Activity 7
http://philatmindlab.weebly.com/home/interdisciplinary-approaches#comments
Activity 8
http://evolutionandimagination.blogspot.co.nz/2016/06/mindlab-applied-practice-week-32.html
Showing posts with label MindLab. Show all posts
Showing posts with label MindLab. Show all posts
Sunday, July 17, 2016
Contributing to others Blogs - MindLab
Activity 7
http://philatmindlab.weebly.com/home/interdisciplinary-approaches#comments
Activity 8
http://evolutionandimagination.blogspot.co.nz/2016/06/mindlab-applied-practice-week-32.html
Activity 8: Changes in My Practice
My MindLab Journey
Mindlab started in November and even though it the course is actually 32 weeks long, it seems almost an eternity since it began. Not that it is a bad thing or anything. It has been a wonderful experience that has opened my mind to some new and exciting things. It has helped me understand some of the issues I was dealing with within my own school. It helped me find some of the "gut" feelings I had and realise that not only did I want to teach digital technologies, but I also wanted to explore eLearning and its true potential. It is a way of future oriented learning, it is a way to move the teaching and learning beyond the traditional approach, it is a way to help engage the current akonga of today in the teaching and learning process (or should it be: learning and teaching process?).I always wanted to be able to complete the MindLab course, and I am pleased to say I have now not only been part of it here in Rotorua, through the hard work and determination of NePW but I have also completed it. Undertaking MindLab has also encouraged me to extend my learning further by enrolling in a PostGrad in eLearning. Yes, it has been a catalyst for many changes. Therefore, the outcome is yet to be realised to its truest potential, but it will.
Just completing this course demonstrates my commitment to the Practising Teacher Criteria and e-learning in practicular Criteria 4 where I initiated this learning opportunity to advance my personal professional knowledge and skills. I have become part of a Community of Practice where eLearning is the focus and there are discussions about the ways that schools and teachers are changing their practice to beome more future orientated. There are valuable ideas gained from the readings and videos that I hope to incorporate into my classroom practice.
What have I changed in my practice?
I think the biggest change for me was the ability to have the experience of teaching in an eLearning environment. Because I was completing MindLab, I was allowed to teach Social Science in an online environment. Having a non traditional subject (i.e. not Digital Technologies) timetabled into a ICT room for each lesson is a big thing at our school. As the Practising Teacher Criteria and e-learning - Criteria 6 states "It is important to have explored some of the latest thinking on the integration of e-learning tools in order to use them effectively for teaching and learning". Having though carefully about the best way to approach this and using research to back up my thinking and ideas was a big help. Through the assessment 2 of Leadership in Digital & Collaborative Learning I was able to reflect on this process. Which is an important part of being a reflective teacher. I used Chalkup as my learning platform, and although it was a good experience I can see room for future emprovement. I would even like to try experiementing with Google Classroom and seeing the differences between each platform. There is always something new to learn.Are there more changes to come?
One thing I did struggle for a long time to understand was the effective pedagogy that is paramount for effective teaching and learning in an eLearning environment. This I think was because I couldn't make specific links between the traditional and what is required. I knew I thought differently about the teacher role than some of my collegues at my school. Ever since I did my training to become a teacher I had an understanding of the "jug and mug" theory and I much preferred the facilitator role.Next year I look forward to being in a new school and applying what I have learned. I look forward to learning a lot more about eLearning throughout the rest of the year through more readings and assignments.
Also, I find that I am continuing to make links between the videos and readings of MindLab. Growth mindset is important, as is engaging the disengaged... Oh the list here could grow long.
You know, I think I have learned a lot about me too, which has to be a good thing right?
Activity 7: My Interdisciplinary Connection Map
Interdisciplinary Connections comes in two distinct areas. Firstly is linked with me as a person, with whom do I make my connections with? With whom do I learn with? With whom do I learn from?
One could say that those with whom I have an everday connection with would be the first point in call. The staff and students I interact with each and everyday, which is the community that I firstly relate to. Then comes the wider community and the whanau linked with the students I have the pleasure of teaching, however, it also goes wider than that.
Being in the education field there are a wide variety of Communities of Practice that if you put yourself out there, they are able to help you grow both as a teacher and as a person (Takahashi, 2011; Vescio, Ross, & Adams, 2008). This is an area where I need to ensure that I keep up with. There are amazing people doing amazing things in classrooms and who find relevant and useful resources or ideas that just make you think.
Part of this task is to make an interdisplinary connection map, and whilst I have made this map as presented here, I think it could extend even further. There seems like no end point.
