Activity 10: Postgraduate Learning Journey and your plan for the future: Create a blog post where you reflect on your personal learning journey through the whole postgraduate programme with regard to the 12 Practising Teacher Criteria.

Learning Journey

My learning journey over the past 32 weeks has enabled me to try new digital technologies and select more meaningful activities that create critical thinking. For me, the most significant outcome of this programme was being able to link my previous Mind Lab assignments to my school wide inquiry programme in the area of writing. This has challenged me through conversations, professional readings, students’ feedback and observing student engagement. We are all learners and learning takes place when there are high levels of trust, inquiry, open conversations and action.

This past year I have been teaching in a “Modern Learning Environment” (MLE). Working in an innovative learning space where teaching and learning is collaborative, reflective and future focused. The Mind Lab has helped dislodge ‘traditional mind-sets’. I have been continuously rethinking my teaching practises opening myself up to new ideas, faster systems, adapting my planning and tried several flipped learning lessons.

Teacher Criteria.

Chan, (2015)

Future vision

In regards to collaboration I aim to continue cultivating professional relationships with my colleagues and welcome any feedback or advice regarding my practices. I will endeavour to be mindful of planning and continue to trial new digital and collaborative learning tools, because I belong to the e-Learning cluster and at times I lead professional development in my school. I have two future goals one being Leadership and the other Reading Recovery.

To reach my goals I need to:

• Focus on my current teaching role.
• Use a wide range of digital technologies.
• Offer authentic learning experiences.
• Seek out professional development in the areas of leadership and literacy.
• Have meaningful discussions ‘in action’ and ‘on action’.
• Integrate and respect others heritages, languages, and cultures of both partners to the Treaty of Waitangi.
• Visit other collaborative classrooms in other schools to see current best practise and ways of working.

References:

A Goal without A Plan Is Just A Wish. Digital image. All Posters. N.p., n.d. Web. 31 Oct. 2015.

Chan, R. (2015) Registered Teacher Overview. http://www.freemansbay.knowledge.net.nz/index.php?page=nav_page&rec_id=freemansbay:276536&type=rep

Ministry of Education. (2007). The New Zealand Curriculum. http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum

Open to Learning Conversations. Prod. V. Robinson. The Education Group, n.d. Slide program.31 Oct. 2015.http://connect.vln.school.nz/olc

Activities 9: Evaluations of the cultural responsiveness in practice.Create a blog post where you share your own views on your indigenous knowledge and culturally responsive pedagogy and then evaluate how you or your school addresses cultural responsiveness.

New Zealand has been concerned for some time now about the lack of an agreed structure regarding Māori responsiveness. Bishop, & Glynn, (1999) suggests that there needs to be more curricula opportunities that link to meaningful experiences. Effective teaching and learning needs to support Māori achievement and adopt the current pedagogic practices.

Indigenous Knowledge.        

If we can look through a cultural lens and not leap to assumptions regarding other people’s cultures, but stay mindful and acknowledge estranged cultural practices in our day-to-day practice, then we may better interact and celebrate others ethnicities, Shaw (2013).

Indigenous Knowledge includes the understandings of ethnicity, gender, beliefs, faith, race, and traditions. It is also vital to acknowledge the social, physical and spiritual practices which have informed people’s survival and influenced their sense of belonging in the world. However in order to apply a cultural lens and promote cultural responsiveness, schools ought to monitor student attendance, adopt school-wide practices for assessment, review student achievement data, set goals, initiate relationships with whanau and raise the expectations for achievement, Villegas & Lucas, (2002). In order for this to happen learning needs to be student-centred and cultural strengths need to be identified and nurtured. I agree that in being a responsive practitioner I should quickly identify the students within my class with cultural orientations and discover how they might best learn.

Our New Zealand curriculum acknowledges Indigenous Knowledge and supports the principles of the Treaty of Waitangi , also the bicultural foundations of Aotearoa New Zealand. All students in Aotearoa have the opportunity to obtain knowledge of Te Reo Māori me ona Tikanga. A culturally sensitive school relies heavily on communicating and receiving information with the intent to deepen ones understanding.  We ought to celebrate and embrace indigenous knowledge and customs while still cultivating equitable access for learning, Ministry of Education (2011).  Keeping in mind that helping students construct and apply new knowledge generally happens through the process of trial and error, Brown (2007).

