Week 32 – Reflective practice – key change in professional practice

Week 32 – Reflective practice – key change in professional practice

For my Week 32 blog entry I will again use the Rolfe et al reflection model...

Step 1 (What): Identify one key change in your professional practice.

Based on the Education Council’s (2017) ‘Our code, our standards’, I have chosen to reflect on my professional practice using Future-Focused learning as the basis of my reflection where we Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

Step 2 (Now what): Evaluate the identified change

Stage 1: Problem identification

The 21st century skills have really been an important aspect of my teaching and learning with my students. Moving from using exercise books to fully becoming a digital classroom has been a mind boggling situation. But mindlab has really opened my eyes in terms how digital devices can be used to enhance and improve student learning. My students really focused on Collaboration with devices where students become reflective learners by providing feedback and feedforward. I can tell you that collaboration is a big part of future focused culture because collaboration is noticed everywhere in the real world, whether you work in construction, teaching, medicine collaboration is needed to work effectively with others. At first using a device to collaborate in new learning became an issue because they didn't know how to use the device in that way.

Stage 2: Observation and analysis

My own inquiry involved trying to support my students to become collaborative learner when using their device. I used the SAMR framework to help my students identify for themselves whether they were using the technological device effectively enough to work collaboratively with their peers where they are confident enough to provide feedback and feedforward to improve their learning. I also found that I was questioning myself whether I knew how to effectively collaborate during student learning. Reflecting critically about my teaching practise using the Gibbs framework(Finlay, 2009), Jay and Johnson framework (2002)  and the Rolfe(2001) framework have really open new insights that have improved my instructions and the way i teach.

Stage 3: Abstract re conceptualization

Collaboration is the way of learning because we are all use to this idea of working together as a team you will achieve better results. This works if the learning talk is rich and reflected upon where informed critical feedback becomes available. This is something i look into improving in the near future. Effective collaboration is also determined by effective leadership approach when working students and this is an area i will focus on. Using purposeful frameworks that help support your teaching really helps students identify where they are at in learning and where they want to be moving forward.

Stage 4: Active experimentation

My teaching inquiry has been a bit of an interesting experience because completing mindlab assignments has put a minor strain on my progress on my inquiry. But my teaching inquiry has really informed my practice in terms of how to approach digital learning and collaboration for my new students. My new students will be the early adopters of using technology for learning. Flipped learning play are significant part in my inquiry where task design became all about collaboration through discussion while trying to understand content for themselves.

Step 3 (What next) Share your next plan(s) regarding your future professional development or your future practice.

I guess my next steps would be to look into effective collaboration using technological devices as well as trying to fully understand what flipped learning is about because I feel i have only skimmed the surface of this learning approach.

Reference List.

Education Council. (2017). Our Code Our Standards.Retrieved from: https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf

Finlay, L. (2009). Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Jay, J.K. and Johnson, K.L. (2002) Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.

Week 31 – Indigenous Knowledge & Cultural Responsiveness

Week 31 – Indigenous Knowledge & Cultural Responsiveness

(What): What is your understanding of indigenous knowledge and cultural responsiveness and what are the two of the areas mentioned above that you want to focus on for discussion?

When I see or hear the two words Cultural Responsiveness, what comes to mind is my identity who I am, where I come from and where I am situated now. I am a proud pacific Islander from the beautiful Island of Samoa but I am also a proud kiwi (New Zealand) who honours and acknowledges the Maori Tikanga and culture where we put into practise the Treaty of Waitangi. Gay (2001), defines cultural responsiveness as using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. This notion of ideas really underpins how important it is for teachers to think about the cultural characteristics each students brings to education, their personal experiences they bring with them to the classroom and appreciating how each student sees the world through their own personal culture and identity. Our School considered personalised learning really important because according to Gay (2001) “We can’t teach what we don’t know.” So the way I see it is that this confirms  that if you don't know the “WHOLE CHILD” and understand the experiences they bring to education you won't know what and how teach them. There is no learner that can tell you they know everything learning continues throughout life. But before we can make an impact on our students learning we first must consider the fact that every child comes with their families and their backgrounds. Taking the time to understand the child’s background and their families and whanau will help us teachers become more culturally responsive to HOW they learn which will then create a positive impact on what they will learn in class. The two areas I have decided to focus on are “vision, mission, and core values” as I know our school has are really clear vision and mission state supported by very strong values. I will also be elaborating on learning activities as I think this is something I can relate to because of the teacher task design I prepare for my students to improve engagement and interaction in learning.