Even when I was a student myself I could see the potential of cross-curricular learning experiences. This view I have not changed. For learning to become real and purposeful we need to open the siloed subject fields and develop learning experiences that open learning in a future orientated view. We have moved from a "knowledge age" where students have a requirement to "know" specific knowledge prior to leaving school. What our akonga require is the ability to be creative, innovative, critical thinkers who are actively involved and are well prepared for life long learning (Ministry of Education, 2007). This is also identified in the Education Review Office (2012) report on the evaluation of priority learners where they state "we must do better" (Education Review Office, 2012, p9). They even go on to state
The interdisplinary approach to teaching and learning provides an opportunity for this to occur and on my opinion can be part of the secondary curriculum. It is used well in many primary schools and alternative education providers. As our senior akonga are the closest to joining the workforce it makes sense to provide relevant and meaningful learning experiences. It can be a challenge for secondary staff to cooperatively plan together., especially as this is beyond the "norm". It can make people feel uncomfortable as it is beyond the traditional view of what teaching and learning is. It is about changing the culture of the school (Stoll, 1998) to one where the learners are placed at the forefront. But I challenge the thought behind this, why can we not use the expert staff in more meaningful and relevant ways? Why can't our akonga use the expert staff for guidance and support when they require it? Is it an answer to our disengaged learners in middle school and secondary education (Gibbs & Poskitt, 2010)? I'm not sure, but maybe it would help by providing opportunties for our akonga to take ownership over their learning process in a supportive environment.
Next year, in my new class I hope to incorporate an eLearning environment where there is an importnan focus on interdisplinary connections. Mathison & Freeman (1997) spoke of the need of not only integrating subject areas but also looking at the topic from a subject focus. This is something that I am not sure is used well in classrooms. This approach is a little different than setting a wider topic and ensuring curriculum covereage. It is about putting the subject specialist "hat" on and seeing it from that perspective. This slightly new idea is something I will have to ponder on further.
There is a lot to keep learning about, I suppose that is the key. If I am wanting my akonga to be innovative, creative, connected, life long learners then I need to ensure that I keep abreast of what is happening in the educational world, to keep involved in the Communities of Practice I have established to ensure that I am able to provide the best learning and teaching opportunties for my akonga. The old age addage "practice what you preach".
One could say that those with whom I have an everday connection with would be the first point in call. The staff and students I interact with each and everyday, which is the community that I firstly relate to. Then comes the wider community and the whanau linked with the students I have the pleasure of teaching, however, it also goes wider than that.
Being in the education field there are a wide variety of Communities of Practice that if you put yourself out there, they are able to help you grow both as a teacher and as a person (Takahashi, 2011; Vescio, Ross, & Adams, 2008). This is an area where I need to ensure that I keep up with. There are amazing people doing amazing things in classrooms and who find relevant and useful resources or ideas that just make you think.
Part of this task is to make an interdisplinary connection map, and whilst I have made this map as presented here, I think it could extend even further. There seems like no end point.
Even when I was a student myself I could see the potential of cross-curricular learning experiences. This view I have not changed. For learning to become real and purposeful we need to open the siloed subject fields and develop learning experiences that open learning in a future orientated view. We have moved from a "knowledge age" where students have a requirement to "know" specific knowledge prior to leaving school. What our akonga require is the ability to be creative, innovative, critical thinkers who are actively involved and are well prepared for life long learning (Ministry of Education, 2007). This is also identified in the Education Review Office (2012) report on the evaluation of priority learners where they state "we must do better" (Education Review Office, 2012, p9). They even go on to state
It is important that leaders respectfully challenge teachers‟ thinking, including unpacking the assumptions that sit behind some of their habitual practices, so that the focus of their work is always on improving students‟ learning. (Education Review Office, 2012, p10)
The interdisplinary approach to teaching and learning provides an opportunity for this to occur and on my opinion can be part of the secondary curriculum. It is used well in many primary schools and alternative education providers. As our senior akonga are the closest to joining the workforce it makes sense to provide relevant and meaningful learning experiences. It can be a challenge for secondary staff to cooperatively plan together., especially as this is beyond the "norm". It can make people feel uncomfortable as it is beyond the traditional view of what teaching and learning is. It is about changing the culture of the school (Stoll, 1998) to one where the learners are placed at the forefront. But I challenge the thought behind this, why can we not use the expert staff in more meaningful and relevant ways? Why can't our akonga use the expert staff for guidance and support when they require it? Is it an answer to our disengaged learners in middle school and secondary education (Gibbs & Poskitt, 2010)? I'm not sure, but maybe it would help by providing opportunties for our akonga to take ownership over their learning process in a supportive environment.
Next year, in my new class I hope to incorporate an eLearning environment where there is an importnan focus on interdisplinary connections. Mathison & Freeman (1997) spoke of the need of not only integrating subject areas but also looking at the topic from a subject focus. This is something that I am not sure is used well in classrooms. This approach is a little different than setting a wider topic and ensuring curriculum covereage. It is about putting the subject specialist "hat" on and seeing it from that perspective. This slightly new idea is something I will have to ponder on further.
There is a lot to keep learning about, I suppose that is the key. If I am wanting my akonga to be innovative, creative, connected, life long learners then I need to ensure that I keep abreast of what is happening in the educational world, to keep involved in the Communities of Practice I have established to ensure that I am able to provide the best learning and teaching opportunties for my akonga. The old age addage "practice what you preach".
