A Ride for John

On Tuesday, 27th September my friend John died at his desk at work.

As a birthday treat, he and his wife Di, who shares the same birthday,  were going to celebrate the occasion with a Kiwi Randonneur ride of 200 km from Martinborough to Eketahuna.

I had planned to have an easy day as I was racing the next day in Featherston around the Lake.

A few days before I had raced with some Wellington friends who were looking forward to the 200 km and then the race in Featherston. If they could do it then so could I.

But would I be able to smile all the way round and chat, just like John does?

Di decided to set up her legendary Masterton stop and I decided to do the first 150 km and at least make it to Di and John’s place.

The girls were pleased that I had made the effort to turn up and we had our group photo.

My late entry meant that I didn’t have my own brevet card, and Simon gave me his.

At 8:00 am in the Martinborough square, we stood for one minutes silence in fond memory of John Chesmar before heading off for an adventure on our bikes up and down the valley.

The front group picked up the pace and I just enjoyed the tow before realizing the girls had been left behind. It was up to me to hold or spend a few hours on the rode alone.

Thankfully we broke into two groups and I could catch my breath.

The riders around me spoke fondly of Di and John and it was a pleasure to share stories.

I was still with this group when we arrived in Masterton. We didn’t have a designated stop this time and although my support crew, Brian, was on standby, I decided not to stop. I still had lots of drink and food. I would get more water in Eketahuna.

Dreyers Rock corner seemed to take ages to appear. I worked out the front for a little while on the climb heading towards Alfredton and then enjoyed the down hill. Turning around I notice my companions had disappeared. The Alfredton flats were great and I obviously had a tail wind.

I thought that it wouldn’t be long before they were back on my wheel.

Climbing up out of Alfredton, I  shared a private joke with John, as I still expected the riders to catch up. I could even smile on the third hill – thanks for that John.

Once in Eketahuna I met up with a rider who was enjoying a break. He thankfully hung around while I filled up my water bottle and had a nature break, before leading me out of town. He offered to drive me back to Masterton should I consider completing the event.

I was still feeling ok and when you are on someones wheel the adventure is so much easier. I said I’ll see you in Martinborough.

While winding our way around the back roads of Eketahuna, my companion was riding the hills much stronger and soon left me behind – sorry John.

Once I came to the main road, I knew where I was and I only got a little bit lost at the Opaki Kaiparoro Road turn off. But a quick u-turn and  a check of the directions and I was back on the correct path, across the one way bridge and heading towards Mauriceville.

Again it took forever to reach the Dreyers Rock turn off. From there though, the familiar ride quickly disappeared and I found myself on the main road and heading to Di’s.

I was the only one at the stop, and I enjoyed the break off the bike and the quick catch up. Di’s question “Are you going to carry on?”, was followed with a smile – we both knew that John does not have a DNF beside his name at an event. And neither would I.

Although it was lovely to enjoy the company of Di and her team ( thanks heaps Lexi for doing the baking while I was doing what Brian referred to as sitting on my bum all day!) I needed to be on my way.

I tried to convince Mike to tow me back to Martinborough but he just smiled. This leg, I was on my own. My support crew, Brian, kindly offered to return to Martinborough and pick me up.

 

In such along ride it’s just the little goals that help you finish, getting to Cornwall Rd, then Parkvale, and finally Millars Rd, because from there it is only another 18 km to go.

Brian took a few photo’s and I was pleased to see the 3 km to go sign.

 

Back in Martinborough, I was all smiles.

I was impressed with the first group who were now enjoying a drink and sitting with empty plates in front of them at the cafe.

It was a great day out and despite the weather forecast, it had stayed settled for my ride.

I would like to thank Di for the inspiration, Mike for the training and the guidance to complete my first Randonneur in the dark, ( Am I addicted now that I have done two? ) Brian for being such a great support person and finally Mad Dog, friend, club legend, drinking buddy, “Chessie Bell” and weird bike designer, old car lover and mentor.

It was great spending your 66th birthday with you John, I will always miss you.

 

 

p.s. Always one to dress up and have a laugh, Chessie was invited to a party where he had to dress as a sports person he admired. He came as himself, in the era of the banner photo above.

Di’s comment at the time was “especially great to see my man with a head of hair again lol. Very shiny – must be the shampoo & conditioner”

 

 

 

 

 

 

 

 

Trends that Influence My Practice

With 21st Century Learning has come the opportunity for students to share ideas and work together, not only in their class but also in classes around the world. This level of collaboration has been made possible by the development of technologies, computers and access to the Internet.

