Module 2 Skype Call - 7th March

On Thursday 7th March we had a Skype call with a Module 2 focus entitled - What if you can't interview someone?

However, I feel that the call was more about the value of an interview to a qualitative research project. The bottom line is, What new information can an interview bring to your inquiry if you are asking questions that you have devised from purely your own thought processes? Will you be asking questions that inform you or are you encouraging your interviewee to say yes or no in order to agree with your existing thoughts?

The Skype call helped me and most of us on the call to realise that there may be a more fitting form of data collection to suit our inquiry that doesn't include an interview.

I had initially thought that I would use Observations of classes/internet tutorials and focus groups to discuss what my fellow teachers understanding of multiple intelligences were and if they felt they applied this knowledge to teaching. But the call introduced more appropriate data collection forms.

Reflective Observations - A reflective essay can be used as a form of data collection, in a narrative inquiry your personal experiences count as knowledge within your practice. It was a reflection on a past teaching experience that first piqued my interest in my inquiry topic, so I now plan you include my own experiences past and present into my inquiry plan. 

Existing Literature/Reviewing Documents  - When I first started looking into my inquiry topic, I knew that there was lots of available literature from many different perspectives, and while I was aware I had to do a literature review I hadn't realised that I could source existing literature to directly apply as data collection. On the call, Adesola implied that I could probably complete my whole inquiry based on existing literature. While I have found some great pieces of information I feel I would add more depth to my inquiry if I looked outside the literature and made it real to me. 

We also discussed what our current inquiry ideas were and how we are making them non-biased and not focusing on what we already think the answer is. This led me to look more into Ethnography and I found a few useful explanations.

'The true skills of the ethnographer are learning to observe, ask the right questions and at the right time to cause minimal influence on the actions of your subjects' (The Interaction Design Foundation, 2016)

'You go in search of truth rather than taking truths with you' (The Interaction Design Foundation, 2016)

I am hoping a combination of my inside view and theory of others found in my literature review will make my inquiry balanced while ensuring I have reflexivity in my own data capture and a range of thoughts from notable scholars in my literature.

  
I have now tasked myself with rewriting my inquiry topic question/heading so that it isn't a right or wrong I am trying to prove but instead an open query that will add knowledge to my own current practice and the professional transitions in my future. 



Bibliography 

The Interaction Design Foundation. (2016). What Does an Ethnographer Do?. [online] Available at: https://www.interaction-design.org/literature/article/what-does-an-ethnographer-do [Accessed 11 Mar. 2019].

Sharing Is Caring - Group Discussion 26th Feb 2019

I always enter into the group discussions with apprehension, it's not until everyone starts sharing that I feel at ease. It is reassuring to hear that we are at similar stages and once the conversation starts flowing, it's easy to share ideas and give and take advice. It's also nice that I now recognise most of the voices and now have an understanding of what the practices are behind those voices. Last night we discussed the following.

What to do with our research?

By the time we reach Module 3, we will have accumulated a lot of research, those currently on Module 3 suggested creating something visual with it to see what was relevant and how to arrange it. 

Lists of For or Against/High or Low Importance

Create a mindmap 

Hi-Light Keywords to see the themes.

Diagrams and Artifacts 

We then discussed our Diagrams from Module 1 and how the ideas behind them continue to develop through all the modules. Here is my diagram from Module 1.

I found it helpful, to consider building on this original idea and improving it for my literature review for module 2.

Method & Methodology 

I was thankful for Helen clarifying that method and methodology have 2 different meanings. While I understood that we are using Qualitative Research there are other considerations that will help determine our methods. 

Do we want to capture real thoughts, processes and emotions? 

Are we looking for people to share their experiences instead of just giving YES/NO answers?

Are our methods relevant to our practice?

Will we learn something new instead of angling our research towards our own thoughts?

This part of the conversation has reminded me that I need to concentrate on researching how to research and reading the recommended module list as well as looking into the inquiry topic.

The conversation continued into the method of Observation and how we are encouraged to Observe as much as we can. However, we must keep an open mind and not have preconceptions of what we are looking for. 

I was concerned that my participants may feel that I may be critical of their work, but I was reminded by Andrew, that as professionals we are used to feedback and it can come from a positive place. Sharing is how we learn. 

If you have anything to share or any questions on our Group Discussion please do comment

Multiple Intelligences - Where Do You Fit In?