Education Review Office. (2012). Evaluation at a Glance :
Priority Learners in New Zealand Schools August 2012, (August). Retrieved from
http://www.ero.govt.nz/assets/Uploads/Evaluation-at-a-Glance-Priority-Learners-in-New-Zealand-Schools-August-2012.pdf
Gibbs, R., & Poskitt, J. (2010). Student engagement in the middle
years of schooling (years 7-10): A literature review. Wellington, NZ:
Ministry of Education.
Jones, C. (2009). Interdisciplinary Approach - Advantages, Disadvantages,
and the Future Benefits of Interdisciplinary Studies. Essai, 7(2009),
75–81.
Mathison, S., & Freeman, M. (1997). The logic of interdisciplinary
studies. Journal of Development Studies.
http://doi.org/10.1080/00220387408421516
Ministry of Education. (2007). The New Zealand Curriculum (Vol.
116). Wellington: Learning Media. Retrieved from
http://nzcurriculum.tki.org.nz/the_new_zealand_curriculum
Ministry of Education. (2012). Future-oriented learning and teaching,
(26).
Stoll, L. (1998). School culture audits: making a difference in school
improvement plans. School Improvement Network’s Bulletin 9, 11(1),
74–82. http://doi.org/10.1177/1365480207086756
Friday, June 24, 2016
Contributing to others Blogs - MindLab
Week One:
http://untroddenpathapc.blogspot.co.nz/2016/05/my-community-of-practice.html#comment-form
Week 2:
http://likeahoginmud.blogspot.co.nz/2016/05/current-issues-in-my-professional.html#gpluscomments
Week 3:
https://plus.google.com/u/0/108254026317727011759/posts/X59NqzgJwBz
Week 4:
https://siobhanmindlab.blogspot.co.nz/2016/06/indigenous-knowledge-and-cultural.html
Week 5:
https://plus.google.com/116097140838837278633/posts/6k2GtuED5hQ
http://untroddenpathapc.blogspot.co.nz/2016/05/my-community-of-practice.html#comment-form
Week 2:
http://likeahoginmud.blogspot.co.nz/2016/05/current-issues-in-my-professional.html#gpluscomments
Week 3:
https://plus.google.com/u/0/108254026317727011759/posts/X59NqzgJwBz
Week 4:
https://siobhanmindlab.blogspot.co.nz/2016/06/indigenous-knowledge-and-cultural.html
Week 5:
https://plus.google.com/116097140838837278633/posts/6k2GtuED5hQ
Activity 5: Legal and ethical contexts in my digital practice
The legal and ethical considerations are an important part of any teachers practice. There are so many to consider and the use of digital technologies both provides opportunities for learners and teachers alike.
At our school we are at very early beginnings to understand the legal and ethical considerations in an eLearning context. Management has made the decision that social media is filtered via Network 4 Learning. So unless you choose to use your own data, there is limited ability to use Facebook or Twitter in a learning context. This may change as a greater understanding of the power of such tools for learning occurs.
One also has to remember that our parents of our akonga are still learning about these tools. They themselves are not always adept in thinking about the consequences of their own social media use. As a school that has year 7-13 students the most common issue we deal with is the inappropriate use of Facebook. It is often a shock to the parents to realise that Facebook age restriction and that most of the inappropriate use occurs outside school hours. I have also seen irst hand the bullying by adults through such means. Therefore, we should be teaching our akonga about such behaviours.
Within this move towards a more 21st Century learning environment careful considerations will need to be made to the safety and security of the use of such tools. This current generation are still learning about how they work and the impacts of postings on digital media like Facebook. One also has to remember that Facebook has an age restriction, as does Google+.
Furthermore, not long ago there was hype about our digital footprint and being careful about creating a larger one. This appears to have changed. Which then provides food for thought. As does the following images
So what does this mean in a classroom context? Careful consideration needs to occur about what is posted on line and keeping parents informed. Parents do have the option to opt out of any digital forms of media that includes their child. A blanket consent form upon enrolment may provide consent, but I think that it is important to check.
I also think it is important to educate students about digital citizenship in a purposeful manner. This is also supported by the NZ Teachers council (2012) where they support the use of social media if it is used in a purposeful manner.
Teachers Council and social media from Education Council on Vimeo.
As I come from a school which is still learning about such tools and the potential that they offer education. Through MindLab I have started to see the potential of some social media and how they can add to the learning of our akonga.
New Zealand Teachers Council (2012). Establishing safeguards.[video file]. Retrieved from https://vimeo.com/49216520
At our school we are at very early beginnings to understand the legal and ethical considerations in an eLearning context. Management has made the decision that social media is filtered via Network 4 Learning. So unless you choose to use your own data, there is limited ability to use Facebook or Twitter in a learning context. This may change as a greater understanding of the power of such tools for learning occurs.
One also has to remember that our parents of our akonga are still learning about these tools. They themselves are not always adept in thinking about the consequences of their own social media use. As a school that has year 7-13 students the most common issue we deal with is the inappropriate use of Facebook. It is often a shock to the parents to realise that Facebook age restriction and that most of the inappropriate use occurs outside school hours. I have also seen irst hand the bullying by adults through such means. Therefore, we should be teaching our akonga about such behaviours.