(So what): Evaluate your practice or your school practice in light of one of the frameworks or use another one that you are familiar with.

To discuss these areas, i have chosen to use the Milne's (2017) Core Education framework "Action Continuum- eliminating White Spaces". This framework has really made me think about my practice and has got me questioning how culturally responsive am I in my class and towards my students. Being a teacher that works in a Samoan Bilingual Unit, am I culturally sustaining my teaching practise where every students needs are being meet culturally. This framework has really encouraged me in terms of improving my teaching practise so that I am sustaining this type of practise in my teaching. Our School has a really strong MOTTO “Whakapono Kia Koe”. Which mean “ believe in yourself”. Not only does this mean to believe in yourself but also to believe in you peers as well. This is strongly backed up with 9 special values that make up the acronym WHAKAPONO (Whakawhanaungatanga, Hiranga, Aroha, Kaitiakitanga, Ako, Puawaitanga, Oranga, Ngakau Tapatahi and Oho Ake). The core values and vision statement is the foundation of what we want our students to be like as they spend their years with us at Roscommon School. These School values are treated as values that students learn and understand, also live throughout their school life with us. We also encourage that these values are imbedded in their everyday live outside of school as well because we believe in transforming students learning and behaviours. Milne's (2017) Core Education framework considers the importance of language and cultural content but as well as community involvement from parents or whanau. Being culturally responsive in teacher and learning is not an easy task to comprehend at once it is an aspect of teaching and learning that needs support in mastering and I believe I myself need more time to improve how I lead my students learning. I still feel like I'm not being culturally responsive enough towards the way my students think where there cognitive demand is at a higher level.

(Now what?) What might you or your school need to consider to take action on to move up to the next level of cultural responsiveness? What are the next steps?

I really feel that the next step for me as a teacher Is knowing how to use cultural scaffolding in teaching my students—that is, using their own cultures and experiences to expand their intellectual horizons and academic achievement (Cowie et al, 2011). I understand what this involves but am I doing it enough in my class and is it done effectively. Working in a Samoan bilingual unit is such a challenge for me intellectually but it helps when I am of Samoan descent and can speak the language fluently. It's more about understanding the cultural scaffolds needed to help raising achievement for my native speaking students. Its is not enough just to use the my expertise in my own language but purposefully creating learning activities that link and relate to our students cultures, values, identity and language. Mindlab has really been beneficial in terms of “task design” where teachers are creating tasks that deliver the content in way students can understand and revisit in their own time. This sets up students to focus on deeper learning when working together with teacher. I understand now that pedagogy needs to be improved if cultural responsiveness is to work. According to (Cowie et al, 2011) Culturally responsive pedagogy thrives when teachers ensure that students have multiple and diverse opportunities to develop, express, and receive feedback on their understanding in all curriculum areas.

Reference List

CORE Education. (2017, 17 October). Dr Ann Milne. Colouring in the white spaces: Reclaiming cultural identity in whitestream schools.[video file]. Retrieved from https://www.youtube. com/watch?v=5cTvi5qxqp4&feature=em-subs_digest

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.

Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al.(2011). Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana Tamariki. Wellington: Teaching Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf

Week 30 - The Broader Professional Context. Contemporary trends in NZ or internationally

Week 30 - The Broader Professional Context. Contemporary trends in NZ or internationally

I will be analysing a trend in New Zealand education using the Rolfe’s model to critique and evaluate the ‘impact of digital learning’.

What?

The trend that i have chosen to elaborate on is trend#1 the impact of digital learning.. The reason why I have chosen this trend is because my classroom is a one to one class which means  each student in my class does their work on chromebook devices. 21st century learning has come to light and I have made it my sole duty to make sure my students are equipped with the knowledge, skill and understanding of what it means to be a 21st century learner and what skills they need to grasp in order to be successful in their ever  so evolving digital environment. Daggett (2014) argues that As educators, we need to embrace the power of technology to make learning relevant for all students and adults. We are modernizing learning by using technology effectively in everyday learning so we can help students strengthen their learning experiences and build on their intuitive technology skill. I noticed that my students come to school with skill that help them operate a technical device and the idea is not to stop them from using technology but to guide and scaffold them to understand its how you use the technology for learning.

So What?

