Week 32 - Activity 8: Reflective Practice - Putting It All Together

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So much to say, so few words to do it in!

Our 32 week Mind Lab journey is almost at an end.  I have had so many “Aha!” moments along the way that I should have written them down as I went!

Although the new apps/tools we have learned about are extremely useful, these are the pedagogical shifts that have changed my practice forever!

• Student agency and more personalised learning:  Such a simple idea - of course our students will be more engaged and motivated in their learning if the topic/issue relates in a meaningful way to the context of their own lives.  More input, more co-planning with students, so exciting. http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-6 - Key change:  Effective pedagogy and e-learning come together here and I need to really work at implementing an appropriate learning programme for each individual as this is quite daunting.  I need to do much more evidence based research here going forward, ie. what does it look like.

• Growth Mindset:  I can’t imagine my class without this.  The change in thinking, the language of learning used by the students, the attitude and self-expectations are already starting to show a difference.  Mistakes are ok (in their own minds now) and they love the symbolism of synapses firing!  

• Collaboration:  Whether between students, teacher and students, or colleagues (both local and global), I recognise that more collaboration is essential. I group the students differently in class, made more ‘collaboration friendly’ areas, created more choice on topics for them, changed the way I think about planning to incorporate more collaboration - all scaffolded to ensure students that adapt quickly get to keep challenging themselves whilst the scaffolding remains for those that can’t….YET.  There is so much more I want to do, but I need to make sure that my students are ready. http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-7 - Key change:  I know I cannot hold back my self-managing, self-motivated learners simply because others aren’t ready, so effective management of the learning setting is vital.  I have introduced a three tier system in class that takes into account all learners, learning at their own pace.

• Leadership:  As team leader, feeding back to my team about things I have learned at Mind Lab has been crucial so that all students in the team benefit.  Making sure scaffolding is in place for my teachers is just as important.  I have shared at staff meetings, Teacher Only Days, and ran a workshop at the local Literacy Association IT evening (on Makey Makey). The more we share our learning, along with the valuable discussions that inevitably follow, the more children we will reach.  I wonder whether the teacher training providers are giving their students an insight into the topics that we talk about?  My own team have mentioned that my leadership has changed (I love that), and I know that I now see more of the big picture now than I ever have before.

• Reflective Practice:  Osterman and Kottkamp (1993) state “...reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development.“  They go on to say that awareness is essential for behavioural change.  I think that reflective practice is constant, it has to be, and can say that I am more aware of my own actions and their effects.

Future Professional Development

I’d like to learn more about Growth Mindset so will be looking at finding some more professional development as I go forward.   Working out how we can manage teacher workload around individual learning programmes is also on my list.

Jackie (over and out!)

Reference List

Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators. California. Cornwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf

Week 31: Activity 7 - My Interdisciplinary Connection Map

My Interdisciplinary Connections Map

Benefits and Challenges of an Interdisciplinary Environment

One of the guiding principles of the New Zealand Curriculum is coherence whereby students are offered “a broad education that makes links within and across learning areas (Ministry of Education, 2007 p9).  My interdisciplinary connection map above shows the many different aspects that need to be considered when working in a truly integrated curriculum.  

Curriculum integration (interdisciplinary connection) remains one of the most confused topics in education today. Many teachers and researchers use the term to mean different things, some of which have nothing to do with curriculum integration. This confusion surrounding the term has undoubtedly hindered consistent professional development and research in this area (Fraser, Aitken, Whyte, 2013).

There is confusion over the terms thematic units and curriculum integration.  As long as we remember that curriculum integration:

• is about the students negotiating the curriculum with the teacher
• can be as small as students suggesting some of the activities within a study or project, or as complete as students taking an actual role in co-planning and exploring a study
• is issues driven rather than topic driven  
• is when the teacher provides scaffolding for the learning rather than directing it
• involves the teacher knowing the learners well enough so that they can gauge when to intervene and when to hold back
• provides more opportunity for student agency
• values prior knowledge and starts from there
• only draws on the learning areas related to the central issue of the inquiry rather than trying to cover the whole curriculum

There are some challenges to implementing an integrated curriculum:

• Not being able to be completely planned - the students spend time negotiating or co-planning, teachers cannot therefore collect activities over time
• Teachers need to know when to step back instead of ‘rescue’ or intervene
• Requires a shift in the traditional role of the teacher in that they share the decision making with students (not something all teachers are used to)
• Can feel demanding and daunting for some
• Does the teacher have enough knowledge about curriculum integration in the first place?

