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

Hello WordPress followers!

Create a blog and a welcoming post.

My name is Larissa and I am a year 1-2 teacher. I work in the inner city of Auckland, New Zealand. I work in a dynamic and collaborative teaching space, more precisely a Modern Learning Environment. (MLE) I am completing my Postgraduate studies @ Mindlab in the areas of Leadership, Digital Technologies, Applied Research and Applied Practice. I will be blogging as part of an assignment requirement, however feel free to comment and add new or similar opinions to my findings.

Teaching is more than a chosen profession. It is a lifelong journey in developing meaningful relationships and knowledge.  Teaching is a commitment to student’s wellbeing, helping them to overcome obstacles whether they are educational or personal.

I am a teacher who gets alongside students, scaffolding their goals and future endeavours.  I am a teacher who uses real life scenarios, which hook the students into authentic learning, creating opportunities so students will enjoy learning.

I see myself as a lighthouse, a steady, consistent, immoveable tower for others; a beacon of light to warn and guide individuals.

Let’s get blogging!