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The Objective Knowledge Growth Framework in [and] Principals Decision Making: A proposed Stephanie Chitpin Paul Newton Don Klinger Peter Grimmett Claire.

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Presentation on theme: "The Objective Knowledge Growth Framework in [and] Principals Decision Making: A proposed Stephanie Chitpin Paul Newton Don Klinger Peter Grimmett Claire."— Presentation transcript:

1 The Objective Knowledge Growth Framework in [and] Principals Decision Making: A proposed Stephanie Chitpin Paul Newton Don Klinger Peter Grimmett Claire IsaBelle November, 2010 International Professional Development Association 2010 Conference Birmingham, UK

2 @uottawa.ca 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.chitpin

3 @uottawa.ca OKGF cycle Identification of Problem (P1) Tentative Theory (TT1) Error Elimination (EE1) Figure 1. Schematic representation of the OKGF. steph.chitpin

4 @uottawa.ca 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? steph.chitpin

5 @uottawa.ca What is a problem? steph.chitpin Elements of problems -Complexity; -Competing solutions; -Nature of problems

6 @uottawa.ca A1 – Examples of problems 1.How to improve EQAO scores? 2.? steph.chitpin

7 @uottawa.ca 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. steph.chitpin

8 @uottawa.ca TT1 – Tentative Theory Definition of TT1: a statement that helps you solve the identified problem. synonyms for policies, standards, guidelines, steps, criteria. steph.chitpin

9 @uottawa.ca Activity 2: Identification of Tentative Theory steph.chitpin 1. 1.In your team or group, find one theory to solve the identified problem in Activity 1. 2. 2.You may make reference to policy, guidelines etc. 3. 3.Write the selected theory on the blank template.

10 @uottawa.ca Activity 3: Application of theory steph.chitpin 1. 1.In team, test the effectiveness of the theory using the following criteria: Feasible given time period Useful Clear Relevant Focused 1. 1.Describe on the blank template under TT1 your reasoning behind the effectiveness of the theory.

11 @uottawa.ca EE1 – Error Elimination steph.chitpin 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.

12 @uottawa.ca Activity 4: Error elimination steph.chitpin 1. 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).

13 @uottawa.ca (A2): Identification of new problem steph.chitpin Definition of P2 : refers to the problem that is being reconsidered.

14 @uottawa.ca Completed template See next slide steph.chitpin

15 @uottawa.ca 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. steph.chitpin

16 @uottawa.ca Blank template See next slide steph.chitpin

17 @uottawa.ca steph.chitpin 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)

18 @uottawa.ca 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? steph.chitpin


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