As a 21st century Teacher, I need to have the confidence to ensure there is an ethic of care for my students current and future success.

In the document, Supporting future-oriented learning & teaching: A New Zealand perspective, the authors state that education for the Knowledge Age must foreground the development of learners’ dispositions, capacities or competencies to deal with new situations and environments. To facilitate this learning, I need to continually develop my professional skills and understanding. Both teachers and learners need to adopt a much more complex view of knowledge, one that incorporates knowing, doing and being.

Student Centered Learning

I need to make sure that there is a focus on student- centered learning that is connected to the curriculum and to real life situations.Students need to develop a sense of themselves and their culture. They need to know that their culture identity is valued and that it is important to pass on to the cultural gene’s of our society, while fitting in with globalization. Where do I come from and where am I aiming to go are questions that my students need to understand so that they connect themselves to their society and their learning.

It is my job to introduce these ideas or experts to the lesson and just allow the students time to think, explore, gather information and figure out new ways of sharing what they have learnt.

Responsive and Rich Curriculum

Inquiry has reached the mainstream class, where we can question, investigate and develop a curiosity about the world around us.

Through inquiry and collaboration, opportunities are created to develop the key competencies such as managing self, using language, symbols and text, and participating and contributing.

Sir Ken Robinson states that divergent thinking is an essential capacity for creativity – the ability to see lots of possible answers. He encourages lots of different ways of interpreting a question and then being able to investigate many possible answers to those questions.

ERO argues that innovation, creativity and responsiveness should be the norm in all schools and for all students.

NCEA is developing career pathways so that students are not just completing credits, but they are studying for a particular reason. Their curriculum is connected to their pathways and life goals.  At Level One the topics cover a variety of pathways, whereas by Level Three they are becoming more specific.

In My Learning Community

At Makoura we use goal setting and meetings with whanau to support these two issues.

The students connect themselves to their interests and pathways, choosing subjects that are going to assist them reach their goals.

The whanau is then kept in the loop to support the student in what they want to achieve or has achieved.

Evidence of learning is collected and shared with the whanau.

Through collaboration, providing inspiring ideas and the opportunities to connect ideas, I encourage the students to be connected to their goals and their learning.

As their teacher, I value the connections to the community and the skills that others can provide to the students learning.

Together we all influence or shape the education of our young people.

References

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012).Supporting future-oriented learning & teaching: A New Zealand perspective.Wellington: Ministry of Education. Retrieved 5 May 2015, from https://www.educationcounts.govt.nz/publications/schooling/109306

Education Review Office (2012).The three most pressing issues for New Zealand’s education system, revealed in latest ERO report – Education Review Office. Retrieved 5 May 2015, from http://www.ero.govt.nz/About-Us/News-Media-Release…

The RSA.(2010, Oct 14).RSA Animate – Changing Education Paradigms. Retrieved from https://www.youtube.com/watch?v=zDZFcDGpL4U.

 

 

Social Media in my Teaching

My views on social media use in teaching and in professional development:

• What are some key features of social media that you have identified as beneficial for teaching and learning?

I have enjoyed being part of an online course as this has enabled the sharing of ideas and collaboration with other experienced teachers, from different teaching backgrounds.

Google classrooms provide a strong social media platform as the students are in individual classes, are there by invitation only and are able to access lessons specifically for them.

By encouraging my students to use google class rooms, they become part of a safe community where they can share their ideas with their peers. Work is easily updated and is accessible. I am able to assess work straight away and see where learning gaps are for the lesson the next day.

The online application of ClassDojo provides immediate feed back on behaviours or tasks that the students are successful with. Students can add their own behaviours or goals to the list.

Social media applications have allowed ideas to be shared that are now and relevant to the learning, both for students and for myself.

• What are potential challenges that teachers need to be aware of when integrating social networking platforms into teaching activities?

With the use of google docs,  students still use language that is not appropriate for school, for even though they delete it, through the editing tools I can illustrate to them “What goes online, stays on line”.

Those students that have problems brainstorming and sharing ideas using pen and paper will still need support on the computer as the application is only the tool and still requires participation from the learners.

