II. RESULTADOS DE LA FISCALIZACIÓN
II.5 PERSONAL
II.5.3 Gastos de Personal
Doing
What Students May Be Doing
Habits that May Relate to These Actions • Identifying goals that
students should be working towards achieving
• Puts a system into place to help students recognize what steps to take next
• Knows and list the next steps they need to take to complete a goal towards
completing a project
• Thinking about thinking
• Striving for accuracy • Thinking
interdependently
• Establishes a topic that leads to deeper discussion and pushes students to go beyond their current thoughts • Allows students some
choice in deciding what they will work on
• Provides feedback that helps push
students to keep trying
• Can state a problem or idea that they need to investigate further to add to their learning
• Thinking flexibly • Questioning and problem posing • Creating, imagining, and innovating • Taking responsible risks • Applying past knowledge to new situations • Thinking about thinking • Helps to establish a system to find the right audience to achieve the task at hand • Encourages partnerships • Allows students to take ownership of their learning by placing emphasis on partnerships and puts structures into place to help students know who to ask for help
• Seeks out an authentic audience to help complete the task • Seeks out assistance
from other classmates • Helps others when
approached for help
• Listening with understanding and empathy
• Striving for accuracy • Communicating with clarity and precision • Thinking interdependently • Thinking about thinking • Taking responsible risks
• The teacher works with students to define success criteria
• Success criteria are clearly defined, and
• Students evaluate each other in order to help each other excel • Students also decide
when they are ready
• Striving for accuracy • Remaining open to
continuous learning • Gather data from all
the teacher provides feedback throughout the learning process
to move to the next step or task towards completion
• Thinking about thinking
• Responding with wonderment and awe • The teacher creates an
instructional plan that guides students through the learning task.
• Pace, student interest, and level of student need is considered
• Continuously revisits the plan to see what the next step is • Seeks out feedback
from teachers and peers • Questioning and problem posing • Creating, imagining, and innovating • Managing impulsivity • Thinking about thinking • Persisting • Provides ongoing
feedback and support to help students achieve their goals
• The student uses the feedback he or she receives to push learning forward • Listening with understanding and empathy
• Striving for accuracy • Remaining open to
continuous learning • Thinking about your
thinking • Thinking
interdependently
Appendix J: Habits of Mind Observation Results
Before implementing any gamified learning practices teacher were asked to observe the
following behaviors in their classrooms and rate how often students used these habits on a scale from 1–5.
Key - 1 – not often, 2- sometimes, 3- usually, 4- Most of the time, 5 - always
Habit Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5
Persisting
Usually
Not often Not often Usually Sometimes
Managing impulsivity
Most of the time
Not often Not often Usually Sometimes
Listening with understanding and empathy
Usually Not often Not often Usually Not often
Thinking flexibly
Sometimes Not often Not often Usually Not often Thinking about
thinking
Usually Not often Not often Usually Not often
Striving for accuracy
Sometimes Not often Not often Usually Not often Questioning and
problem posing
Sometimes Not often Not often Usually Sometimes Applying past
knowledge to new situations
Sometimes Not often Not often Usually Not often
Thinking and communicating with clarity and precision
Sometimes Not often Not often Usually Not often
Gathering data through all senses
Sometimes Not often Not often Usually Not often
Creating, imagining, and innovating
Sometimes Not often Not often Usually Not often
Responding with
wonderment and awe
Sometimes Sometimes Not often Usually Not often
Taking
responsible risks
Sometimes Not often Not often Usually Sometimes
Finding humor Usually Sometimes Not often Usually Always
Thinking
interdependently
Remaining open to continuous learning
sometimes Usually Sometimes Usually Sometimes
Implementing Avatars
Key - 1 – not often, 2- sometimes, 3- usually, 4- Most of the time, 5 – always, N/A- not observed
Habit Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5
Persisting
Usually
Sometimes Usually Usually Sometimes
Managing impulsivity
N/A Sometimes Usually Usually Sometimes
Listening with understanding and empathy
Usually N/A Sometimes Usually Sometimes
Thinking flexibly
N/A N/A Usually Usually Sometimes
Thinking about thinking
Usually Sometimes Usually Usually Sometimes
Striving for accuracy
Most of the time
Sometimes Not often Usually Sometimes
Questioning and problem posing
N/A Sometimes Usually Usually Sometimes
Applying past knowledge to new situations
Usually N/A Sometimes Usually Sometimes
Thinking and communicating with clarity and precision
Usually Sometimes Sometimes Usually Sometimes
Gathering data through all senses
N/A N/A Sometimes Usually Sometimes
Creating, imagining, and innovating
N/A Not often Usually Usually Sometimes
Responding with wonderment and awe Most of the time Most of the time Most of the time Most of the time Most of the time Taking responsible risks
N/A Sometimes Not often Usually Sometimes
Finding humor N/A N/A Sometimes Usually Always
Thinking
interdependently