Within this move towards a more 21st Century learning environment careful considerations will need to be made to the safety and security of the use of such tools. This current generation are still learning about how they work and the impacts of postings on digital media like Facebook. One also has to remember that Facebook has an age restriction, as does Google+.
Furthermore, not long ago there was hype about our digital footprint and being careful about creating a larger one. This appears to have changed. Which then provides food for thought. As does the following images
So what does this mean in a classroom context? Careful consideration needs to occur about what is posted on line and keeping parents informed. Parents do have the option to opt out of any digital forms of media that includes their child. A blanket consent form upon enrolment may provide consent, but I think that it is important to check.
I also think it is important to educate students about digital citizenship in a purposeful manner. This is also supported by the NZ Teachers council (2012) where they support the use of social media if it is used in a purposeful manner.
Teachers Council and social media from Education Council on Vimeo.
As I come from a school which is still learning about such tools and the potential that they offer education. Through MindLab I have started to see the potential of some social media and how they can add to the learning of our akonga.
New Zealand Teachers Council (2012). Establishing safeguards.[video file]. Retrieved from https://vimeo.com/49216520
Activity 4 : Indigenous knowledge and cultural responsiveness in my practice
"Education is serious business" are very wise words from Professor Russell Bishop. It is a very serious business for each and every akonga that passes through our schools.
A culturally responsive pedagogy of relations from EDtalks on Vimeo.
A culturally responsive pedagogy of relations from EDtalks on Vimeo.
So what is culture? A long time ago I learned that we all have our own culture (I have also heard of it being called discourse) that becomes our own identity. It is what is within us, not always explicit to us (we see it from one lens), in fact, it is innate, but it impacts on our experiences of the world through our interactions, our responses, and our interpretations of situations and experiences.
So what does this mean for education? What are the impacts of culture within the education system, or down to the very grassroots.... my kura and my classroom?
Our akonga, all akonga, have the right to an education that acknowledges and embraces the rich culture and vast experiences that our akonga bring to our classrooms. From this starting point relationships can florish and as The Ministry of Education (2013) clearly points out that through the development of learning relationships that affirm individual identity, language, and culture empowers akonga to achieve education success. This is afterall what we are in this profession for.
I agree that the agentic positioning of the teacher is vital to inclusive practice and this fits with the message of Carol Dweck (2014), who argues that growth mindset is paramount for effective learning. What has been my experience is the lack of understanding of deficit theorising. We have Kotahitanga in our school and is referred to as "Building on success", being part of this journey has been somewhat interesting. Make a negative statement, you are deficit theorising.. Are you really? Is it not important to understand the positioning of the akonga as a starting point? I believe all students can learn and achieve their potential. As a classsroom practitioner it is my role to take them from where they start to a position that demonstrates growth. Therefore, I think having an understanding of the holistic child is important. This isn't deficit theorising. From this starting point, relationships can be built and from this student agency can be increased.
The most interesting expereince I have had is one student who struggled with the fact that I cared about his education, that his learning was important. I stood strong on my agentic positioning. One day he made a connection to my Aunty who lives in the same area as him. His attitude changed instantly, his words "I understood where he was coming from". What I found really interesting about this, was I never changed my position about him and his learning. He changed his persepctive about me and therefore was more receptive. Oh the joys of teaching... But this experience does remind me that it is about connections, it is about culture, it is about relationships and from this agentic positioning of both the teacher and student can create wonderful learning opportuntities where all akonga can achieve success for who they are.
So what does this mean for education? What are the impacts of culture within the education system, or down to the very grassroots.... my kura and my classroom?
Our akonga, all akonga, have the right to an education that acknowledges and embraces the rich culture and vast experiences that our akonga bring to our classrooms. From this starting point relationships can florish and as The Ministry of Education (2013) clearly points out that through the development of learning relationships that affirm individual identity, language, and culture empowers akonga to achieve education success. This is afterall what we are in this profession for.
 |
| http://www.wellbeingatschool.org.nz/inclusive-practices-next-step-links#extra-curric |
The most interesting expereince I have had is one student who struggled with the fact that I cared about his education, that his learning was important. I stood strong on my agentic positioning. One day he made a connection to my Aunty who lives in the same area as him. His attitude changed instantly, his words "I understood where he was coming from". What I found really interesting about this, was I never changed my position about him and his learning. He changed his persepctive about me and therefore was more receptive. Oh the joys of teaching... But this experience does remind me that it is about connections, it is about culture, it is about relationships and from this agentic positioning of both the teacher and student can create wonderful learning opportuntities where all akonga can achieve success for who they are.
Alton-lee, A. (2012). KA HIKITIA a demonstration report Effectiveness of Te Kotahitanga Phase 5 2010-2012. wellington.