As there is so much else available online for students to explore, the key competency of managing self is always a management challenge for teachers. Being distracted by the Internet is a frequent issue, and as more of the students work goes online the opportunity to not have Internet access is not an answer to this behaviour. I just seem to continually remind and refocus students to the goal of the day and how what they are doing or not doing affects their learning.

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

Over that last few months my professional development has been supported through the social media of blogging, now that we no longer have face to face classes. I have enjoyed reading the blogs of others and referring to them in my work. Thanks Steve Mouldey, you are an inspiration.

I am looking forward to having the opportunity to read the work of others that have participated in the journey alongside me and celebrate in their success

• How do/would you use social media to enhance your professional development?

By being given the opportunity to learn how to blog, I am able to have discussions with other professionals from anywhere in the world.The creation of these blogs allows me to debate or share in topics of learning that I am interested in. I am able to create and share online portfolios. Through on going e-learning I am following Criteria 4 in the PTC, and I am able to collect evidence for these Key indicators:

• Identify professional learning goals in consultation with colleagues.
• Participate responsively in professional learning opportunities within the learning community.
• Initiate learning opportunities to advance personal professional knowledge and skills.

I look forward to continuing ongoing professional development with my online colleagues.

I have also been introduced to webinars, which as an online seminar. A webinar is able to disseminate information to people in different places via  webcams. This maybe a cheaper way to attend a seminar, and will still enhance my professional development but I prefer the opportunity to attend face to face, as when I asked questions via typing I felt that I was interrupting the presenter.

No matter whether the learner is online or face to face there need to be the element of connection.

References

E-learning TKI (2016) retrieved from http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-4

Mouldey, S. (2016) Introduction to Universal Design. Retrieved from https://stevemouldey.wordpress.com/2016/03/07/introduction-to-universal-design-for-learning/

Joosten, T. Social media for teaching and learning. Retrieved from  http://www.slideshare.net/tjoosten/social-media-for-teaching-and-learning-27456257?ref=http://professorjoosten.blogspot.co.nz/2013/10/pearson-social-media-for-teaching-and.html

 

Legal Contexts and Digital Identities

While creating a reflective portfolio, during the research and community assessment, I came across an ethical dilemma. I linked published students work and images that were found in the school photo folder to produce a digital outcome that had online access. In the draft of this work I did not acknowledge the student or those that had taken the photo’s.

Originally I believed that as this work had already been published on an online environment, I though that it was free to access.

Our students need to sign a privacy policy to say that their photo can be used in school media, and this had already occurred.

The photo’s were taken during school events with the students being aware that their photo was being taken and that it would be archived for the school records.

However after discussing this with the photography teacher she clarified that any image, taken for school use, assessments or just for fun, needed acknowledging just as I would a research paper, video or book that I had referred to. Photo’s that have been taken by students in their photography class are still the students intellectual property.

This dilemma was quickly rectified as I got permission from the students, and I acknowledged the photographers.

I am not sure if I could have been fined for not correctly acknowledging the images.However Chrystie clearly illustrates the cost of using an image that is not yours. Chrystie blogs this situation.

School Policy on Social Media

Our school is in the process of developing a policy on Social Media. At this stage we have two classes that use a social media site to share information and that is the Photography class and the Outdoor Rec. class.

Other classes are using google classroom and google docs so more information is going on line

At the start of the year the students sign a digital contract which states among other things that they are aware of the use appropriate sites, will keep their passwords a secret and will respect online contact with others.

As an ICT teacher, I encourage all of my students to be aware that once they place information or images on line, it stays on line. Identities of people can be changed so personal information should not be shared. Cyberbullying and being Netsafe are important teaching areas in digital citizenship. When using an image the student needs to acknowledge the source. If there is a copyright watermark on the image, it is not able to be used unless it is purchased. The key competency of managing yourself has become vital to the on task behaviour required, as being online offers so many other opportunities.

Website

I believe that most schools are now connected to their community through a website or a Social Media page. Makoura College has a comprehensive website. From this site, whanau are able to keep up to date with school information and activities. Newsletters are regularly updated to this site, as are school photo’s from school events.

Makoura College has a ‘Like our Facebook page’ to get the latest happenings delivered direct to your news feed, and this is connected through the Webpage.

Social media provides a great opportunity to collaborate and communicate with parents and whānau. This environment need to be safe for students to place their work on and receive positive feedback.

Social media allows for the building of a professional network that is easy to update and access.

