Investigation effects growth

In the complex lives of teachers there are certain recurring themes that may benefit from a dedicated investigation; these themes are often related to the teaching and learning process.

Noa is excellent at guiding teachers’ investigations in a systematic, informed and reflective way, taking care of data collection, analysis and write-up on behalf of the teacher so that they may concentrate on the insights that are revealed to them along the way.

Noticing breaks down the investigative process into ordered manageable steps, guiding teachers through a structured process, be it through auto-ethnographic, exploratory, collaborative or participatory approaches.

Scaffolding exploration

Noticing safely and securely…

probes into your teaching context to identify challenges and things that you are uncertain about, identifying these as potential areas for exploration;
intelligently passes outcomes and decisions from each conversation to the next to usher you through a structured process of investigation;
remains down-to-earth in its communication, but provides support for more academic tasks (e.g. data collection and analysis, report writing), giving teachers more space to focus on their developing thinking.

How does it feel?

Great to see you again. Let's start by exploring your Topic: "Student Feelings on Distractions." To begin with, let's focus on your own perceptions. What do you mean by "distractions" in the context of your classroom?

By distractions, I mean students' use of social media in class, being distracted by their jobs, not being fully committed to the module because students are not exactly interested in teaching

Just to make sure we're on the same page, could you define a bit more what you mean by "not being fully committed to the module"?

Late submissions, missed classes

Got it, let's reflect on some insights you shared that could help shape your exploratory questions: 1. Students' use of social media in class. 2. Students balancing jobs alongside their studies. 3. Students not being fully invested in the module because they don't plan to teach afterward. 4. Behaviors like late submissions and missed classes. With that in mind, can you propose a couple of exploratory questions based on what you've noticed about student feelings on distractions?

What are students' main distractions on this module? What parts of the lesson are they most likely to get distracted in? How they feel about their distractions and what can we do to manage them?

Those are some great initial questions! You're really getting to the heart of what's going on. Let's just give them a final review to ensure they meet the **SMART** criteria. 1. **What are students' main distractions on this module?** - Could we add more specificity to "main distractions"? For example: - "What do students identify as their main distractions during this module?" 2. **What parts of the lesson are they most likely to get distracted in?** - Could we clarify "parts of the lesson"? For example: - "During which specific activities or times in the lesson do students report being most distracted?" 3. **How do they feel about their distractions and what can we do to manage them?** - This is a two-part question and might benefit from being split for clarity: - "How do students feel about the distractions they experience during the module?" - "What suggestions do students have for managing these distractions?"

Practice

Reflect

Investigate

Contact us

We are always looking for new partners and collaborators. If you are interested in using Noticing in your educational context, or if you would like to contribute to our research, please get in touch.

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