Remaining open to continuous learning
N/A Usually Usually Usually Sometimes
Implementing Power-ups
Key - 1 – not often, 2- sometimes, 3- usually, 4- Most of the time, 5 – always, N/A- not observed
Habit Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5
Persisting
Most of the time
Usually Usually Usually Most of the
time Managing
impulsivity
Usually Sometimes Usually Usually Most of the
time Listening with
understanding and empathy
N/A N/A Sometimes Most of the
time
Most of the time Thinking
flexibly
N/A N/A Usually Most of the
time
Most of the time Thinking about
thinking
Usually Usually Usually Most of the
time Most of the time Striving for accuracy Most of the time
Usually Not often Most of the time
Most of the time Questioning and
problem posing
N/A N/A Usually Most of the
time Most of the time Applying past knowledge to new situations
Usually N/A Sometimes Most of the
time
Most of the time Thinking and
communicating with clarity and precision
Usually N/A Sometimes Most of the
time Most of the time Gathering data through all senses
N/A N/A Sometimes Usually Most of the
time Creating,
imagining, and innovating
N/A N/A Usually Usually Most of the
time Responding with wonderment and awe Most of the time
N/A Most of the
time Most of the time Most of the time Taking responsible risks
Always N/A Not often Usually Most of the
time
Thinking
interdependently
Most of the time
Usually Not often Usually Most of the
time Remaining open
to continuous learning
N/A Usually Usually Usually Most of the
time
Implementing Leaderboard and Levels
Key - 1 – not often, 2- sometimes, 3- usually, 4- Most of the time, 5 – always, N/A- not observed
Habit Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5
Persisting
Most of the time
Usually Most of the time
Usually Most of the time Managing
impulsivity
N/A Sometimes Most of the
time
Usually Most of the time Listening with
understanding and empathy
N/A N/A Most of the
time Most of the time Most of the time Thinking flexibly Most of the time
Usually Most of the time Most of the time Most of the time Thinking about thinking
N/A Sometimes N/A Most of the
time Most of the time Striving for accuracy Most of the time
Usually Most of the time Most of the time Most of the time Questioning and problem posing Most of the time
Usually Most of the time Most of the time Most of the time Applying past knowledge to new situations Most of the time
N/A Most of the
time Most of the time Most of the time Thinking and communicating with clarity and precision
N/A Sometimes N/A Most of the
time Most of the time Gathering data through all senses
N/A N/A N/A Usually Most of the
time Creating,
imagining, and innovating
N/A N/A N/A Usually Most of the
time Responding with wonderment and awe Most of the time
Usually Most of the time Most of the time Most of the time Taking responsible risks
Always Usually Usually Usually Most of the
Thinking
interdependently
N/A Most of the
time
N/A Most of the
time Most of the time Remaining open to continuous learning
N/A Most of the
time Most of the time Most of the time Most of the time
Appendix K: Statement of Original Work
The Concordia University Doctorate of Education Program is a collaborative community of scholar-practitioners, who seek to transform society by pursuing ethically-informed, rigorously- researched, inquiry-based projects that benefit professional, institutional, and local educational contexts. Each member of the community affirms throughout their program of study, adherence to the principles and standards outlined in the Concordia University Academic Integrity Policy. This policy states the following:
Statement of academic integrity.
As a member of the Concordia University community, I will neither engage in fraudulent or unauthorized behaviors in the presentation and completion of my work, nor will I provide unauthorized assistance to others.
Explanations:
What does “fraudulent” mean?
“Fraudulent” work is any material submitted for evaluation that is falsely or improperly presented as one’s own. This includes, but is not limited to texts, graphics and other multi-media files appropriated from any source, including another individual, that are intentionally presented as all or part of a candidate’s final work without full and complete documentation.
What is “unauthorized” assistance?
“Unauthorized assistance” refers to any support candidates solicit in the completion of their work, that has not been either explicitly specified as appropriate by the instructor, or any assistance that is understood in the class context as inappropriate. This can include, but is not limited to:
• Use of unauthorized notes or another’s work during an online test
• Use of unauthorized notes or personal assistance in an online exam setting • Inappropriate collaboration in preparation and/or completion of a project • Unauthorized solicitation of professional resources for the completion of the
Statement of Original Work (continued) I attest that:
1. I have read, understood, and complied with all aspects of the Concordia University– Portland Academic Integrity Policy during the development and writing of this dissertation.
2. Where information and/or materials from outside sources has been used in the production of this dissertation, all information and/or materials from outside sources has been
properly referenced and all permissions required for use of the information and/or materials have been obtained, in accordance with research standards outlined in the
Publication Manual of The American Psychological Association.
Digital Signature Christina Clark Name (Typed)
10/3/2019 Date