My search for an inquiry subject has so far lead me from discussing how dance has become more about tricks than technique, to dance in competitions, to the changing of dance in the private sector, and now onto the acknowledgement of Multiple Intelligences (Gardner, H. 1983) in Dance Teaching, or something along those lines.

I touched on Howard Gardner's work while studying for my ISTD DDI Teaching Qualification and have always been interested in how we all fall under different categories and often used the excuse that I'm a 'Kinesthetic Learner ' so, therefore, rubbish at Math. (which is not necessarily true).

We touched on the subject again in Module 1 but I was concentrating more on the big ethical questions within dance teaching, so did not explore it further at that time. It is only now when I am looking for a subject that is relevant to my practice, will benefit myself and my students and also increase my knowledge for a future in Primary Education outside of Dance, I feel I can fully indulge my 'Wonders' and delve deeper into the theories and ideas behind Multiple Intelligencies.

Below are the 8 Intelligencies proposed by Howard Gardner, it's most likely that we all come under 2 or more intelligence, which compliments our transdisciplinary practices, but which Intelligence powers your practice?

Image (Study & Succeed, 2017)[online]

This diagram labels me as - Bodily-Kinesthetic quite clearly saying that a potential occupation for me is a dancer. But I also have Musical Rhythmic Intelligence, I can't play an instrument but I can Tap Dance (manipulating patterns in sound with my feet)  Spatial Intelligence is vital as a dancer and choreographer using the ability to read your own space and create a piece of work in a set space.

I also took an Online Test at - https://personalitymax.com/multiple-intelligences-test/

At this point, I am still reviewing the literature, and WOW there's a lot to look into, so I am not taking the above results as Gospel, but I find it interesting that my Kinesthetic traits are not as strong as I thought.

If you have 4 minutes to take the test I would love to hear your results in the comments along with what your practice is. [Link Above]

As a dance teacher in the private sector, the students that come to me will also fall under a number of intelligences. How can I acknowledge that while they have chosen to come to dance lessons, they may not have a natural Bodily-kinesthetic or Musical Rhythmic Intelligence? Is there a way to develop their skills using different techniques that will appeal to their personal intelligences? 

This is where my inquiry is taking me, I am finding some great scholars that I really resonate with, within the Dance Pedagogy Field and I'm looking forward to piecing it all together. 

Reference 

Image -Study & Succeed (2017). Multiple Intelligence. [image] Available at: https://studyandsucceed.com/howard-gardner-multiple-intelligences/ [Accessed 21 Feb. 2019].

Image - Personality Max. (2019). Multiple Intelligences Test (Free) - Personality Max. [online] Available at: https://personalitymax.com/multiple-intelligences-test/ [Accessed 21 Feb. 2019].

Gardner, H. 1983 - Frames of Mind The Theory of Multiple Intelligences

Finding Focus

After our Skype call on Saturday, I was determined to make this week count. And in a flash its nearly over. Having read through the handbook for Module 2, I have spent some time mulling over possible Inquiry subjects and reflecting on how the last term went. 

As a dance teacher, looking to transition into primary education I am initially drawn to developing an injury plan that will support me in my next step. Expanding my current knowledge of teaching styles, understanding on motivation and explore discussions on discipline. However, I fear there may be many Ethical Considerations as I will possibly want to observe lessons and watch other teachers styles etc and this may be difficult with minors. I may also adjust how I teach to see if it has an effect on my students, which may be Ethically incorrect. I am still interested in a literature review of these subjects but may have to discuss a possible inquiry with my supervisor.

I am also interested in the career guidance and progression available to dancers, I have a network of dance associates from the past and present so am already thinking of ways I could interview them. However, I'm not sure how much 'Theory ' is on this subject and if I may be making it difficult for myself.

I feel that some of the discourses I mapped out in Module 1 are very big questions, such as body image and suitability of material and music found in the media for young audiences, I will wait to hear my feedback and then maybe break these down and make them more relevant to me and see if anything emerges that is Inquiry worthy.

I have set myself little goals this term, such as keeping on top of my reflection journal, making sure I manage my time efficiently and starting to get things down on paper sooner rather than later giving me more time to see what I might be missing. I'm also looking forward to re-connecting with everyone through our blogs, in order to share thoughts and ideas.

In order to Find My Focus in general, I am a list writer, specifically with coloured pens and timelines. 

How do you Find Your Focus?