Class or individual blogs will be the next step for our students, and I am looking at how the online application Class Dojo can be linked to whanau. This online reporting system can be used for specific behaviours and allows the student instant feedback .

 

References

Chrystie. (2016, January 7). The $7,500 Blogging mistake that every blogger needs to.[Blog post]. Retrieved from http://www.livingfornaptime.com/starting-a-blog/blogging-mistakes-to-avoid/

Makoura College Website (2016) Retrieved from http://www.mc.school.nz/home

Makoura College Face book (2016) Retrieved from http://www.mc.school.nz/makoura-life/like-us-on-facebook

New Zealand Teachers Council. (2015). Teachers & Social Media . Retrieved from http://www.teachersandsocialmedia.co.nz/guidelines-ethical-use-social-media

 

 

 

Cultural Responsiveness in My Practice

From my first teaching practice in Newtown, Wellington I have always been responsive to a culture based, inclusive pedagogy.

In a professional and personal level, I have been involved with Marae visits, Powhiri’s, Mihi’s, Cultural performances, and Tangi’s. Although I am not fluent in Maori I do my best to pronounce names and places correctly, and participate in the learning of new school Waiata or Te Reo. I understand more Te Reo than I can speak.

Through understanding indigenous views, we have a better understanding of sustaining traditional knowledge and systems. As Vicki Tauli-Corpuz states:

This defines how we relate to nature and the ecosystem as well as with other people.

Relationships

I am interested in relationship based learning, where I can learn about my students. I enjoy supporting them and their success outside the classroom in performing arts or on the sports field.

In my present teaching, I encourage students to share their knowledge of themselves, their whakapapa, be aware of where they are from and be proud of their achievements.

I agree with Russell Bishop that  relationships are paramount and I strive to create learning relationships to ensure students are able to learn. Students are encouraged to be part of the learning context and draw upon their own experience to bring new and different knowledge to the classroom.

I need to continue to recognise and encourage different forms of success: academic, spiritual, social, cultural, and physical, following the ideals of Hauora, and acknowledging all of the aspects of the student.

Vision, Mission, and Core Values

Our school has strengths in its vision, mission, and core values.

Our mission statement is Kia Manawanui – showing courage and compassion, and  to support this we use three Whaias: Whaia te Tika, ( to do what is right ), Whaia to Aroha ( to care for others ) and Whaia to Pono ( to get the most from our learning – seek wisdom through learning) . We use these Whaias to create a Class Tikanga with the students. We then relate the Class Tikanga to the work of the students so that we can acknowledge what they are doing in a relevant way.

As teachers, we regularly send the family a postcard home to state that their child has achieved one of the Whaia’s:

Just to let you know that Peta has shown respect through Whaia te Pono this week by answering all the research questions correctly and discovering new information about local Taonga.

We follow restorative practices, sometimes involving whanau, that are linked back to one of the Whaias so that the action or behaviour is acknowledged and not the student when something does not go well. The students are also able to ask for a restorative when they feel that they are not being supported in the class as they would like.

Decision Making

In times of change, this is an area that comes under pressure as new staff share their ideas, and want to improve on what has been before.

However, experienced staff have helped to format those ideas previously and have taken part in professional development to present these.

The whole staff needs to have input in the change and the new decision making. People need to feel that what they have done is valued.

I think the model presented by a group of teachers implementing their culturally responsive pedagogy and assessment in classroom represents a positive model that shows how decisions can be made in a team, to support the professional development of the teachers and the learning of the students.

The teaching and learning of any subject will be enriched if teachers build bridges and create opportunities to connect the classroom curriculum with children’s and communities’ lived experiences beyond school, through allowing others to be part of the decision making process, in what is taught and how it is taught. Valuing others in the decision making process is vital to the creation and sustaining of positive community and school relationships.

References

Edtalks. – Russell Bishop (2012, September 23). A culturally responsive pedagogy of relations. .Retrieved from https://vimeo.com/49992994

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

Ministry of Education,(2007) The New Zealand Curriculum, Well-being, hauora. Retrieved from http://health.tki.org.nz/Teaching-in-HPE/Health-and-PE-in-the-NZC/Health-and-PE-in-the-NZC-1999/Underlying-concepts/Well-being-hauora

UNUchannel( 2012,October 1). Understanding Indigenous worldviews – Vicky Tauli-Corpuz.. Retrieved from https://www.youtube.com/watch?v=gXjGPR41zhk&featur…

 

Practising Teacher Criteria and e-Learning

Over the last year I have been on a journey of learning and the gathering of knowledge. I have tried new things and then reflected on those ideas and how they connect with the curriculum and engage students in their learning. Osterman and Kottkamp explain my journey well when they stated:

If we wish to develop new and better methods of practice, we begin by examining the behaviour we want to improve.