Bishop, R. (2012). Pretty difficult: Implementing kaupapa Maori theory in English-medium secondary schools. New Zealand Journal of Educational Studies, 47(2), 38–50. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84873669809&partnerID=40&md5=82b3e99bd5909939a7bcbe5460bde93a
Bishop, R., & Berryman, M. (2009). The Te Kotahitanga effective teaching profile. SET Research Information for Teachers, 27–33. Retrieved from http://ptc.nzcer.org.nz/system/files/set2009_2_027.pdf
Bishop, R., Berryman, M., Tiakiwai, S.-J., & Richardson, C. (2003). Te Kōtahitanga Phase 1: The experiences of Year 9 and 10 Māori students in mainstream classrooms. Retrieved from http://tekotahitanga.tki.org.nz/content/download/275/1284/file/te-kotahitanga+(phase+1).pdf
Dweck, C. (2014). Carol Dweck: The power of believing that you can improve | Talk Video | TED.com. Retrieved from http://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en
Gutschlag, A. (2007). Some Implications of the Te Kotahitanga Model of Teacher Positioning. New Zealand Journal of Teachers’ Work, 4(1), 3–10.
Ministry of Education. (2013). Effective governance: Supporting education success as Maori. Retrieved from http://www.minedu.govt.nz/~/media/MinEdu/Files/Boards/EffectiveGovernance/SupportingEducationSuccessAsMaori.pdf
Wednesday, June 22, 2016
Activity 3: Contemporary Issues or Trends in New Zealand or Internationally
There is a misconception that education is fine as it is, however, education needs to change to prepare our akonga for the requirements of life.
We come from areas (towns or rural), and those areas are part of a district, who in turn is part of an island and our three islands make our God Zone - Aotearoa - New Zealand. I could stay closed minded to the outside world, just stay in my bubble, after all, it is safe to live in a world of ignorance. Then the question arises, what am I missing out on? What are the students I teach missing out on? New Zealand is part of a wider context, Australasia, the Southern Hemisphere, and the whole world. New Zealand has talents, skills, innovations and products that are world leaders. So despite being a small country, we cannot let that stop us and education is a key part of that process.
We come from areas (towns or rural), and those areas are part of a district, who in turn is part of an island and our three islands make our God Zone - Aotearoa - New Zealand. I could stay closed minded to the outside world, just stay in my bubble, after all, it is safe to live in a world of ignorance. Then the question arises, what am I missing out on? What are the students I teach missing out on? New Zealand is part of a wider context, Australasia, the Southern Hemisphere, and the whole world. New Zealand has talents, skills, innovations and products that are world leaders. So despite being a small country, we cannot let that stop us and education is a key part of that process.
The question arises are we as educators providing our students with the best opportunity to succeed at their highest level? Whatever that maybe? Or are we collectively as educators still stuck in the 19th century? Where there is this "knowledge" that students’ must have before they are able to leave school? We must move on from this stance, our students are leaving us behind. They predominately live in a world of "now", with the development of Web 2.0 tools and social networking at their fingertips the novelty of using digital tools for ‘publishing’ is wearing thin.
We are in the cusp of moving from the Anatomy of a 20th Century Classroom
We are in the cusp of moving from the Anatomy of a 20th Century Classroom
 |
| https://sites.google.com/a/ccpsnet.net/anytime-anywhere-learning/curriculum/21st-century-learning |
To a more responsive akonga centred blended learning environment. This is not without issues however, education needs to change and the integration of meaningful learning experiences are essential.
 |
| https://sites.google.com/a/ccpsnet.net/anytime-anywhere- learning/curriculum/21st-century-learning |
“the emergence of ubiquitous connectivity, increasingly mobile digital technologies and the power of the internet pose the most profound challenges and opportunities the education system has ever faced”
The New Zealand Education Office (ERO) (2012), has released a report that identifies the learning needs of our priority learners and calls for a change in the education system. This is nothing new; educators around the world have been saying this for years. It does need to change, our system needs to change, our teaching needs to change and policymakers and budget holders need to allow this change.
According to Gibbs & Poskitt (2010), which also supports the ERO's (2012), finding that our students are disengaged, that their learner agency diminishes as they hit middle school years (Year 7 - 10). As stated above the traditional pedagogy of the teacher as the "fountain of all knowledge", is not meeting our students' needs. We need to involve the learners in their learning journey, they cannot have learning happen to them they must participate in the process or as Sfard (2015), so eloquently puts it, we must move from the Acquisition Metaphor to a Participation Metaphor.
 |
| Gibbs & Poskitt (2010) |
| G |
Education Review Office. (2012). Evaluation at a Glance : Priority Learners in New Zealand Schools August 2012, (August). Retrieved from http://www.ero.govt.nz/assets/Uploads/Evaluation-at-a-Glance-Priority-Learners-in-New-Zealand-Schools-August-2012.pdf
Gibbs, R., & Poskitt, J. (2010). Student engagement in the middle years of schooling (years 7-10): A literature review. Wellington, NZ: Ministry of Education.