Relevant Teaching

My school welcomes and accepts “Culturally Relevant Teaching”, we integrate our students background and prior knowledge. My school’s vision and core values encourage community participation also allowing families to speak in their own language at community meetings. In addition we send home newsletters or documents in the student’s home language. My school is also fortunate to provide Maori immersion classes. My school is committed to providing Kaupapa Mäori and Te Reo Mäori me ona Tikanga. We have bilingual, bicultural tauira to strengthen learners tino tangatiratanga-ihi, wehi, mana, tapu, mauri, Freemans Bay School (2016). We have a strong focus on integrating authentic learning experiences such as Kapa Haka performances, cultural festivals and art presentations. I understand cultural teaching to be a journey towards equity and inclusivity.

Figure 1 Learning for Sustainability Freemans Bay Primary School

 Authentic Planning and Assessment

Figure 2 Authentic Planning and Assessment

This graphic model on Principles of Culturally Relevant teaching can be incorporated into any classroom. The primary purpose for authentic assessment-for-learning is to motivate students and help them progress. With this in mind, schools need to consider how they will give feedback, gather, analyse and use assessment information so that learning is effective and relevant.

Planning and assessment follows curriculum objectives and school wide policies. Assessment helps teachers to clarify next steps and desired outcomes. Schools also use assessment information as the basis for changes to policies, programmes or changes to teaching instruction, as well as reporting to parents and the board of trustees, The Ministry of Education (2007).

Essentially I need to be continually looking through a socio-cultural conscious lens and further deepening my knowledge of subject matter, curriculum, resources and offer stimulating learning experiences. However the most important component is to identify the varied cultural student ethnicities within my class and then form authentic relationships, which in turn helps them integrate with the whole.

References:

Brown, M.R. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in School and Clinic

Freemans Bay Primary School (Waiatarau). Freemans Bay School Strategic Goals 2013 – 2016. N.p., 2013. Web. 24 Oct. 2015. http://www.freemansbay.school.nz/upload/usermedia/files/11196/freemans%20bay%20school%20strategic%20goals%202014%20to%202016.pdf

Glynn, T., Cowie, B., Otrel-Cass, K., Macfarlane, A. (2010). Culturally responsive pedagogy: Connecting New Zealand teachers with their Maori students. Australian Journal of Indigenous Education.

Bishop, R., & Glynn, T. (1999). Culture Counts: Changing power relations in education. Palmerston North, N.Z.: Dunmore Press Ltd.

file:///C:/Users/larissab/Downloads/Culture+and+Assessment+for+Maori+in+NZ+Education.pdf

Minisrty of Eduaction. (2007). School Curriculum Design and Review. The New Zealand Curriculum to School Curriculum. file:///C:/Users/larissab/Downloads/Design_and_review.pdf

Ministry of Education. (2011). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington: Ministry of Education. Retrieved 24, October, 2015 from, http://www.minedu.govt.nz/theMinistry/EducationInitiatives/Tataiako.aspx

Villegas, A.M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education. https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf

Activity 8: Legal contexts and digital identities: Create a blog post where you identify an ethical dilemma in your own practice linked to digital or online access or activity

Social media can be an effective resource for connecting with parents, whānau and communities. My aim is to grow learners who are respectful and understand the benefits of using digital media.

Potential issues.

Potentially there can be numerous ethical dilemmas relating to digital access and activities, for instance gamified gimmicks, competiveness, BYOD, (bring your own device), photographs, privacy, religious beliefs or just having tangible access. I personally have had several parents concerned with how much time their children spend using social and digital platforms, socially and academically. Some parents did not want their child to become too addicted to the gamified learning tools. In my classroom we often use Twitter, Blendspace, Pinterest, Reading Eggs, Mathletics and other gamified based learning activities to promote curricular engagement. Most research to date has been done on engagement – getting people to engage by strengthening student’s participation in the instruction periods, (Kapp, Blair, & Mesch, 2012). Most of my lessons do require a lot of online learning.

Responding to potential issues.

Dealing with these types of dilemmas requires me to power share. I defended my purpose and educational outcomes, but also honoured the parent’s concerns and respected their authority. After much deliberation with these parents it simply came down to lack of understanding regarding online expectations and setting sufficient time boundaries. Really it is about having regular conversations with parents and learners that relate to best practice.

All the students in my school are required to sign a cyber safety agreement and say they abide by the guidelines for when using blogs, social media and learning systems.  See figure 1 below relating to our schools ICT agreement and cyber safety information.

Figure 1 – Freemans Bay School Cyber Safety

Teacher Ethics and Digital Citizenship. 