According to Daggett (2014). Using technology thoughtfully for instructional purposes will allow us to stretch learners’ thinking in ways that will lead to success in today’s increasingly global economy and rapidly evolving digital environment. I know that in my class technology has become  paramount to my students learning and that Flipped learning has been a big part of this. This flipped approach was introduced to me during my mindlab experience and it has changed my practise entirely. Using their technological tools to understand content for themselves before checking understanding with the teacher has been a step toward progress. Although flipped learning is a work in progress for me I still have other aspects of this approach to consider before reaching mastery. Even though technology is a way of the 21 century for our students it still remains the fact that technology cannot replace the personal contact often needed by our students Daggett (2014). John Hattie's (2008) states that learning must be visible where teacher and student relationships are fostered through learning and that this must be apart of the process of implementing technology programmes.

Now What?

I have really enjoyed using technology in my class because it is very engaging and interactive for my student but i still have questions floating in my mind like are my students ready for their new and ever so changing world? Have I made sure that I have taught them what it means to be a 21st century learner and  able to present this through action? Daggett (2014) points out that There is a growing realization that preparing a young person for career success requires a higher and different set of academic skills and knowledge than those needed for success in higher education. What will make a positive impact on student readiness would be the fact that we as teachers don't stop improving and keeping up to date with research in terms of technology and education working together. Reflecting on teaching and learning practise and maintaining a balance of technology and teacher and student interaction during learning Daggett (2014).

Reference.

Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

Week 29 Professional Online Social Networks

Week 29 Professional Online Social Networks

Descriptive stage.

I really enjoy using social media especially if it is an online social network that I am fond of and confident in using. I am currently signed up with the following online social networks.

1. Facebook- Live stream vlogs on special occasions and personal opinions  
2. Snapchat- Send people snippets of leisure and hobbies.
3. Instagram- Sharing of special events, moments,  
4. Trademe- buying goods, checking our reviews on certain products of interest.
5. Youtube- use this a lot for my students to help them understand different learning concepts they need to learn.
6. Google Docs- sharing, collaborating and communicating when planning with teachers.
7. Google+ communities- getting others perspectives on education.

Youtube has become my learning hub where I go to find out more about specific ideas and concepts and get a better understanding of things I’m not a hundred percent sure of yet. I also implement this online social media application to help my students as well who prefer to watch what they are learning about in different curriculum areas. I found that students are engaged more when watching youtube videos on their devices.  I too find it very engaging as well. I also love the fact if I don't understand something by watching it the first time I can always go back and watch it again.

Based on the social networks I currently use you could say that I am quite a online participator but unfortunately that is not case. Although I do use these social networks I kind of feel that I am only an effective consumer of social media because I don't really participate or comment or share my opinions online. I usually just scroll through many of the online forums about specific subjects and read only the juicy parts to the story. Whether I comment and share my perspectives of what I think depends on how passionate I am about what they are sharing online or whether or not i'm confident enough to share my thoughts.

But i feel that I do need to get involved more, especially in matters that involve education. I kind of think otherwise where people don't really care about what you say or whether what I say is going to make a change. But participating in mindlab has really made me believe in sharing learning, sharing ideas, opinions and viewing others perspectives because at the end of the day it's about improving teaching and learning. I feel that i need to contribute more on facebook, youtube, twitter and other online applications but also figure out ways in which you can use these application for learning purposes with students.

Comparative stage

Looking at the survey around popular online platforms I was not surprised at  finding out that the most popular platforms used are the ones I use as well on a regular basis. I kind of had a feeling that youtube, facebook, twitter would be the most popular because it is what the majority of the world are using at the moment. Like any online social network or technological device we use it for are reason so therefore there must be a greater purpose. I question my students all the time about how well are you using your technological device to learn? I guess the same thing applies too when interacting on online social networks not just using it for personal use but deliberately looking for those learning opportunities and taking the time to share thoughts and opinions because this is where the rich and authentic learning can take place. This is why These words from Whitaker, Zoul and Casas (2015) really resonate well with me “your presence on social media gives you the opportunity to expand your knowledge, which leads to more opportunities to teach others what you have learnt and allow you to make even greater impacts on others than you ever thought possible”.

Critical Reflection.

