I arrived in 1995 to Aotearoa Bear mountain – no bears there anymore Fish are rarely seen there Deep links and resonances with this land – this is a country of my choice Why? I can contribute to the best of my potential
Cooperative inquiry is usually used as an empowering research methodology for participatory transformation and is deeply engaged with the human condition. CI had to be modified as in its original form the teacher should not have the power to unilaterally assess student work. In ACCI assessment is not unilateral, but a teacher has a final say and needs to clearly attend to criteria when assigning a final mark. There are many options in self and peer assessment and how to incorporate it in the final mark
On the following slides I will show some sample meta inquiry questions that relate to each of these qualities
Reflect on these questions for a moment and tell us which one seems to me very important for your teaching and why?
Mihaly Csikszentmihalyi (1996) – flow is the optimal experience which often involves painful, risky, difficult activities that stretches the person’s capacity and involve an element of novelty and discovery and in his research respondents described it as a feeling when things were going well as an almost automatic, effortless, yet highly focused state of consciousness.” (pp 110) Have you got an example of a situation when you and your students experienced the flow?
Why are choices important for learning? Does the profession your students are learning for involve making professionally sound choices?
How does trust relate to learning? Trust and fear polarity? Reflect on these questions for a moment and tell us which one seems to me very important for your teaching and why? Trust implies respect.
Relevance is about meaning. If what students are learning is not perceived as something that will contribute to the quality of their life - they will probably not be engaged.
Is integrity teachable? Depends on our beliefs. If we believe that people are a basically good, it is more likely that we’ll have more faith in our students, if we believe that they are here just to give us their money and leave with a piece of paper that may secure them employment, but not with any idea how to do their jobs competently – it is more likely that we will not run our classes with integrity nor encourage any integration of skills, values attitudes and knowledge.
The process can be very relaxed and contracts help with boundaries, clarity and a minimum of necessary formality in the learning context. At the same time students are learning about being relible and sticking to their contracts
I would like to …. Is a stametement, but it leads towards inquiry
NO extension forms needed, students just change their contract but it has to be at least two days before it is due – if not they are marked down for every day of being late – learning about responsible practice The main criterion is coverage of learning outcomes, the additional criteria are listed by students. Peer assessors and lecturers comment on both. Resembles real life
I experimented with many ways of doing it and the worst way is asking students to mark their friends work – then they assign an A+ and then try to justify it. The best option which worked fro my classes is asking peer assessors to give feedback on the last draft so the student can still improve it. – worked like magic …..
Many versions of doing self and peer assessment. My favourite being Phil Rice’s method – Teacher marks it, gives it back to student with comments and clear criteria but no mark, a student assigns a mark. If discrepancy more than 10 % they talk if not a student gets a higher mark. This process highly depends on the profession a student is learning for.
I want to remove myself from it as I don’t’ know anymore what is a person effect and what is the method itself, this is the purpose of the research project I am proposing
What is Academic Co-creative Inquiry? Ksenija Napan, PhD
Promotes collaboration and learning from one another
Resembles social practice appraisal processes
Develops reflective practices
Increases the quality of assignments
Purpose for co-creating the course content and process
Learning from differences
Utilising various strengths in the group
Each course is different and unique, responsive to each group of students, contemporary and alive
Sustainability and social justice feature in each course
Purpose for a teacher facilitating the process, collating all assessment activities including peer and self assessment and assigning a final mark according to prescribed criteria and students’ criteria
To help students on their learning journey
Prescribed academic criteria we have to adhere to
To ensure validity of peer and self assessment
Because within academic realities it would not be possible to get away without it
Acknowledges inherent power within hierarchical institutions
A co-creative inquiry of this kind resulted in a very high engagement of students, remarkably positive feedback about the course, very high standard of assignments and an increased collaboration between students.
Peer and self-assessment, especially peer assessment from practitioners in the area of students’ practice, contributed to integration of theory, practice and experience and proved to be useful not only for students but for peer assessors as well.
Students reported about personal integrity that developed during this process and emphasised the importance of the context of inclusiveness that was co-created where all voices were heard and where a range of alternative views were appreciated and explored for the purpose of learning about respecting difference.
Play with these ideas (an enrich the method with more)
Contextualise it and co-create it with students
Monthly check-ins with the team and writing brief reflective journal entries on-line
Evaluate its effectiveness
Publish a joint paper at the end of 2012
Continue developing it if it works
If you want to join me in a research project where you will apply and contextualise this method in 2012 in your own classroom, please e-mail me your expression of interest [email_address] by 22.11.2011.