It is imperative that I teach ethical issues, set boundaries, demonstrate, guide, and help families practice appropriate behaviour while participating in authentic learning experiences. I encourage all my students to participate in digital activities, because I want to extend their skills and knowledge using games and create an environment for thinking and spark curiosity.

The Ministry of Education suggest schools take full advantage of learning with digital technologies, Ministry of Education, (2007). In my opinion developing ethical connections is a key feature, because social media at times can be challenging.  I need to teach / remember concepts like, privacy, copyright policies and digital citizenship.

The Ministry of Education have developed many online resources so schools can look into digital citizenship and then correctly implement the necessary procedures and the site is called Netsafe. Netsafe offers interactive tools for staying safe on the Internet and is levelled for all ages. This includes information on cyber bullying, identity theft, plagiarism, computer viruses and helps teach children about online confidentiality. Netsafe has also set up a website called Digi-Parenting which assists parents with embracing the digital future. The site offers simple tips and teaches parents how to relate to their children in the online world and strengthen relationships in the offline world. This websites objective is to make families more digitally savvy and create a sense of generational connectedness.

The Educational code of ethics is still at the heart of every day practice, Dahlberg & Moss (2005) indicate that ethics encompass every day actions and decisions either individually or collectively and then are mindful of all groups concerned. My school has a Cyber safety Policy and Acceptable Use Agreement. The policies assist teachers, parents, and whanau when unpacking concerns in schools. I understand that professional ethics are part of my ongoing professional development.

In my opinion New Zealand teachers are fully aware and committed to delivering a professional service and remain extremely mindful of their learner’s abilities, cultural backgrounds and developmental stages when allowing learners access to digital media.

In conclusion I need to include learners, parents, colleagues and governmental communities when dealing with any digital dilemmas and seek support to help navigate a fast growing digital society.

References:

Cyber Safety. Digital image. N.p., 2015. Web. 8 Oct. 2015. <http://www.freemansbay.school.nz/freemans-bay-school/cyber-safety/&gt;.

Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education. London: Routledge.

Digi-Parenting. Vodafone. Net Safe, 2015. Web. 8 Oct. 2015. <https://digi-parenting.co.nz/learning-fun/&gt;.

Groh, N. Digital Citizenship and Netsafe. Digital image. N.p., May 2011. Web. 10 Oct. 2015. <http://www.vln.school.nz/groupcms/view/48436/nancy-groh-digital-citizenship-and-netsafe&gt;.

Kapp, K., Blair, L., & Mesch, R. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. John Wiley & Sons.

Ministry of Education. (2007). The New Zealand curriculum. Wellington: Learning Media.

New Zealand. Educational Council. Teachers Ethics. Ministry of Education. N.p., 1989. Web. 8 Oct. 2015. <http://www.educationcouncil.org.nz/sites/default/files/coe-poster-english.pdf&gt;.

New Zealand. The Ministry of Education. The Netsafe Kit for Schools. Internet NZ, Sept. 2012. Web. 8 Oct. 2015. <http://www.netsafe.org.nz/the-kit/policy-and-use-agreements&gt;.

Teaching in a Digital World. Digital image. WordPress. N.p., Apr. 2015. Web. 10 Oct. 2015. <https://mayaprakash.wordpress.com/2015/04/22/what-is-the-digital-world-reflection/&gt;.

Activity 7: Social media: Create a blog post where you discuss your views on social media use in learning and teaching and in professional development.

Social media enhances my professional development and supports engagement.

Using social media and collaborative networks allows me to work closely with my class and colleagues to problem solve. My school uses Google Docs and Knowledge Net. Both of these platforms are especially helpful during staff meetings, professional development and evidence sharing. We can all access the documents at one time and this is a significant time saver.

Social networks offer endless ways to connect with a wide-range of people with little effort.  I use Twitter, Google+, google slides, Instagram, kidsedchatnz, YouTube and blogging sites. I want to create an online platform for content sharing that permits me to question and seek answers.  I know technology will continue to develop and change over time, so I want to be in the ‘know’ and stay a connected educator, which requires me to delve deeper into using connected learning tools. Engaging in educational or social media I believe is a pathway to growing my professional practice and becoming a leading individual in my field of expertise.

I trust that by offering social media tools it will enhance digital citizenship.  Donohue (2014) suggests that, educators ought to create an atmosphere of digital creativity and spark curiosity, offering tools for exploration that build a culture of togetherness.  Social media supports us to better communicate with our chosen audience.