And the benefits to an integrated curriculum?

• More student agency as the students negotiate the curriculum and co-plan content and activities.  They have more say, and therefore their commitment and engagement is enhanced and there is greater ownership of learning
• Relationships are strengthened and power dynamics are challenged (Beane, 1997)
• Collaborative skills are enhanced for the students AND the teacher
• Through integrative learning, students become better prepared for life through examining social issues of personal significance (Beane, 1997)

In the book Connecting Curriculum - Linking Learning (2013), Deborah Fraser believes that ‘the benefits of curriculum integration and the learning experiences it provides far outweigh the challenges and concerns related to its implementation.  This book is very relevant as relates to our own NZ Curriculum.  Indeed, it appears that this is the opinion of more than one academic.  

Jones (2009) comments that students and teachers will advance in critical thinking, communication, creativity, pedagogy, and essential academia with the use of interdisciplinary techniques.  

As for the potential connections from my map that are my near (future) goals?  The first one is part of an interdisciplinary environment, ie. knowing when to intervene and when to hold back.  There are occasions when I have been guilty of this at maths time so I need to ensure I am not robbing them of the opportunity to achieve success by stepping in unnecessarily.  I must adopt a ‘spray and walk away’ approach, giving the learners just enough information rather than too much and allowing them to solve problems themselves.  

Giving my students more agency is something I have been working on this term and is an ongoing goal for my team.  The students have more ownership of their learning this term, and are enjoying having more of a say in the type of activities, or the topic of study than in Term 1.  I have plans to increase the student agency in incremental steps with scaffolding for my learners to ensure they are ready, and I am actually looking forward to it.

Jackie

Reference List

Beane, J. A. (1997) Curriculum integration: Designing the core of democratic education. New York: Teachers College Press.

Fraser, D., Aitken, V., & Whyte, B. (2013). Connecting curriculum, linking learning. New Zealand: NZCER Press.

Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI, 7(26), 76-81. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai

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

Week 30: Activity 6 - Using Social Online Networks in Teaching and/or Professional Development

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Social media is here. It's just another resource and doesn't have to be a distraction from learning objectives. Social media is another tool that you can use to make your classroom more engaging, relevant and culturally diverse.

(Davis, 2015).

Classrooms are places that are no longer limited by their physical barriers, they are places where students can reach beyond those barriers and create conversations with people from other classrooms, cultures and communities.  Social media provides our students with opportunities their stories both within and beyond the classroom (Crowley, 2015).

Social Media in Teaching

It would appear that the general consensus is that, with safeguards in place, using social media as another tool for teaching and learning within the class is considered to be beneficial.  Many of the articles and videos around to support this seem to be more related to older students.

As a primary teacher, I have always seen that value for intermediate and secondary students certainly.  However, I am beginning to see that starting earlier could have even more benefit in the long run.

As a teacher, my social media interactions include Facebook, Twitter, Google+, the VLN and Pond to name a few.  

What are some key features of social media that are beneficial for teaching and learning?  Why?  

One of the benefits of students having their own blog is that they create a larger audience to share their work with.  This is not just about sharing with Aunty Pat in the South Island, but rather with other students of similar age across the other side of the world.  Creating that sense of connectedness will enable students to realise that the world is accessible, and that their work (or message) is valued.  I agree with  Kathy Cassidy’s comments in one of this week’s videos Using Social Media in the Classroom, that we are doing our students a disservice if we are insisting on them leaving the technology they are used to at home, at the door of the classroom.  This generation of learners (Year Four in my case) have had the internet all their lives and are at ease with technology.  Harnessing it to engage and motivate by taking photos, videos and recorded explanations of their learning, and then adding it to their blog to invite/read feedback from others is a huge benefit I feel.