Ministry of Education. (2007). The New Zealand Curriculum (Vol. 116). Wellington: Learning Media. Retrieved from http://nzcurriculum.tki.org.nz/the_new_zealand_curriculum
Rotherham, A. J. & Willingham, D. (2009) 21st Century Skills: The Challenges Ahead. Teaching for the 21st Century, 67 (1), 16-21. Retrieved from http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/21st-Century-Skills@-The-Challenges-Ahead.aspx
Rotherham, A. J. & Willingham, D. (2009) 21st Century Skills: The Challenges Ahead. Teaching for the 21st Century, 67 (1), 16-21. Retrieved from http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/21st-Century-Skills@-The-Challenges-Ahead.aspx
Sfard, A. (2015). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 25(4), 4–13. Retrieved from http://edr.sagepub.com.ezproxy.massey.ac.nz/content/27/2/4.full.pdf+html
Sunday, May 15, 2016
Activity 2: My Professional Community
In answering this question, I will refer to the school I belonged to in 2015 since I am currently on study leave.
What is the organisational culture (collective values/principles) that underpins your practice? How would you contribute to fostering a positive professional environment in your community of practice?
What is school culture? According to Stoll (1998) culture within a school is complex yet one of the most important concepts in an educational setting. It starts with a vision and becomes engrained in the ways of doing things. It requires those within the school setting to ‘walk the talk’.
Reporoa College is a small rural college set half way between Rotorua and Taupo. It does have a culture of its own and in some ways it is still the old ways, and in some ways it is changing to new ways of being. This is lead by a new Principal who started in 2015.
A few years ago our school had an appointed Principal who introduced the concept of Kotahitanga – Unity – Proud to Belong. This statement in itself is a strong statement. It can be amazing to watch a school that you know so well go through its own battles. Kotahitanga and the view of being Proud to Belong was the start to getting the school back on its feet.
I think culture is something that you have to nurture; you can’t assume that people know what it is and what it looks like. School culture is no different. As stated by Academy for SEL in Schools (2015) a successful school has a culture and climate of learning, caring and success. Furthermore, it is recognised that while students come and go, staff are usually the consistent glue that holds culture together. This can only be done with a common vision with great leadership.
With the introduction of Kotahitanga, I set the task for my senior students to develop a banner that could be printed and staff chose the final design. This currently hangs at the back of the hall for all students to see. I believe that Reporoa College is a great school to be part of.
What changes are occurring in the context of your profession? How would your community of practices address them?
As we move towards the 21st Century learning style there are a multitude of changes that are occurring. With the availability of the Internet the role of the teacher changes, from one that ‘has the knowledge’ to one that shares the learning within a context of the classroom. This involves keeping up with not only technology but also moving forward in teaching pedagogies. Throughout the course of MindLab, there is a change in thinking to a world of possibilities. As more staff undertake the process of learning in a collaborative way there will be change.
As for me, I actually like being part of the Google+ community. I like being challenged by like minded people. I like to see what other schools are doing, and figuring out ways to integrate them into the classroom context for the benefit of my learners.
Academy for SEL in Schools. (2015). What is School Culture and Climate? Retrieved from https://www.youtube.com/watch?v=Z-_NvhlcusQ
Stoll, L. (1998). School culture audits: making a difference in school improvement plans. School Improvement Network’s Bulletin 9, 11(1), 74–82. http://doi.org/10.1177/1365480207086756
Applied Practice in Context Activities
Activity One:
After reading the Class Notes, create a post where you first define your ‘Community of practice’ with reference to Wenger (2000)’s definition and then provide a critical discussion in relation to any two of the following questions:
Activity 2: Your professional community
After reading the Class Notes, create a blog post where you provide a critical discussion of your professional community of practice in relation to any two of the following questions:
After reading the Class Notes, create a post where you first define your ‘Community of practice’ with reference to Wenger (2000)’s definition and then provide a critical discussion in relation to any two of the following questions:
- What is the purpose and function of your practice? In what ways do you contribute to the community of your practice?
- What are the core values that underpin your profession? Evaluate your practice with regard to these values.
- What is your specialist area of practice? How does your specialist area of practice relate to the broader professional context?
- What are key theories that underpin your practice? Evaluate your practice with regard to these theories.
Activity 2: Your professional community
After reading the Class Notes, create a blog post where you provide a critical discussion of your professional community of practice in relation to any two of the following questions:
- What is the organisational culture (collective values/principles) that underpins your practice? How would you contribute to fostering a positive professional environment in your community of practice?
- What are the current issues in your community of practice? How would your community of practice address them?
- What are the challenges that you face in your community of practice? How would your community of practice address them?
- What changes are occurring in the context of your profession? How would your community of practices address them?
Saturday, May 14, 2016
Communities of Practice Assessment Guide
Practice is clearly defi⛻ned against the concept of Communities of Practice with relevant literature of wider frameworks of theories being appropriately integrated in the discussion (MindLab Assessment One Rubric).
The above just doesn't make sense... And this is a Uni Course?? Although I get the message...
The above just doesn't make sense... And this is a Uni Course?? Although I get the message...