Potential challenges

There is always going to be potential challenges when using social networks,  for example; cyber bulling, continual changes to platforms themselves, ethics, professionalism, security settings, confidentiality, understanding content, inappropriate content and monitoring progress. The potential risks, I believe, can be avoid if there are proper policies in place that can prevent any unnecessary incidences. My school has cyber safety forms for families and students to fill out with a consent form attached. I also teach Cybersaftey and digital citizenship over four terms. See picture below.

Net Safety Plan / Policy

This is a legal requirement enforced by New Zealand’s legislation affecting technology. The responsibilities of schools are to ensure safety of staff and students and are covered by the Health and Safety in Employment Act 1992. It is the National Administration guideline that requires the Boards of Trustees to provide a safe physical and emotional environment for students and staff to work in. TKI Online, (2014).

Benefits 

In my opinion the benefits outweigh any potential challenges, because social media has visually stimulating gimmicks and advertising tactics and it offers the trial and error approach. Search results are quick. You can network with other significant groups and communities and there are plenty of opportunities to problem solve, it also allows for social communicative discussions. The best feature is that it is easily accessible. Social networking is relevant and offers authentic connections. The younger generations are portrayed as social networkers and are widely known for being glued to their devices. Research on effective social skills instruction indicates that it is important to provide a guide in social connections and build understanding through using a variety of social contexts. Quinn, Kavale, Mathur, Rutherford, & Forness, (1999). So I say “why not use social media to stimulate our learners and foster social capital”, meaning to form relationships with people and enable society to function effectively.

Social platforms offer authentic connections.

I use social media in my classroom to record student ideas, communicate with peers and participate in collaborative projects that offer authentic experiences. I have a twitter wall where my students can engage in instant messaging, just like twitter. I also use kidsedchat,  it’s a secure link with instant feedback and instant responses. I like the site because it is reflective, it offers discussions and at times debates. Kidsedchatnz connects people, places and events, plus integrates teaching activities.  Each week a question is tweeted and then classes from all over New Zealand tweet to each other and engage in connected learning. See pictures below if you would like your class to start twittering.

Social Media

In conclusion social media is a leading pathway to communicating with a world of information and provides resources that support lifelong learning and digital agency.

 

References:

Donohue, C. “Technology and Digital Media in the Early Years: Tools for Teaching and  Learning.” Connected Teacher – Connected Learner (2014): n. pag. Web. 2 Oct. 2015. <https://books.google.co.nz/books?id=0I49BAAAQBAJ&pg=PA258&lpg=PA258&dq=social+media+to+enhance+your+professional+development&source=bl&ots=0QoSbMmq-k&sig=vyJ0cSXAFyWIq8cc-zCtca2j8RE&hl=en&sa=X&ved=0CC0Q6AEwBDgUahUKEwil587b3qLIAhWDKpQKHaf7Csc#v=onepage&q=social%20media%20to%20enhance%20your%20professional%20development&f=false&gt;.

New Zealand. TKI. Safety in Technology Education: A Guidance Manual for New Zealand Schools. TKI Online, 2014. Web. 2 Oct. 2015. <http://technology.tki.org.nz/Technology-in-the-NZC/Safety-in-Technology-Education&gt;.

Quinn, M.M., Kavale, K.A., Mathur, S.R., Rutherford, R.B., & Forness, S.R. (1999). A meta-analysis of social skill interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders

Activity 6: What are contemporary issues of NZ education which you find most relevant to your practice?

What are the current issues.

The contemporary issues that are influencing education in New Zealand are the new Modern Learning Environments (MLEs) with the heavy integration of digital devices. These two issues are rapidly influencing today’s educational landscape.

Today MLEs have been defined by the Ministry of Education as a flexible learning space that encourages teachers to think critically about the way they teach. MLEs have breakout spaces, multi-purpose spaces and technology-rich spaces, where students can work independently or collaboratively with other classrooms. It acts as an informal environment where digital technologies are interwoven through the use of pod-casting, flipped learning videos, interactive whiteboards, blogs, I-pads, multimedia and computers, Ministry of Education, (2014). MLEs are designed to provide teachers with the ability to use innovative and creative teaching practices.

Prior to MLE classrooms they were single cell, which were design to accommodate a teacher at the front of the class. Traditional schools offered structure, routine, comfort and familiarity for students who needed more scaffolding and guidance and teachers were called Mr or Mrs. Today’s teachers are called by their Christian names. Daily lessons were done on chalk blackboards and there were no devices, only text books, pens and paper. My opinion is that MLEs are meaningless if the teacher still leads from the front of the classroom and digital technologies are useless if the students have no digital agency. A report by the Education Review Office (2012) also points out that New Zealand’s education system needs to include students-centred learning, a rich curriculum and comprehensive planning. I agree that schools need to develop processes that put students at the heart of teaching and learning.

