":37,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-80","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/edutara\/wp-json\/wp\/v2\/pages\/80","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/edutara\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/edutara\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/edutara\/wp-json\/wp\/v2\/users\/37227"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/edutara\/wp-json\/wp\/v2\/comments?post=80"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/edutara\/wp-json\/wp\/v2\/pages\/80\/revisions"}],"predecessor-version":[{"id":81,"href":"https:\/\/blogs.ubc.ca\/edutara\/wp-json\/wp\/v2\/pages\/80\/revisions\/81"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/edutara\/wp-json\/wp\/v2\/pages\/37"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/edutara\/wp-json\/wp\/v2\/media\/223"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/edutara\/wp-json\/wp\/v2\/media?parent=80"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}