As I mention in the beginning of my reflection there was a barrier that held me back from contributing to online discussion the  that fact that know one would care about what I thought and whether my input would count for something. Sometimes I would also doubt myself in terms of whether I knew what I was talking about even though I did do my homework. This is one thing I don't like the feeling of thinking about what others think, but i should stay true to my thoughts and actually take pride in the fact that I do have a lot to offer. This is definitely a goal of mine moving forward in my learning journey Whitaker, Zoul and Casas (2015) argues that It is imperative that you begin to shift your mindset beyond negative thoughts of ‘Why would anyone care what I have to say?’ and begin to take pride in the fact that you do have unique talents and experiences.

It is also about staying connected with other learners. Whitaker, Zoul & Casas (2015) states that connected educators should be sharing ideas, resources, knowledge and understanding in order to create professional learning networks and communities. We learn so much better when we stay connected and learn of each others experiences and expertise. I now understand that I need to make more of an effort to stay connected with my colleagues and students in order to make an impact. But the impact must start with me first.

Reference

Whitaker, T., Zoul, J., & Casas, J. (2015). What connected educators do differently. New York, NY: Routledge.

Week 28: Activity 4: Legal and ethical contexts in my digital practice.

Week 28: Activity 4: Legal and ethical contexts in my digital practice.

“As teachers, we respect our trusted position in society and recognise the influence we have on learners, their understanding of the world and the future wellbeing of our society” Education Council (2015).

What?

In my class my students have the privilege of using chromebooks in class to help them research and understand more about what they are learning. One of my students at the time was doing his work and all of a sudden inappropriate content was displayed on his screen. At the time of this incident the student decided not to inform me straight away about this incident, but instead show his peers what had come up on his screen. I definitely had a feeling something was going on so I approached the group of boys and confirmed with them that inappropriate content had appeared on the screen. At the time I was feeling a bit disappointed because what could had been resolved by one student could of saved the other students from seeing this sort of content. Immediately I started processing this situation in my head and starting thinking about how this situation could be handled.

So what?

As the classroom teacher I had to find out myself what are the steps I need to take in order to ensure that this incident in handled in the most effective way possible. A Lot of scenarios where replaying in my mind “what if the students starting talking about this to their parents? “ because many students saw this would I get put on notice? Most important how are my students feeling emotionally and mentally? These are the sorts of questions that were playing on my mind.  I was so caught up in using chromebooks for their learning because I knew that this will ensure positive interaction and engagement for learning. I really did not anticipate this happening but I needed to find out what to do. I advised my management team and together we discussed the best way possible in handling this situation. Ministry of Education (2015) talk about the overall objective for schools is to create a learning environment involving the safe and responsible use of digital technology. This was our original mindset when taking on the use of digital devices to ensure that all students are being safe when using the internet and making sure our students know what this looks like.

Working in a school organisation comes with very important responsibilities and to help teachers and professionals carry out these responsibilities we have our professional standards guide which informs us of our professional ethics.

Professional Ethics:  our professional ethics are guided by the Professional Responsibility and Standard for the Teaching professional – Our Code, Our Standards

2.     Commitment to Learners

3.     Commitment to families and whanau

4.     Commitment to society

School Values;

Our school have really strong values that we want our students to live in our school grounds and also carry with them when they leave us to fulfil their futures. Whakawhanaungatanga in one of our school values which mean building those strong and positive relationships with our families but most importantly our students. Where students are looking out for each other and really promoting what family really means. We deliberately try our best to get to know the students and understand what they bring to education.

Ako is another strong value that we strongly believe where the educator is also learning from the student and where educators' practices are informed by the latest research and are both deliberate and reflective on a regular basis.

Now What?

Understanding our school values and deliberately reminding students of these values and that these values always play a significant part in our lives even when using digital devices. Our context of learning changes where we deliberately focused on learning how to be a digital citizen. What does this look like? Why is this important? And how do we know we are being effective digital citizens. I thought instead of taking away the chromebooks for good we educate and inform our students on how to be a responsible digital citizen on devices. This way they are able to make well informed decision for themselves rather than the teacher telling them what choices to make.

We clearly advised our students of the consequences if anyone decides to deliberately access inappropriate content online.

We have also been introduced to an new management application called Hapara and this has made our responsibility to ensure student safety is monitored throughout classroom interaction. This application allows me to access all opened tabs, emails, shared documents students display on the screens. You can simply say that I can now see everything my students are working on.

Reference List.

Education Council. (2017). Our Code Our Standards.Retrieved from: https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf

Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794

Ministry of Education. (2015).DIGITAL TECHNOLOGY Safe and responsible use in schools. Wellington: New Zealand: Author. Retrieved from https://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf