Introduction to the Professional Masters Programme
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Transcript of Introduction to the Professional Masters Programme
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NICK SORENSEN
SENIOR LECTURER: EDUCATIONAL LEADERSHIP AND MANAGEMENT
BATH SPA UNIVERSITY
WOODROFFE SCHOOL, LYME REGIS19 T H SEPTEMBER 2012
Introduction to the Professional Masters Programme
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What does intelligence look like?
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A changing view of intelligence
knowing what to do when you don’t know what to do’Piaget
‘the sum total of your habits of mind’Lauren B. Resnick
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Intelligence: a definition
A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—"catching on," "making sense" of things, or "figuring out" what to do
from "Mainstream Science on Intelligence" (1994), an editorial statement by fifty-two researchers.
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Buckets and balloons: (Carol Dweck)
Fixed abilityProvingConservative learningFailure is badFragile / depressiveShirk / blame / cheatComparative /
competitiveInaccurate self image
Expandable abilityImprovingAdventurous learningFailure is usefulResilient / determinedTry / commit to be
openCollaborative /
generousAccurate self image
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What Master’s level study is about
Critical Reflection
Theory / research
Professional Practice
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The Action Research Cycle
Find a focus.What puzzles
you?
What is happening already?
Planning your action – and the data you will collect
Take action – collect data
Analyse data.What have you found
out?
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Select an aspect of BLP that you are introducing in your classroom / school.
Is it linked to school aims or SIP?Identify a key issue that you want to change
or influence?Express your key issue as a question
1 – Identify the focus
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2 - What is happening already?
Baseline data – what is the current position in your class / school / LA / wider educational community?
Quantitative data – SATS scores etcQualitative data – interviews / questionnairesRelevant theoriesRecent research findings
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3 – What action will you be taking?
Difference between current situation and what you aim to achieve
Identify the action you are going to takeDesign a series of actions to test your ideasWhat data will you collect?
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4 – Carrying out the action research
Give the project a clear timeframeCarry out the actionCollect the data as you go along
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5 – Your findings
Analyse the dataEvaluate the outcomes against your
intentions / hypothesisWhat answers do you have to your research
question/s?What recommendations can you make?Who will you share your findings with?What further questions are raised?
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Support for Learning
Project tutorials from Nick SorensenStudy pack of readingsAccess to the BSU library (and electronic
resources)Access to BSU Virtual Learning Environment
(and lots of resources!)Accreditation support
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DEADLINE FOR EXAM BOARDs
• Monday April 23rd for June 2013• October 31st for December 2013
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For further information
Email Nick [email protected]
01225 875742
Bath Spa UniversityNewton Park
Bath