Challenges

The challenge is in exploring how the MLEs and digital technologies can be used in authentic ways.  In the new MLEs, students have to learn how to use the new furniture and the teachers need to educate the parents and include the surrounding communities about what this new style of learning looks like. MLEs are designed to provide teachers with the ability to use of a variety of classroom teaching practices and allow for both teacher-directed and self-regulated learning.  Leuchter, Pauli, Reusser and Lipowsky (2006), indicates that people create their own understanding and knowledge of the world, through experiencing things and then reflecting on those experiences. So the more teachers expose their learners to new and innovative experiences, the more they can make sense of the world they live in. Unlike the old traditional classrooms of the past.

My Practice

My teaching practice is in a MLE space, and relies heavily upon me building reciprocal relationships, based on trust and mutual respect. In our MLE spaces, teachers are asked to plan together, teach and assess work. Noise is a huge factor, as there are five classrooms in the learning space. Students learn how to be considerate and balance a busy rotation system.  Digital devices are encouraged however, some families are not in a position to purchase them. Our school offers, soft furniture, quiet spaces, I-pads, interactive whiteboards and other digital devices. We ensure that our MLE and learning technologies are being used effectively.  Our strategies include a curriculum design and timetable structure. Our MLE spaces and the learning technologies support the learner’s needs and the learners are encouraged to lead in their own learning, though choosing specific curricular subject break out workshops. The key aspects for student engagement are inclusiveness, responsiveness, enriching and curriculum focused. Osborne (2013), indicates that technology has become an integral part of the way students learn and live their lives.

How do we respond

To manage a smooth transition from a traditional classroom to an MLE space there needs to be a learning partnership between schools, students, their families and the wider school community. This involves power sharing, as students take more ownership of their learning. Most teachers would agree our goal is to teach the love of learning and make the learning environment engaging, which can be activated thorough MLEs and the use of digital tools.

References

Leuchter, M., Pauli, C., Reusser, K. and Lipowsky, F. (2006), „Unterrichtsbezogene Überzeugungen und Kognitionen von Lehrpersonen“, Zeitschrift für Erziehungswissenschaft, Vol. 9 No. 4.

Ministry of Education. (2014a). Modern learning environments. Retrieved 2015, from www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/PropertyToolBox/StateSchools/Design/ModernLearningEnvironment/MLEDQLSStandards.aspx

Ministry of Education. (2014b). Shaping education-Future directions. 2013,from www.shapingeducation.govt.nz/2-0-future-direction-ofeducation/property-programme

Osborne, M. (2013). Modern Learning Environments. The CORE education blog. from http://core-ed.org/blog/2013/03/modern-learningenvironment

Activity 5: Professional connection map.

Creating a Culture for Interdisciplinary Collaborative Professional Practice

 

 Map of professional connections.  

My professional connections map has multiple layers with various connections.  Teaching and Learning relies heavily on teachers understanding how students learn best. True interdisciplinary practice is defined as a partnership between groups of collaborative professionals sharing the decision-making process, Haynes, (2002).

The yellow and pink connections indicate frequent encounters with colleagues, students, parents, management and the extended learning communities. My collaborative practice gives opportunities for innovation, personalised learning, and evaluating personal progress.

The Green indicates social media and professional development. Social media plays a huge part in establishing and maintaining professional connections. Media is the simplest way to connect, because it allows for online discussions, document sharing and this type of collaboration can benefit everyone. Professional development allows teachers to improve their pedagogical content knowledge and develop their instruction.

The blue indicates the Ministry of Education and ERO these are external connections,  but extremely important in evaluating a schools vision, procedures or learning frameworks.

I prefer to connect with the parents and students, particularly those of different ethnic groups. I frequently connect through email, community days, knowledge net and student lead conferences. Having face to face or digital interactions nurtures a sense of belonging. If we fail to ensure connectedness it may lead to feelings of social isolation or separation. Maslow, (1968) indicates there is a need for connectedness, because it leads to physical, emotional, behavioural, spiritual and mental well-being.

 Benefits and challenges.

Mathison & Freeman, (1997) described interdisciplinary teaching as interweaving, bringing two or more things together under the same roof.  Collaborative teaching and formulating connections can be challenging due to, insufficient time for planning, lack of training, lack of digital agency, collecting resources, overlapping responsibilities, limited funding or conflicting beliefs.