I recently attended a course on game making and was excited to see the agile process in use, and design thinking being used in real life. From being introduced to these concepts my interest in these has developed, and  I chose these subject to research.

I have enjoyed professional readings where names of educational researchers have become more familiar and connected with what is happening my class. The works of Dewey , Schon, Bishop and Brown just to name a few.

Strengths in PTC

My journey has connected me to the Practicing Teacher Criteria with e-learning strengths in these three areas:

Criteria 2:

• Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally, and emotionally safe.
• Acknowledge and respect the languages, heritages, and cultures of all ākonga/learners.
• Comply with relevant regulatory and statutory requirements.

I am successful with this as I encourage students to be digitally literate, confident, and capable users of ICT  who know how to protect themselves and respect others in online spaces. My lessons incorporate the key competencies, and our Class Tikanga reinforces the use of the space, the equipment, the use of passwords and applications.

Students are able to use their own culture and identity in the presentation of their learning, in ideas they might have for game design or programming.

Criteria 3 – 

• Demonstrate respect for the heritages, languages, and cultures of both partners to the Treaty of Waitangi.

I create units of work that use Maori language or themes. In literacy, we are researching Taonga and using youTube experts to show the creation of these objects. The students are encouraged to present their work using themes from their culture,  when they designing a web page or brochure. Maori posters are used in the environment. I develop authentic, inclusive learning experiences that are connected to the students. The senior students are developing a quiz using programming code that asks questions about the road code to encourage them to think about their driving.

My students check my spelling and pronunciation of Te Reo in a supportive way and my next step is to use macrons with the keyboard, in electronic work.

Criteria 7:

• Demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga/learners.
• Foster trust, respect, and cooperation with and among ākonga/learners

During my literacy lessons I have observed that using less technology has encouraged collaboration and group work as the group allocates a researcher, a writer, and a reader. While listening to the discussion and debate of information they discover, I  have observed that students were able to share their opinions and not just the facts.

Goals for my future development

Although this learning journey has come to an end, with it is the realisation that as a life long learner, there will be other goals to set and achieve. I look forward to developing skills in the following areas:

Criteria 5

• Actively contribute to the professional learning community.
• Undertake areas of responsibility effectively.

I am part of our LwDT team whose goal it is to support staff and students throughout our school as our community continues to develop skills with e-learning. I look forward to the development of  policies in an ever changing environment.  NetSafe has a comprehensive range of information and resources to support schools and teachers to develop policies and practices that ensure a safe digital environment. This year we are introducing BYOD so clear policies will need to be in place.

Criteria 11

• Analyse assessment information to identify progress and ongoing learning needs of ākonga/learners.
• Use assessment information to give regular and ongoing feedback to guide and support further learning.
• Analyse assessment information to reflect on and evaluate the effectiveness of the teaching.
• Communicate assessment and achievement information to relevant members of the learning community.
• Foster involvement of whānau in the collection and use of information about the learning of ākonga/learners.

I want to become more confident with e-portfolios and how they can be used to encourage students to take responsibility for their own learning by sharing progress towards learning goals. I am encouraged by others who have worked with class blogs and the sharing of information with whanau. Using google forms is an efficient way to collate and analyse data, so I want to develop confidence and skills with this.

Summary

With e-learning has come the experience of online work, and paperless classrooms. Applications can be used with clouds and information can be retrieved instantly. Experts can be bought into the classroom with a google question. Tests have become surveys that are electronically marked, scored and stored.

Making sure that our human culture is kept alive in this environment has always been a goal for me, and I am continually reminding my students that the electronic equipment they are using is just a tool. They are still the learners and instigators of the knowledge that they discover.

My journey has been to connect the learning to the learners and through e-learning they can be connected to places,  people and others can be connected to them.

References

Bishop, R. (2009)Kotahitanga – Improving the educational achievements of Māori in mainstream secondary schools. Retrieved from https://www.youtube.com/watch?v=KV7Qf-UviKI

Brown, T. (2009) Designers Think Big. Retrieved from  https://www.ted.com/talks/tim_brown_urges_designers_to_think_big?language=en

Dewy, J. (2016) John Dewey. Retrieved from https://en.wikipedia.org/wiki/John_Dewey

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

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

Schon, D. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass.

