CoL Inquiry - CREATE checklist

Organising my blog posts into our Manaiakalani Teaching as Inquiry Framework has enabled me to identify the gaps in my inquiry which I have not addressed. The table below clearly identifies this for me as being the Create - Innovate part of our inquiry cycle.

Create - Innovate: 
Are we capitalising on the affordances of the technology to support the Five Affordances of Learn Create Share (Engagement, Teaching Conversations, Visibility, Cognitive Challenge, Scaffolding) identified by the WFRC

Reflecting back on my inquiry, I can confidently say these things have been happening and overlap with some of my other topics discussed in my blog posts under the label "Ctry" - try new things. So I will try and distinguish the differences between the 2 labels next time and be more specific to ensure I cover this aspect of the framework.

Make a plan	What can I already do and  what do I need help with? Who are the learners? Group/class What are the goals for my practice and student achievement? Set up processes for capturing evidence about whether the strategies are working for my students.	Make a plan Teaching as Inquiry Framework PD - Creativity Empowers Learning
Try new things	It is a constant state of action, monitoring, reflection, and adjustment - and then more action. Failure may occur. Feedback from learners - how will I engage them with new learning? Do they know we’re trying something new?	End of T1 inquiry reflection Student Voice - what do they really think of maths? Rotations and half-time breaks Extensions students Strand data - pre test It’s the little things that matter
Innovate	Are we capitalising on the affordances of the technology to support the Five Affordances of Learn Create Share (Engagement, Teaching Conversations, Visibility, Cognitive Challenge, Scaffolding) identified by the WFRC
Implement	Just do it!	Success Criteria and self assessment Rotations and half-time breaks T3 - Update on target students Extensions students Strand data - pre test Hands on Geometry
Reflect	“Inquiry into the teaching–learning relationship goes hand in hand with formative assessment, in the cyclical evaluation process that goes on moment by moment, day by day, and over the longer term.” Assessment-in-the-classroom/Teaching-as-inquiry	Success Criteria and self assessment Student Voice - what do they really think of maths? Rotations and half-time breaks Mid-Year GLOSS outcomes Teaching as Inquiry Framework T3 - Update on target students Extensions students Strand data - pre test Hands on Geometry