Activity 1: My Community of Practice
Activity 1: My Community of Practice
All teachers in New Zealand are bound by the Code of Ethics (Education Council of Aotearoa New Zealand, n.d.-b) and the Registered Teacher Criteria (Education Council of Aotearoa New Zealand, n.d.-a). In addition, there are the values that come from the New Zealand Curriculum (Ministry of Education, 2007). Furthermore, there are the values of the school in which I teach. This makes for an interesting mix of ideas and values.
As a classroom teacher, I believe it is my role to provide an environment where all students are valued and that they make progress in their learning. I believe that all students have the ability to achieve at their highest level no matter where their starting point is.
I am critically reflective of my own practice and am always trying to improve not only my practice but also the classroom program for the benefit of my learners. Especially where the use of digital technologies are concerned. I enjoy participating in professional development and using the ideas learned within the classroom context and sharing new learning with colleagues. Although I will admit that balancing the professional development with the other areas of my life can be challenging at times.
There will be more that I think of as time goes on... I will have to come back to this I feel.
References
Downes, S. (2012). Connectivism and Connective Knowledge: essays on meaning and learning networks. National Research Council Canada. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Connectivism+and+Connective+Knowledge+Essays+on+meaning+and+learning+networks#0
Education Council of Aotearoa New Zealand. (n.d.-a). Practising Teacher Criteria. Retrieved May 16, 2016, from https://educationcouncil.org.nz/content/registered-teacher-criteria-1
Education Council of Aotearoa New Zealand. (n.d.-b). The Education Council Code of Ethics for Certificated Teachers. Retrieved May 10, 2016, from https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0
Howland, J. L., Jonassen, D., & Marra, R. M. (2012). Meaningful learning with technology (4th ed., pp. 1–19). Boston, MA: Person Education, Inc.
Learning-Theories.com. (n.d.). Communities of Practice (Lave and Wenger) - Learning Theories. Retrieved May 10, 2016, from http://www.learning-theories.com/communities-of-practice-lave-and-wenger.html
Mayes, J. T., & de Freitas, S. (2004). Review of e-learning theories, frameworks and models. JISC e-learning models desk study. (Vol. 202). London, United Kingdom: JISC. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:JISC+e-Learning+Models+Desk+Study+Stage+2+:+Review+of+e-learning+theories+,+frameworks+and+models#0
Ministry of Education. (2007). The New Zealand Curriculum (Vol. 116). Wellington: Learning Media. Retrieved from http://nzcurriculum.tki.org.nz/the_new_zealand_curriculum
Ravenscroft, A. (2011, January 6). Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning. The International Review of Research in Open and Distributed Learning. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/934/1755
Siemens, G. (2006). Connectivism : A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10. Retrieved from http://202.116.45.236/mediawiki/resources/2/2005_siemens_Connectivism_A_LearningTheoryForTheDigitalAge.pdf
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246. http://doi.org/10.1177/135050840072002
Wenger, E. (2009). Communities of practice: a brief introduction. Communities, 1–5. Retrieved from http://www.ewenger.com/theory/
Communities of Practice Defined
Wenger (2000) describes Communities of Practice (CoP) as situations where people who share a common interest in a subject or area collectively collaborate, locally or globally, with each other over an extended period of time. Howland, Jonassen, & Marra (2012) argues that humans are inclined to learn with and from each other through discussion and collaborative activity. Furthermore, Howland et al. (2012) state that it is through this process where learners exploit each others’ skills and knowledge in order to complete tasks, develop solutions and innovations. According to Wenger (2009), there are three elements that constitute a CoP: a domain, a community, and a practice. In essence, a CoP is a context specific learning community where learning can occur, both intentionally and unintentionally, through active participation (Learning-Theories.com, n.d.; Wenger, 2000, 2009).
CoP falls within the situative learning view as described by Mayes & de Freitas, (2004) and Ravenscroft (2011) whereby learning is situated within the context it resides. Furthermore, it aligns itself with the apprenticeship learning view where as part of a context specific community learners learn with and from each other (Mayes & de Freitas, 2004; Wenger, 2009). With the rapid development of the Internet, there is a rise in online CoP where passionate like-minded people share their experiences and collaborate with each other locally, nationally and globally. Therefore online CoP also falls within the connectivism learning view developed by Siemens (2006) and Downes (2012).
What is the purpose and function of your practice? In what ways do you contribute to the community of your practice?
With the above in mind, I have numerous CoP that I belong to. In the Educational world alone I have the school in which I belong and the courses that I am undertaking and the online community groups I am part of. In particular MindLab, Massey and Google+. In my own personal life, I also belong to the Putaruru Gun Club where I am the shoot secretary. Each of the above I engage in and contribute to.
In the educational world, CoP becomes complex. There are many CoP, from the classroom level through to curriculum teams, to a collective staff and to the professional development, including courses, that I undertake let alone to the learning groups that I belong to.
As a classroom teacher, I have always taken the view of learning with and alongside my students. Although I am aware that classroom management is a key aspect of being a teacher I have never really liked the ‘jug-in-mug’ theory. I struggle with the concept that a teacher must know all the knowledge and as we move into the 21st century I cannot see how this is possible. I see a teacher’s role to facilitate the learning, to create the environment where all learners learn from the point that they start. Learning to me is life long.