A review of Schon, D. (1987) Educating the Reflective Practitioner. Retrieved from http://www.thecommonwealthpractice.com/reflectivepractitionerreview.pdf

Professional Connections

The task for this discussion, is for me to choose two professional connections that I have on my map and evaluate their impact on my practice and professional community.

As I created my links, I thought about how every year the links change. A few years ago I was involved in a wonderful support group of Wellington College computer teachers that was developed through Victoria University as the Computer Science Faculty had discovered that students were not arriving at their doorstep with enough knowledge of programming. I have not included the links this year, but their input still impacts on the learning of programming skills that are learnt in my senior classes.

When I first began teaching Computers in a College, I had a strong professional connection with the WeLcom community, who shared knowledge and supported me with my first online courses and introduced me to “Moodling”. These links and supports are still available for some of my students and for moderation.

Students

Throughout my teaching careers’ as a primary, secondary or pre-school teacher, it has always been the students that have made the most important impact on my practice and formed the foundations of my professional communities. Relationships,  interests, and shared information with whanau,  have helped to set goals and next steps, with the New Zealand Curriculum providing the support to achieve these.

I was interested by my pathways and how my Technology Faculty provides me with the support to be connected to the Technology curriculum and to NCEA or NZQA. This illustrated for me that professional communities are linked by knowledge and by people, and as either of these change, we adapt our professional community. TKI provides professional support, information and exemplars that support student learning.

Mindlab

This leads me to the second most important impact on my professional community, as over the last few months I have been encouraged to communicate online, creating an environment where I can have world wide interaction with people.  As I introduced my classes to their courses at the start of the year, I encouraged my students to utilise headphones and use YouTube if they have a question they would like explained. We now have international tutors in the class, and I have noted on two lessons how much faster it is to have someone working beside you.  My students who are working on Excel are finding it easy to follow instructions  at their own pace instead of waiting for everyone else.

Online Experts

Previously I have developed my own Camtasia video’s but now I am confident to utilize a much larger professional community, thanks to a teacher called Steve, whom I have never met. Steve Mouldey regularly share blogs and his expertise, beginning this year with a blog about getting to know students, creating a link for me to those who impact the most on my teaching practice – my students.

The students are accessing their own private tutors and in only one lesson we were able to cover what we have previously looked at in two. Ben Bloom is referred to by David Wiley as investigating  a model of learning that studied what personal tutoring can allow our students to achieve.

Like David says though about linking ideas to create new ones, although I can not bring the personal tutors into my class, by linking in with technology as an open source I can create lessons where students can work with experts at their own pace to achieve this.

References

Wiley,D. (2011) An Interdisciplinary Path to Innovation. Retrieved from https://www.youtube.com/watch?v=5ytjMDongp4

Mouldey, S.(2016) From Knowing to Empathising. Retrieved from  https://stevemouldey.wordpress.com/2016/02/02/from-knowing-to-empathising/#more-1537

 

 

Reflecting on Reflective Practice

Do we just reflect on our teaching practice when it does not go well? It’s not that I don’t believe that we can not make changes, because we can, but why does reflection in our practical world of education, always start with a negative or at least assume that there is always something to improve?

Appraisal

Every year we move through an appraisal system that encourages us to look at a class with an issue so that we can evaluate the changes that can take place throughout the year. We are observed, the results are discussed or reflected on with senior staff members, changes are put in place, and then we are observed a couple more times to provide evidence that changes have occurred. Does that mean that the policy of my organisation dictates what my senior teachers and I are to reflect on? At the start of the year, I create a professional development goal, reflecting on what I need to change in my class. At the end of the year I reflect on how well my students and I have achieved this goal. We collate data and evidence through academic results, student voice and anecdotal information.

While reading Lynda Finlay’s(2008) article, I thought, what if I chose a class that was going well, the students are able to discuss their goals, the lesson objective is clear and the students remain on task for the length of time required? Our relationships in the class are fine, and there are no students that I am not already able to use inclusive skills or cultural differences – in others words I already have solid working relationships with these students. If there are no issues, does that mean I do not have to develop a professional development goal or reflect on my teaching? What would I learn if I was observed with a class that I thought was going well?

