Introduction to the Professional Masters Programme

NICK SORENSEN

SENIOR LECTURER: EDUCATIONAL LEADERSHIP AND MANAGEMENT

BATH SPA UNIVERSITY

WOODROFFE SCHOOL, LYME REGIS19 T H SEPTEMBER 2012

Introduction to the Professional Masters Programme

What does intelligence look like?

A changing view of intelligence

knowing what to do when you don’t know what to do’Piaget

‘the sum total of your habits of mind’Lauren B. Resnick

Intelligence: a definition

A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—"catching on," "making sense" of things, or "figuring out" what to do

from "Mainstream Science on Intelligence" (1994), an editorial statement by fifty-two researchers.

Buckets and balloons: (Carol Dweck)

Fixed abilityProvingConservative learningFailure is badFragile / depressiveShirk / blame / cheatComparative /

competitiveInaccurate self image

Expandable abilityImprovingAdventurous learningFailure is usefulResilient / determinedTry / commit to be

openCollaborative /

generousAccurate self image

What Master’s level study is about

Critical Reflection

Theory / research

Professional Practice

The Action Research Cycle

Find a focus.What puzzles

you?

What is happening already?

Planning your action – and the data you will collect

Take action – collect data

Analyse data.What have you found

out?

Select an aspect of BLP that you are introducing in your classroom / school.

Is it linked to school aims or SIP?Identify a key issue that you want to change

or influence?Express your key issue as a question

1 – Identify the focus

2 - What is happening already?

Baseline data – what is the current position in your class / school / LA / wider educational community?

Quantitative data – SATS scores etcQualitative data – interviews / questionnairesRelevant theoriesRecent research findings

3 – What action will you be taking?

Difference between current situation and what you aim to achieve

Identify the action you are going to takeDesign a series of actions to test your ideasWhat data will you collect?

4 – Carrying out the action research

Give the project a clear timeframeCarry out the actionCollect the data as you go along

5 – Your findings

Analyse the dataEvaluate the outcomes against your

intentions / hypothesisWhat answers do you have to your research

question/s?What recommendations can you make?Who will you share your findings with?What further questions are raised?

Support for Learning

Project tutorials from Nick SorensenStudy pack of readingsAccess to the BSU library (and electronic

resources)Access to BSU Virtual Learning Environment

(and lots of resources!)Accreditation support

DEADLINE FOR EXAM BOARDs

• Monday April 23rd for June 2013• October 31st for December 2013

For further information

Email Nick Sorensenn.sorensen@bathspa.ac.uk

01225 875742

Bath Spa UniversityNewton Park

Bath