At the school I was at, I was part of the Technology curriculum team, leader of the DEET (Digital Engagement and Enrichment Team), Board of Trustees teacher representative, part of the Middle Management team, the Social Science team and the Mathematics team. Each of these I was an active participant. I like learning with and alongside others, I like listening to the views and ideas of others and sharing the ideas that I have learned through the professional development that I undertake. Although I now can see that at our school there is a need for more collaborative learning opportunities within the staff level particularly when it comes to planning.
What are the core values that underpin your profession? Evaluate your practice with regard to these values.
All teachers in New Zealand are bound by the Code of Ethics (Education Council of Aotearoa New Zealand, n.d.-b) and the Registered Teacher Criteria (Education Council of Aotearoa New Zealand, n.d.-a). In addition, there are the values that come from the New Zealand Curriculum (Ministry of Education, 2007). Furthermore, there are the values of the school in which I teach. This makes for an interesting mix of ideas and values.
As a classroom teacher, I believe it is my role to provide an environment where all students are valued and that they make progress in their learning. I believe that all students have the ability to achieve at their highest level no matter where their starting point is.
I am critically reflective of my own practice and am always trying to improve not only my practice but also the classroom program for the benefit of my learners. Especially where the use of digital technologies are concerned. I enjoy participating in professional development and using the ideas learned within the classroom context and sharing new learning with colleagues. Although I will admit that balancing the professional development with the other areas of my life can be challenging at times.
There will be more that I think of as time goes on... I will have to come back to this I feel.
References
Downes, S. (2012). Connectivism and Connective Knowledge: essays on meaning and learning networks. National Research Council Canada. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Connectivism+and+Connective+Knowledge+Essays+on+meaning+and+learning+networks#0
Education Council of Aotearoa New Zealand. (n.d.-a). Practising Teacher Criteria. Retrieved May 16, 2016, from https://educationcouncil.org.nz/content/registered-teacher-criteria-1
Education Council of Aotearoa New Zealand. (n.d.-b). The Education Council Code of Ethics for Certificated Teachers. Retrieved May 10, 2016, from https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0
Howland, J. L., Jonassen, D., & Marra, R. M. (2012). Meaningful learning with technology (4th ed., pp. 1–19). Boston, MA: Person Education, Inc.
Learning-Theories.com. (n.d.). Communities of Practice (Lave and Wenger) - Learning Theories. Retrieved May 10, 2016, from http://www.learning-theories.com/communities-of-practice-lave-and-wenger.html
Mayes, J. T., & de Freitas, S. (2004). Review of e-learning theories, frameworks and models. JISC e-learning models desk study. (Vol. 202). London, United Kingdom: JISC. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:JISC+e-Learning+Models+Desk+Study+Stage+2+:+Review+of+e-learning+theories+,+frameworks+and+models#0
Ministry of Education. (2007). The New Zealand Curriculum (Vol. 116). Wellington: Learning Media. Retrieved from http://nzcurriculum.tki.org.nz/the_new_zealand_curriculum
Ravenscroft, A. (2011, January 6). Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning. The International Review of Research in Open and Distributed Learning. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/934/1755
Siemens, G. (2006). Connectivism : A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10. Retrieved from http://202.116.45.236/mediawiki/resources/2/2005_siemens_Connectivism_A_LearningTheoryForTheDigitalAge.pdf
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246. http://doi.org/10.1177/135050840072002
Wenger, E. (2009). Communities of practice: a brief introduction. Communities, 1–5. Retrieved from http://www.ewenger.com/theory/
About Blogging
Did you know that Blog is short for Weblog?
A blog is a Web 2.0 tool.
Examples of tools used to blog:
Blogger - A weblog publishing tool from Google, for sharing text, photos, and video.
WordPress - Offers two options, so you need to choose between the fully hosted WordPress.com and the self-hosted version, WordPress.org.
Weebly - Weebly is good for creating classroom websites, student e-portfolios, and websites for assigned projects. The drag & drop website editor is simple to use and appropriate for use with students of all ages.
WIX - is a cloud-based web development platform that allows users to create HTML5 websites, mobile sites and blogs through the use of their online drag and drop tools.
Tumblr - is a microblogging platform and social networking website currently owned by Yahoo!
A blog is a Web 2.0 tool.
Examples of tools used to blog:
Blogger - A weblog publishing tool from Google, for sharing text, photos, and video.
WordPress - Offers two options, so you need to choose between the fully hosted WordPress.com and the self-hosted version, WordPress.org.
Weebly - Weebly is good for creating classroom websites, student e-portfolios, and websites for assigned projects. The drag & drop website editor is simple to use and appropriate for use with students of all ages.
WIX - is a cloud-based web development platform that allows users to create HTML5 websites, mobile sites and blogs through the use of their online drag and drop tools.
Tumblr - is a microblogging platform and social networking website currently owned by Yahoo!
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