The Objective Knowledge Growth Framework in [and] Principals Decision Making: A proposed Stephanie...

The Objective Knowledge Growth Framework in [and]

Principal’s Decision Making: A proposed

Stephanie ChitpinStephanie Chitpin

Paul NewtonPaul Newton

Don KlingerDon Klinger

Peter GrimmettPeter Grimmett

Claire IsaBelleClaire IsaBelle

November, 2010November, 2010

International Professional International Professional Development AssociationDevelopment Association

2010 Conference2010 ConferenceBirmingham, UKBirmingham, UK

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Purpose of this activity

– To use a reflective decision-making approach to solve difficult problems and issues in organizational settings;

– To increase awareness of own problem solving skills.

steph.chitpinsteph.chitpin

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OKGF cycle

Identification of Problem (P1)

Tentative Theory (TT1)

ErrorElimination (EE1)

Figure 1. Schematic representation of the OKGF.


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A1 – Identification of Problem

Definition of Problem (P1):• the problem(s) you face in your school or

organization• What are difficult problems?• What makes them problematic?


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What is a problem?


Elements of problems -Complexity;

-Competing solutions; -Nature of problems

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A1 – Examples of problems

1. How to improve EQAO scores?

2. ?


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Activity 1: Identification of a problem

• Work in a team (4 or 5 ).

• Identify a problem that you had to deal with.

• Write the problem on the blank template provided.

• Be prepared to solve the issue.


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TT1 – Tentative Theory

Definition of ‘TT1’: • a statement that helps you solve the identified

problem. • synonyms for policies, standards, guidelines, steps,

criteria.


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Activity 2: Identification of Tentative Theory


1. In your team or group, find one theory to solve the identified problem in Activity 1.

2. You may make reference to policy, guidelines etc.

3. Write the selected theory on the blank template.

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Activity 3: Application of theory


1. In team, test the effectiveness of the theory using the following criteria:

Feasible given time periodUsefulClearRelevantFocused

1. Describe on the blank template under TT1 your reasoning behind the effectiveness of the theory.

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EE1 – Error Elimination


Definition of ‘EE1’:

•the detection of weaknesses and limitations when applying the theory to solve the problem;

•one or more of the criteria are not met.

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Activity 4: Error elimination


1. In team, decide on one of the two possibilities:

whether to revise the theory or discard it and find a new one;

2. Write your decision on the blank template under (EE1).

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(A2): Identification of new problem


Definition of ‘P2’ :refers to the problem that is being reconsidered.

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Completed template

• See next slide


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Identification of problem (PI) What do I do for students who failed to take the required quiz in Module 3?

Identification of Assessment Issue(A2) What assessment can I use to obtain the same information with the multiple choice quiz?

Identification of Assessment Issue(A3) What assessment can I use to provide me with evidence of my students’ understanding of Mod. 3

Identification of Theory (TT1) To use the UbD Design Standards, Stage 2 “Are a variety of appropriate assessment formats used to provide additional evidence of learning?”I can ask those students to provide me with a reading response on Mod. 3 to show evidence of learning.

Identification of Theory(TT2) To use the UbD Design Standards, Stage 2 “Are a variety of appropriate assessment formats used to provide additional evidence of learning?”I can ask them to answer specific questions related to all the readings for Mod. 3 to show evidence of learning.

Identification of Theory (TT3) To use the UbD Design Standards, Stage 2 “ Students asked to exhibit their understanding through authentic performance tasks?I can ask them to construct a performance task such as “presentation” to show evidence of learning

Error Elimination (EE1)Is this doable? Yes, In asking students to submit a reading response, they choose to elaborate on areas of their strengths or areas they feel passionate about, thus it does not provide me with an accurate picture as to whether they have a sound understanding of all the readings. In sum, the reading response does not give me the same information that a multiple choice quiz would.

Error Elimination (EE2)Is it feasible? No, given that I am teaching multiple sections of the same course, it will not be feasible for me to read and grade their answers to my questions on Module 3, not to mention that it will take me time to construct reliable, valid and fair questions that will give me the same information that the multiple choice quiz would.

Error Elimination (EE2)Is it useful? Yes, as it would be a good experience for them to present their understandings of Module 3 to their classmates.The rest of the class will have a chance to further pose questions to test their knowledge of the subject. However, since this is an on-line course, scheduling a classroom might be problematic.


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Blank template

• See next slide


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Identification of problem (PI) Identification of Assessment Issue(A2)

Identification of Assessment Issue(A3)

Identification of Theory (TT1) Identification of Theory(TT2) Identification of Theory (TT3)

Error Elimination (EE1)

Error Elimination (EE2) Error Elimination (EE2)

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Reflection

• Does this framework help you to understand the problem and solution(s)?

• What did you learn about the problem through this process?

• What did you learn about your own knowledge and theories?


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