Today, the interdisciplinary teaching method is a key concept to the advancement of modern learning spaces and team teaching, because it reduces the chances of students falling through the cracks. It also assists with enhancing communication skills and sharing the decision-making process. This includes explicit teaching, clarification of roles and a willingness to test alternatives. Another benefit is that it decreases teacher isolation, and feeling valued by colleagues.  The benefits of collaborative teaching outweigh any challenges, because it allows teachers to up-skill themselves and enables a variety of professional connections.

Professional Communities.

My professional communities include the Auckland City Council, family and whanau, support staff, senior management, co-workers, RTLB’s and social workers. I work alongside these agencies and people to address extra-curricular activities, academic success, behaviours or learning needs. My aim is to enrich, empower and engage all professional communities, with the objective to raise student achievement and protect future connected learning.

In conclusion I believe that all professional connections need an open mind and willingness to compromise. Educating the mind is just as important as educating the heart, which then produces a pathway for an Interdisciplinary Collaborative Practice.

 

References:

Haynes, Carolyn, 2002. Innovations in Interdisciplinary Teaching, West port, CT, American Council on Education ORYX Press.

Maslow, A. (1968). Toward a psychology of being. New York: Van Nostrand Reinhold Company.

Mathison, S. & Freeman, M. (1997). The Logic of Interdisciplinary Studies. National Research Center on English Learning & Achievement.

Activity 4- Teaching context and community

What is actually happening in my class? Students today are encouraged to take a more active role in their own education.

Our school is situated in the heart of Auckland City. Engagement, empowerment and enrichment are at the heart of our school, which is built around an inquiry learning model, where learners are encouraged to ask questions and find answers.

My teaching practice includes my students and I exploring unfamiliar territory, which then leads to a pathway of regular reflection, varied opinions, open communication, collaboration, data sharing and monitoring  success, but more importantly developing ‘status’, relating to having a social or academic position.

We need to know that learning is a lifelong process. Palmer, (1997) emphasises that, “We teach from whom we are, and the subjects we teach are as complex as life”.  I have adopted this metaphor and think that a pedagogical and holistic approach will strengthen and develop a learners ‘status’. This technique is also called Scaffolding, meaning to come alongside a learner to support their learning needs. This technique requires me to explicitly model, rephrase, modifying learning outcomes and provide a clearer explanation.

My context is one of educational instruction, a process of understanding diversity, building relationships, co-constructing knowledge, meeting standards and digital networking.  My contexts include the physical space, ethnic groups and social environments and these contexts influence teaching and learning on a daily basis. Lave (1991).

The physical space includes the layout of the classroom, lighting, furniture, heating and differentiating the learning areas. My learning space is a MLE (Modern Learning environment), where learning is collaborative and the learners are becoming self-regulated. We have fewer tables and more soft or writable surfaces. Learning is done in quiet or loud areas, catering for the diverse learning styles.

The social context is made up of gender, ethnic groups and individual attitudes. Every student brings a basket of knowledge and personal subject matter, and our school has a commitment to enrich cultural and social pathways. A special feature of our school is our Maori Immersion Unit. We are fortunate to be able to provide Maori Education to those Whänau who desire it. Our community is supportive of what te tiriti means and has a commitment to its policies and practices, which means valuing and protecting the Maori way of life. These contexts require an approachable, friendly and flexibly practitioner who desires an all-compassing classroom. Workplace Well-being, (2015).

Our challenge is to integrate and embrace many multicultural, and socio economic groups.  It is important for the families to develop an immediate sense of belonging and connectedness. To enhance my professional and community connections I have adopted Bronfenbrenner Ecological Systems Theory, because it specifies the importance of ethnic and socio economic relationships. The Micro System and the Mesosystem system are two of five components, however these both talk about the direct influence a student has and this includes their family, neighbours, peers, teachers and friends. In addition the student’s schooling experiences and involves individual’s cultural contexts and pattern of activities. Community and Schools, (2008)

Communities in practice facilitate educators, parents and the wider stakeholders to become responsible for generating a shared space and vision for a schools well-being. Wenger-trayner, (2015) suggests that, communities are formed by people who engage in a process of collective learning, and these people share a common passion or concern.

In conclusion my community and professional practice is made up of many multicultural, and socio economic groups. The underlining philosophy is one of connectedness, and at the centre is the inquiry process. This requires teachers scaffolding learners to become more self-governed. I regard our teachers, school and community as incontrovertibly entwined.