In her research Finlay quoted a warning – “Unless teachers develop the practice of critical reflection, they stay trapped in unexamined judgments, interpretations, assumptions, and expectations.”(Larrivee, 2000, p.293).

Student Voice in Reflection

Student voice is important to me but I have always struggled with the questions that encourage the students to think about their lesson, without being the bland  “How did this lesson go for you”. With my junior classes I developed a quick reflection conversation and we discussed – what I found easy, what I found difficult and a skill I need to practice next time so that I feel more confident. I would like to develop this idea with my senior students, perhaps looking at what they have experienced through the week, adding how did my teacher assist me. I have used Google forms at the end of a unit that has allowed me to collect data on the class.

Reflections used as Judgement

Schon (1983) encourages professionals to describe, analyse and evaluate their past practice with a view to gaining insight to improve future practice. With reflection-in-action, professionals are seen as examining their experiences and responses as they occur.

For me, this practice could lead to the ethical issue of the impact on the individual reflector, as this reflection can involve constant striving for self-improvement. It can lead to feelings of self disapproval and self-rejection (Quinn, 1988/2000).

Restorative practice

Zeichner and Liston (1996) state five different levels at which reflection can take place. The one that is a common one in my practice is “Repair – in which a thoughtful teacher makes decisions to alter their behaviour in response to students’ cues.” This is due to our school using “Restorative practices” and as relationships are the key to learning, working on these remaining strong throughout our time with the student. These conversations are supportive, caring and the strongest reflective practice that both the students and I journey through.

Acknowledge Success

At the start of a reflective journey I think we need to start with what went well in my class today and how I can ensure that tomorrow will go the same way. Keep it positive.

References

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

References that Finlay used:

Quinn, F.M. (1988/2000) 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).

Larrivee, B. (2000) Transforming teaching practice: becoming the critically reflective teacher, Reflective
Practice, 1(3), 293-307.

Schon, D.A. (1983) The reflective practitioner. New York: Basic Books.

Zeichner, K. M. and Liston, D. P. (1996) Reflective Teaching: An Introduction. Lawrence Erlbaum
Associates Publishers.

 

 

My Professional Community

 

I agree with Etienne Wenger when he stated that “life is walking through a landscape of ups and downs”. He speaks of identity, knowing your landscape and taking a journey. In this journey you have a choice in how much you are going to go into the communities you come across.

In my journey, I came across the professional community of teaching, and every day I make the decision on how much I want to put into  or get out of this community.

• What is the purpose and function of your practice? In what ways do you cater for the community of your practice?

Through meetings, staff, faculty PD and PLG groups I am engaged in what Wagner states is a “process of collective learning in a shared domain of human endeavour”, or a community of practice.

I make connections during casual meetings at lunch time or official meetings at set times. We discuss students goals, teaching ideas and develop a shared repertoire of resources – experiences, stories, tools, or ways of addressing issues. We continually share our practice.

One of my goals is to connect students to real life situations so that they can become part of the broader community, and develop skills as life long learners. Learners are able to use exemplars so they can see what the finished work is like. They can use and add to skill sheets to understand what skills they need to develop and where to next.

Lave states that learning is a process of becoming a member of a sustained community of practice. Through learning, we are developing an identity as a member of a community and becoming more knowledgeable and skillful. In turn students are gaining skills that they can pass on to others.

• What are the core values that underpin your profession? Evaluate your practice with regard to these values.

I am committed to the shared domain of education.  I connect to other members and we continually build relationships.

A core value is ethics. We are in an electronic community that enable us to discover information researched and shared from around the world. Making sure that students acknowledge where they got their ideas or images from is important.

Being Netsafe is an important skill for my students to have so that I know they are aware of situations that can arise online, as their world becomes broader. We have continually growing access to resources and information that they are encouraged to value.

• What is your specialist area of practice? How does your specialist area of practice relate to the broader professional context?

My teaching practice is based on a particular context of the society that I serve. In my community I am the only Computer teacher, but I am supported by the Technology Faculty and by other computer teachers outside my school.

I share a passion for Technology and using computers. I interact regularly with other members of my community as we build relationships and learn from each other.

As inquiry learning and design thinking develop throughout the broader context of teaching, the use of computers and the Internet as a research tool is vital. Confidence with electronic documents, online classrooms  and clouds have become an essential part of a students day.

