002
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Guidance for Feedback |
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003 |
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Reflective Questions and Metacognition
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003a |
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Self-reflection and feedback with the SMART tool
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004 |
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Inquiry brief peer feedback protocol |
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008 |
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Wonderings ripped by passions |
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010 |
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Litmus tests (e.g. wondering) |
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011 |
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Role of reflection in the inquiry process |
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012b |
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Using methaphors as tools |
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012c |
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Using metaphor as tool |
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013 |
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Farming versus gardening |
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014 |
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Comparison between Academic Research and Practitioner Inquiry |
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016 |
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The 8 passions |
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018 |
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Using Quotes: A Text-Based Activity |
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020 |
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Protocols: purpose, roles and how they work |
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022 |
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Manual for Inquiry brief |
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023 |
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Don't teach. Ask probing questions |
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024 |
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Data analysis protocol |
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026 |
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SWOT for analyzing PLC |
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030 |
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What are clarifying and probing questions |
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031 |
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World Cafe |
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033 |
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Easy ways to collect data during your work |
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035 |
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My inquiry brief |
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036 |
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Scrapbook |
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040 |
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Different cultures/getting to know each other |
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042 |
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Types of PI in PLCs |
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043 |
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Formative approach |
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047 |
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Platform to exchange wonderings and other things – MOODLE |
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053 |
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Effective and structured way to make things clear |
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056 |
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Consensogram |
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057a |
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What? So what? Now what? |
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058 |
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The final word |
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059 |
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Compass protocol |
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060 |
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Jigsaw |
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062 |
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Human brain biochemistry |
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063 |
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Using ICT |
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064 |
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Peeling the onion - Defining a Dilemma Protocol |
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065 |
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Classroom observation |
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066 |
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Facility for monitoring achievement of learning outcomes in elementary school mathematics.
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067 |
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Observation of achievement |
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068 |
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A Portfolio |
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071 |
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CCFR - light version |
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072 |
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Dimensions for learning in networks |
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073 |
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Storyline protocol |
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075 |
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LPL Flipped Learning Project 2014-15 |
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076 |
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Inquiry responding to extended questions |
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077 |
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Practitioner Inquiry example: Improving the attainment of Low achieving students in Science |
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079 |
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Initial planning tool |
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080 |
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Inquiry presentation sheet |
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082 |
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A guide for critical reading |
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083 |
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A guide to conducting qualitative research
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085 |
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Paper Twitter
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085b |
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A tool for debriefing |
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086 |
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Forming a teaching team |
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087 |
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Evaluation with the help of a plus-delta protocol |
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089 |
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Feedback with the help of exit tickets |
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094 |
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50 examples of questions |
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096 |
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Critical friend |
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098 |
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The zones of comfort |
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099 |
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Choosing the right question protocol |
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100 |
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Different inquiry cycles |
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102 |
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|
Manual to refine your question |
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103 |
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Microlab |
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104 |
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Barriers or bridges |
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106 |
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|
What are reference points, reliability, validity |
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107 |
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Guide to review literature |
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109 |
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|
Collecting feedback (LINOIT) |
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110 |
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|
Pilot school logbook |
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111 |
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Atlas protocol |
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112 |
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Consultancy protocol |
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113 |
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|
Active listening |
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114 |
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|
Identifying high quality research |
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115 |
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|
Kinds of research |
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116 |
|
|
What is Practitioner Inquiry? |
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117 |
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|
Assessing quality of your inquiry |
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118 |
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|
Statements about organization of education |
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122 |
|
|
Data analysis material |
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123 |
|
|
How to read academic articles |
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124 |
|
|
True or lie (adapted activity) |
|
 |
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125 |
|
|
Silent Chalk Talk - tool for reflection |
|
 |
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126 |
|
|
Who wants be an inquirer? |
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128 |
|
|
Observing your classroom practice |
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129 |
|
|
Analyzing qualitative data |
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130 |
|
|
Block party on PI & PLC |
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131 |
|
|
Forming ground rules |
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136 |
|
|
Common planning with model GROW (Goals, Reality, Options, Way forward) |
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141 |
|
|
Attributes of a learning community |
|
 |
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142 |
|
|
Four Pillars of F.L.I.P. |
|
 |
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|
143 |
|
|
JOHARI WINDOW |
|
 |
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144 |
|
|
Communities & dimensions of practice |
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145 |
|
|
Facing the wall |
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146 |
|
|
Barometer |
|
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|
147 |
|
|
Protocol vs Inquiry cycle |
|
 |
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|
150 |
|
|
Survey professional learning community |
|
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151 |
|
|
Survey is your PLC really a PLC |
|
 |
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