 

 

 

References:

Bronfenbrenner U, 1979, The Ecology of Human Development: Experiments by Nature and Design, Harvard University Press, Cambridge, Massachusetts.

Coalition for Community Schools (2008). The Institute for Educational Leadership. http://www.communityschools.org/aboutschools/what_is_a_community_school.aspx (n.d.): 2015. Web. 12 Sept. 2015.

Lave, J. (1991). Situating learning in communities of practice. In L. Resnick, J. Levine, and S. Teasley (Eds.), Perspectives on socially shared cognition.[ E-reader version](page 63-82). Retrieved from http://www.ecologyofdesigninhumansystems.com/wp-content/uploads/2015/13/Lave-Situating-learning-in-communities-of-practice.pdf

Ministry of Education (2015). What Is an Innovative Learning Environment?. What Is an Innovative Learning Space? (n.d.): n. pag. Web. 12 Sept. 2015. <http://mle.education.govt.nz/&gt;.

Palmer, P. “THE HEART OF A TEACHER.” N.p., 1997. Web. 12 Sept. 2015. <https://biochem.wisc.edu/sites/default/files/labs/attie/publications/Heart_of_a_Teacher.pdf&gt;.

Wenger-trayner.com. (2015). Introduction to communities of practice | Wenger-Trayner. Retrieved from http://wenger-trayner.com/introduction-to-communities-of-practice/

Activity 3: Responses to Finlay’s (2008)’s article

Being a reflective practitioner requires us to look through a wide-angle lens. Throughout Linda Finlay’s paper on ‘Reflective practice’ (2008) I kept resonating with the individual, professional collaboration and social ethics. These groups are all seeking some type of reflectiveness, whether that is immediate or ongoing self-dialogue.

I came to an understanding about reflection-in-action (thinking while doing) and reflection-on-action (after-the-event thinking). I practice both of these regularly, ‘grabbing those teachable moments’. For example; I can have a lesson planned and unexpectedly a student leads me in a new direction either by linking prior knowledge or untouched learning. In my mind I am continually asking myself, does the student understand, do I need to take a different approach and rephrase the question or learning focus? This is reflection- in- action.

Most days I have astute team conversation, we deliberately talk about the learning. What worked best, what needs changing, learning areas, noise, interruptions, student’s education or family? This is reflection- on –action.  

Reflecting has a constant variable and can be hard at times. I know teachers are constantly trying innovative ways to motivate and inspire their students. Morley, (2007) indicated that, reflection needs to be relevant and simple which follows a process of learning from experience.

There are different models on best reflective practice for example; experimental, Intersubjective reflection, self-evaluation or developmental. I believe a ‘thinking process’ model is necessary, because it conveys a focus and outcome. Gibbs model is an experiential learning cycle. Figure below, Gibbs’ Reflective Cycle (1988). This model however is based on reflection-on-action rather reflection–in-action.  I prefer a more in-action reflective inquiry model where reflecting is done together.

Gibbs’ Reflective Cycle (1988).

Our school reflective model allows students to explain what is happening through an on-going and open dialogue. I believe our model is a more personalised method, especially at my year level. A more personalised method allows individuals to feel more comfortable when they share ideas. Being reflective should empower and engage metacognitive higher order thinking and by reflecting together it will push individuals lower  thinking perspectives. Training individuals to be more critical and reflective can be hard, because it requires abstract thinking, problem solving skills and being able to ask probing questions. I teach year 1 -2, so I need to teach them what a question is, and guide them to become more curious, which involves constant dialogue. (See model below).  Reflective personalised inquiry model.

Inquiry model. Kath Murdoch (2010).

My students and I reflect on a daily basis using our class blog, success criteria and next steps. The questions I ask are simple, when, why, what was tricky or hard. This links to evaluating responses in practice situations, which then gives me evidence and develops my future teaching practice. This is understood as part of the process of life-long learning, (Ghaye, 2000).

I realise there are some ethical concerns around confidentiality and privacy, however I would encourage practitioners to offer choice like Quinn (2000) mentioned. Choice will give authority back to the students and allow for more authentic connections. You can do this through journaling, class blogging or peer feedback. I find the students have a more self-awareness and personal responsiveness when I offer them a variety of ways to reflect.

In conclusion the thinking process I believe involves two facets: critical thinking and reflective thinking, and I trust there is a place for both. One doesn’t separate the other, because thinking is a process of being connected, that requires constant nurturing. There is a neither a right nor wrong way when engaging in reflective practice.

References:

Brookfield, S 1987, Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting,Open University Press, Milton Keynes.