Another opportunity when using social media in the class from an earlier age is the chance to teach the students how to communicate appropriately online and how to interact online safely before they get to intermediate and high school.  Hopefully this may help them avoid the pitfalls for young teenagers that spend more and more time online as they grow older.  

What social media platform do you feel best supports engagement with your professional development?  Why?

One of the best avenues for accessing free professional development is on Twitter. The opinions, readings, articles, documents and suggestions for websites are invaluable.  Collaboration at its best.  Any question asked is answered by members of a vast community of practice that spans the globe, at any time of the day or night.  I will admit I was a slow starter on Twitter, but I am now a definite convert.

Taking part in #edchatNZ evenings on Twitter have been extremely useful as well. Hearing the opinions of my colleagues, and being able to voice my own is amazing. Knowing that others feel the same on important educational topics is priceless.  Getting the collegiality that we do via technology is something that was once not even thought of.  

All this talk of social media in the class has led me to rethink my idea of my Year Four class being too young for Twitter.  This is something that I want to look into more for the future.

Jackie

Reference List

Cassidy, K. Tvoparents. (2013, May 21). Using Social Media in the Classroom.[video file]. Retrieved from https://www.youtube.com/watch?v=riZStaz8Rno

Crowley, B. Education Week Teacher.  Connecting a Classroom: Reflections on Using Social Media with Students.  Retrieved from

http://www.edweek.org/tm/articles/2015/09/09/connecting-a-classroom-reflections-on-using-social.html)

Davis, V. Edutopia (2015).  A Guide for Social Media In The Classroom.  Retrieved from http://www.edutopia.org/blog/guidebook-social-media-in-classroom-vicki-davis

Week 29: Activity 5 - Influence of Law and Ethics on Professional Practice

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Legal and Ethical Contexts in my Digital Practice

The world of education has changed dramatically over the last five years.  Students are learning with a range of technologies in the classroom setting, and home is now connected to school even more within this Google Apps for Education (GAFE) era.  Students can share work done at home directly with the teacher for feedback/feedforward comments. In a flipped classroom, for example, students can learn content at home, and then interact with activities relating to that content the following day at school.  Students take photos, share photos, and use Google images when working collaboratively across the curriculum.  

These activities are shared with the teacher, each other, home and online in a range of different platforms.  

With all this activity now a valuable part of today’s education, what could possibly go wrong?  For teachers, it is important to be very clear about the steps we need to take to make clear ethical and moral decisions to the best of our ability.  Knowing what our obligations are is an important starting point, and all teachers need to revisit this regularly.  The Education Council’s Code of Ethics for Certified Teachers clearly sets out the four fundamental principles that govern all professional interactions.  They are:

• Autonomy - to treat people with rights that are to be honoured and defended
• Justice - to share power and prevent the abuse of power
• Responsible care - to do good and minimise to others
• Truth - to be honest with others and self

“Application of the Code of Ethics shall take account of the requirements of the law as well as the obligation of teachers to honour the Treaty of Waitangi by paying particular attention to the rights and aspirations of                       Māori as tangata whenua”.

Classroom Blogs

It is only natural that students want to share their work with home in the primary school setting.  The students get to share what they are learning, how they are learning and why they are learning with family members far and wide. This can involve published work, videos and photographs.  

As a classroom teacher, I have not been in the position whereby a parent has been unhappy about the sharing of their child’s work and/or photo being shared.  This week’s video entitled  The Commitment to Parents/Guardians and Family shows how this could arise.  

This is mainly due to our school internet policy that is signed by every parent on the very first day that a student starts at Westbrook School as part of our enrolment policy.   This covers their use of technology in the classroom as well as whether or not parents consent to their child’s photograph appearing on class blogs and/or other media that goes further afield.  

This could become an issue for teachers if their school does not have a similar policy to our one.  Parents who decide they do not wish to give consent for images to be shared have every right to do so and we always respect their choice.  As part of my ethical practice, I carefully check all media before sharing online to ensure none of these children are visible.  