I am continually exploring and introducing new applications, that assist with the development of skills and knowledge in the broader professional context, as the use of computer devices change or new applications are seen as useful.

References

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/2012/12/Lave-Situating-learning-in-communities-of-practice.pdf

Mindlab (2016) Week 26 – APC – Professional Contexts of Practice – The  Community. Outline and class notes.

Wenger-­Trayner, E and B. (2015) Communities of practice a brief introduction. Retrieved  from http://wenger-trayner.com/introduction-to-communities-of-practice/

Wenger -­Trayner, E (2009) Walking the landscape of practice. Retrieved from https://www.youtube.com/watchv=qjw0YoqpEq8&feature=youtu.be&list=PLb5Ty6fTaPkWE

Teacher as a Facilitator

Teachers should develop a learning environment that is relevant to and reflective of their students’ social, cultural, and linguistic experiences. They act as guides, mediators, consultants, instructors, and advocates for the students, helping to effectively connect their culturally- and community-based knowledge to the classroom learning experiences. – Brown University

Experience

Throughout my nine years of being a Computer Teacher, I have utilized several different teaching approaches depending on the skills that the students wanted to develop or were interested in. I have used skill based work for those who want to improve their knowledge, speed and accuracy with the use of software applications. I have encouraged creative research where students are designing real life outcomes for their school or wider community ranging from brochures and posters to webpages and movies. I have developed computer science skills for those students who want to explore how things work.

Inspiration

I am inspired by my role as a 21st century facilitator where I have been always aware that I am not the sole source of all information. I encourage my students to take ownership of what they want to learn and provide resources for ways that they can learn. We have speakers or they visit companies that use the skills they are developing. We look at how their learning fits into real life. I encourage them to ask questions using online resources, listen to experts that live in far away countries and sometimes from a different time. This encourages them to step outside their comfort zones and develop into life long learners.

Sharing new ideas

Just like my students I  can access the skills of others. I can share these new ideas with my students. I would like to thank  Steve Mouldey who is a teacher from Auckland who researched design thinking, or Ron Berger who shared a teaching approach on YouTube and this has been applied to several of my classes.

Milla Inklia provided handy hints on how to create and share a blog using references relevant to the new skills that I am learning.

Online Courses

I have used Moodle applications that have allowed students instant feedback to quizzes related to assessments. These methods suited students who didn’t like to write much, but orally knew what the answers were and what they wanted to say. Being online, I could easily add to and adapt the programme. The programme was developed by Anton Coltham and while our school was part of the WeLcom team, I had frequent meetings and support with other computer teachers in my area. This was great for moderation and professional development.

Our school has now moved to Google Classrooms, and students are able to link in any where and any place. It is great that our whole school is involved and we are able to support each other as we create classrooms that don’t need paper. I like how Google doc’s and Google classroom support group learning even if the students are not sitting next to each other. My students are still learning that whatever they say or do remains on the history of the document even if they delete it. Digital citizenship has become an important part of the students’ learning programme as they need to grasp the concept of what goes online stays online.

My Online Family

Being involved with online courses, my contact with other professionals continues to grow and I would like to thank the Mind Lab for that opportunity.

Just a question to finish with though – will this sharing/discussion platform still be available for us after we have completed the course?

References

Berger, R. (2012) Critique and feedback – the story of Austin’s butterfly. Retrieved from https://www.youtube.com/watch?v=hqh1MRWZjms 

Brown University, (2016) Teacher as a facilitator. Retrieved from https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/teacher-facilitator/

Coltham, A. Welcom – Wairarpa e – learning Community. Retrieved from  http://welcom.net.nz/

Gillam.  A. E. , M.Ed. (2012) retrieved from   https://sites.google.com/site/nhinstitutes/21st-century-learner/teachers-as-facilitators/

Inklia, M. (2016). How to write a good blog post. Retrieved from http://howshouldiblog.blogspot.co.nz/2016/01/how-to-write-good-blog-post.html

Mouldey, S. (2015) Does design thinking work for students? Retrieved from https://stevemouldey.wordpress.com/2015/11/23/does-design-thinking-work-for-students/

Mind Lab July Intake 2015. Retrieved from  https://plus.google.com/u/0/communities/102988926859187847367

National Library of New Zealand, Digital citizenship in schools, Retrieved from http://schools.natlib.govt.nz/supporting-learners/digital-citizenship/digital-citizenship-schools