Finlay, L. (2008) Reflecting on ‘Reflective practice. Accessed September 6, 2015 from; http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf  

Ghaye, T. (2000) Into the reflective mode: bridging the stagnant moat. Reflectice Practice.

Gibbs, G (1988) Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic.

Murdoch, K. (2010). Reflective inquiry model. Accessed September, 9 2015. from http://kathmurdoch.com.au/fileadmin/_migrated/content_uploads/phasesofinquiry.pdf

Morley, C. (2007) Engaging practitioners with critical reflection: issues and dilemmas. Reflective Practice.  

Quinn, F.M. (2000) Reflection and reflective practice. In C.Davies, L.Finlay and A. Bullman (eds.)Changing practice in health and social care. London: Sage. (Original work published in 1988 and reproduced in 2000).

Activity 2: Reflection on learning and practice on the last 24 weeks of study.

At Mind Lab I learnt about collaborative learning and Leadership. I learnt that to lead change requires vision. Leadership is a willingness to recognise the need for change, and the ability to lead change. I am a Democratic and Coaching Leader. I empathise with others and listen to what others have to say. I look at all options before making a final decision. I like process and see the need to analyse all possible outcomes positive or negative.

I also learnt about Golemans other leadership styles and can now differentiate them. I can see the leadership styles my colleagues possess and find myself listening with the intent to understand their points of views and actions from a more informed perspective. A good leader influences, motivates a team through honesty and transparency, while still achieving a common goal. It is not static, but an ongoing endeavour through being connected and having an appreciation for diversity.

I just had my appraisal and some discussions were related to Mindlab. My team leader said that if a leadership position arose within our school, I should apply.

Chan, (2015).

Inquiry process; I was also able to integrate some new Mind Lab resources with my already established writing inquiry. I found the course material relevant and inspiring, I was able to trail various apps in my classroom, then share and reflect on the ‘effectiveness’. Were the students engaged? Was the learning shallow? Do they need more explicit teaching? I did at times feel overwhelmed when reflecting, because I am teaching a year 1- 2 class. I knew the skills one would need to possess to complete a given task for example; e-learning skills, learning web borrow functions, letter identification and reading abilities. At times I had to scale lessons back into more bite size sequences, so my learners could grasp the ‘process concept’.

Over time through listening and speaking with other Mindlabers and hearing similar frustrations or successes, I didn’t feel so alone in the quest to implement my vision of digital learning. I believe professional conversations are vital for unlocking information, best practice, and the trial and error type scenarios.

Over the past 24 weeks I read so much scholarly literature, blogs and personal testimonies and then I had to critically analyse the differences or similarities, to be able to answer some of my own hunches. The literature review was especially helpful. I realise that being a teacher, researcher and facilitator of digital technologies I must always be a problem solver and continually make connections to real-life problems.

 I also learnt about digital innovation. I trialed various blogs, Apps, games, quizzes, including many websites that were interactive, collaborative and evoked a critical discussion with my colleagues and parents. I asked questions about engagement and motivation, community, school policies, and I found that we need to be more future focused and community minded.

I tried Colour Alive, Blendspace, Powtoon, Book Creator, Movie Maker, Bit strip and green screen. I shared and ran ‘bite size’ workshops during school hours to demonstrate the effectiveness with a curriculum area. For example; book creator, and Colour Alive. I used these Apps’s to engage and motivate my students in writing. I introduced fairy-tales for narrative writing. I used Blendspace as a flipped learning center during the space inquiry process.

Book Creator    Colour Alive

 Blendspace / Flipped Learning 

  Class blog / Reflections                                                                                                                                                                       

 Chan, (2015).

I believe Mind Lab has given me more confidence to adopt and adapt digital technologies, in addition experiment more in my classroom. My students are engaging in an authentic manner, plus my metacognitive abilities have been strengthened through modelling, critical thinking and deep reading. We are all in the same Waka, trying to create lifelong learners who live in a multi faceted society, NZCER (2012).

References:

Bolstad R, Gilbert J, with McDowall S, Bull A, Boyd S, and Hipkins R, for NZCER (2012). Supporting Future Oriented Learning and Teaching: A New Zealand Perspective.

Chan R, (2015) Registered Teacher Overview. Appraisal Freemans Bay School.  http://www.freemansbay.knowledge.net.nz/index.php?page=nav_page&rec_id=freemansbay:276536&type=rep

Goleman, D (2002) Emotional Leadership Styles. Accessed September 6, 2015. http://www.educational-business-articles.com/emotional-intelligence-theory.html