One issue that concerns me greatly is photographs taken by parents of their own child at events like cross country, for example, when other students are captured in the shot.  These photographs may well find themselves on social media - with no parental consent given.  What happens then?  How should  schools address this?  Perhaps a note in the school newsletter reminding parents of their own ethical position on this, and how they would feel if it was their child in that situation.  

Jackie

Education Council. (nd). Code of Ethics for Certificated Teachers. Retrieved from https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0

New Zealand Teachers Council (2012). Commitment to Parents/Guardians and Family/Whānau. [video file] Retrieved from https://vimeo.com/49804201

Week 28: Activity 4 - Indigenous Knowledge and Cultural Responsiveness

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My early upbringing was very much European in nature.  My father is German and my mother was English, and we moved to New Zealand when I was eight years old.   Growing up and going to school in West Auckland was the beginning of my introduction to the rich Māori/pasifika communities - even if it was only at surface level in the educational setting of the 1970s.  Since then, as a New Zealander, I have taken the time to learn as much as I can about the Māori culture, and have much respect for the language, the land and its people.

My teacher training involved a Bachelor of Teaching & Learning through Canterbury University, which gave me a much better understanding of the Treaty of Waitangi and the moral obligation that the government has to the Māori people.  Through that learning, I can see why Russell Bishop says that the government have clearly not upheld their end of the bargain, and that a ‘large debt’ is owed because of this.  

As a teacher, I have always believed that the relationships we build with our students and their whanau are paramount to learning.  I try to ensure that the classroom context is one that my students are at ease in because they can bring their own experiences into the classroom.  They are happier to take risks in their learning because they know they are valued, and are therefore more engaged and motivated. The goal I have for myself is that I want to be one of those agentic teachers that Bishop (2012) talks about.  I cannot yet proclaim to have all six traits mentioned, not on a daily basis anyway, but I will given time. More research,time and personal reflection is needed to reach that goal.

Communication Methods

Our school has improved on communication with whanau is the setting up of a group called Te Roopu Hurihanga.  The purpose of setting up the group was to engage whanau more in their children’s learning, so that they have more of a say in what their students need and want in the education setting.  The group has now become more self-managing and report back to the Principal when they meet.  

We are a restorative practice school so rather than using punitive punishment for behaviour, we talk about what happened, who was hurt, feelings etc and making better choices in the future.  This way of communicating, rather than punishing, is a guide for our students of how they need to resolve issues in their lives rather than resorting to physical and/or verbal means.  Restorative practice is all about righting the wrongs in a verbal way.  Whilst not exclusively the ‘Māori way’, it is seen as being part of the Māori culture to talk about your problems.    We find that this works for us as a school, for our students and for the community as a whole.  This is us helping our students to learn how to resolve issues in life via communication.

Learning Activities

One area that always needs improvement is the planning and assessment of learning activities when moving to Innovative Learning Environments (ILEs) in relation to our Māori students.  I have mentioned before that we are at the beginning of our ILE journey and I am interested in how we implement this whilst ensuring we improve the achievement for our Māori learners.

As team leader, it is my responsibility to analyse data, identify the needs of all learners, and ensure these needs are met.  For the teachers in my team, it is more about ‘......helping them to develop a rich repertoire of multicultural instructional examples to use in teaching ethnically diverse students” (Gay 2002).  More true collaborative learning, mixed ability grouping and assessment tasks that actually fit the purpose, are a good start.  The whole staff need to be supported and given high quality PD to ensure they become the agentic learners mentioned by Bishop (2012).

Savage (2011) also talks about rejecting deficit theorizing as the explanation for Māori student underachievement, and to always have the same high expectations for all our students, but especially Māori.  There is a definite correlation between Bishop and Savage on what they see as preparation for teachers to help improve Māori student achievement.  I need to do more research on how I can help my team, as team leader.

Jackie

Bishop, R. Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994.

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

Savage,C, Hindleb, R., Meyerc,L., Hyndsa,A., Penetitob, W. & Sleeterd, C.(2011) Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum .Asia-Pacific Journal of Teacher Education, 39(3), 183–198.