Week 32 Change in my practice.

What

When I look back at the 32 weeks that has just been I ask myself what has changed because in the beginning I was not fully sold on Mindlab because it seemed to promise too much. Personally I would now fully recommend it because it has subtly changed my teaching practice and it has also given me more confidence to try new digital technologies. I now also am a full time collaborator coach in the classroom. Teaching Graphics and Design lends itself to Collaboration and I now create lessons at all levels to ensure my students mix and collaborate in class, online even globally.

So What

“Often we feel that identifying a problem or a need in our practice admits a level of incompetence, however if we cannot identify the ‘problem’ that we want to address then we do not have ownership, and therefore no investment, in the learning required”(Osterman & Kottkamp, 2015). As a teacher of 20 years at a school that has professional learning groups and we are doing inquiry all year round it can become much when you think there is no need to reinvent the wheel. Being involved in Mindlab has given me fresh legs in the Industry and I now enter the classroom with that just left the seminar feeling of being vibrant and ready to change the world again. How long can I keep doing this I do not know but I am constantly trying new things. I pick myself up when I fall down. I talk to my Colleagues, listen, share advice and take advice. Mindlab has even got me to pick up some Literature on education and I now do readings for my own good not necessarily like literature reviews but more like self -education. Blogging is my big struggle but friends have given me advice and said write it and post it and do not worry about it. I will see if I can overcome that hurdle. We have been collecting student voice at our school for years but this is the first time I am actively going to share with my colleagues and find a way forward that gives that student voice life.

“Bright teachers and trainers around the world are now preparing for the challenges of the 21^st century” (Dryden and Vos 1997) One of the biggest positives about my Mindlab journey is the teamwork and camaraderie of those Wednesday nights as long as those night were the meeting of all the Primary School teachers and their enthusiasm and vibe and listening to all the wonderful things they were doing in their classes was inspiring. Getting to know the other 2 members of our staff from different departments- Aron from Maths and Lance from Social Sciences was also a highlight and the Collaboration and house meetings that went on till late at night will be remembered as well as the new found friendships.

Now what

If all you got out of Mindlab was new networks I would say it is priceless as those working relationships are worth gold in the future and teachers and kids can only benefit from it. Personally I now have a network of People I can email, follow on Twitter generally just chat to about anything related to my teaching practice without fear and the feedback I receive is always helpful because I now have a growth mindset when it comes to receiving critique.

References:

Osterman, K.F. and Kottkamp, R.B. (2004) Reflective Practice for Educators: Professional Development to İmprove Student Learning. Corwin Press, Thousand Oaks.

Gordon Dryden and Dr Jeannette Vos (1998) The Learning Revolution.

Rolfe,G Freshwater D and Jasper M (2001) Critical reflection in nursing and the helping professions user guide.

Evaluating Trends - Digital Technology

Week 30 - Evaluating Trends - Digital Technology

What:

The impact of digital technology in the high school classroom has moved so fast in the last few years it is hard to imagine how we coped without the aid of digital Technology in the past. Teachers who use Google Classroom in their daily practice will swear by how valuable a learning and organisational tool it has become in teachers, students and even parents lives. I use it all the time to make announcements, set assignments, put up resources, send out reminders and give students feedback it has been an organisational game changer for me and my students.

So what:

So how do we help our students to function in this digitally rich society, whilst still teaching fundamental skills and without losing teacher-student relationships (Hattie, J. 2009) The challenge we face is how do we use digital technology in the classroom without doing ourselves out of a job one-day. Students must still be taught how to use digital technology successfully. Some use it for research only others use it as a word processor but most use it to connect with their friends. Teachers can teach students how to use digital technology to collaborate with others in their communities and in the world. There is also the fact that there are a number of students who do not have the internet at home, do not have their own devices and have to be loaned devices at school. So as a teacher we have to look at all these factors before making all the learning in class digital.

Now What:

As a school we have to move forward with these new trends and thus in order to take our kids along with us the school has had to invest in a large number of devices to provide for those students who cannot afford their own devices. The devices were issued through the House system in the school with Deans connecting with the families to ensure students were not left out.

References.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical Reflection for Nursing and the Helping Professions: A User's Guide.                       

Indigenous knowledge & Cultural responsiveness in my practice.

Week 31- Indigenous knowledge & Cultural responsiveness in my practice.

My indigenous knowledge takes me back to my schooling days in South Africa where I was poor and not given an equal education but was none the wiser and thus just accepted things the way they were and got on with living and learning in my environment. My teachers were caring and taught with passion most of them anyway. We did not have much facilities but if you had lunch and friends that seemed to be enough. Coming to New Zealand and teaching in a country where indigenous knowledge and culture is part and parcel of your teaching practice was pretty inspiring for me.

Using Role's model of reflection I will reflect on my own teaching practice and also how indigenous knowledge and cultural responsiveness is reflected at my school.

What: My first introduction to cultural awareness at my school was being involved in the Powhiri and experiencing the rawness and power of the Haka being performed the Kapa Haka group. The speakers then speaking in te reo Maori and then explain in English what was being said. For me in the classroom the challenge was to pronounce students names correctly as we have a very small window to make a connection. The Maori staff at my school were very helpful in teaching me the correct pronunciation and we had lots of laughs at my South African accent trying to sound Maori. We also had Pasifika and Asian students and getting their names correct was always a challenge. Being a graphics teacher I usually tell my students to include their culture and heritage into their designs and we try and ensure that Cultural awareness is always part of the brief.

So What:

At Pakuranga College we celebrate Cultural awareness in many different ways now but it was not always that way in times gone by we ticked a lot of boxes about the Treaty as part of our appraisal. This year our school goal was to unpack the Treaty and what it means to us in the classroom and our school community. The Board approved a teacher only day and we had a whole staff right down to admin in the hall with a powerful guest speaker from Wellington and we had a group of Maori students to let the staff know what Cultural awareness means to them. Maori staff and students shared with us their journey and we did group work and at the end everybody left with a bit of a better understanding of why Cultural awareness is so important in our teaching and learning.

Now What.

 Pohatu (2011) explained the meaning of the different Mauri states as follows:) Mauri Oho is the state of being proactive, being awaken from the Mauri Moe. Mauri Ora is the state of being actively engaged. At my school I can safely say we are actively engaged in being culturally aware of our differences and we celebrate them proudly in and outside the classroom. This becomes very evident when you attend a Whanau Hui or a Pasifika Evening or our major Cultural Night where all of the Cultures come together for a showcase evening of song, dance and food. The way forward is keep doing what we do and continue trying to being inclusive of others Cultures in our day to day teaching and learning.

References.

Rolfe, G., Freshwater, D. and Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide. 

Whakaatere Pohatu, Taina. (2011). Indigenous Spiritualities at Work: Transforming the Spirit of Enterprise

Using Social online networks for professional development

Using Social online networks for professional development

Descriptive:

I will be using Jay and Johnsons (2002) reflective model to explain how I as a Graphics teacher and

Whanau leader have used Pinterest, Ted talks,Facebook Groups, YouTube to develop in my profession.

I normally use these online sites to try and find something different to add to my lessons because after

teaching for the same subject 30 years you can become stale and always need to keep up with what is

trending in order to inspire the next generation of learners. I unfortunately do not engage with these

online networks but just use them for my own benefit which I suppose is selfish but I would rather visit

the dentist than let the world wide web know what I am thinking. I do not have a problem talking to my

Colleagues about different things and sharing my opinion however non PC they may be but online I fear

I will be judged and seem exposed or naked and thus do not engage but do follow and take in what is

being shared online. I think I will only engage when i feel the time is ready. Doing these blogs have been

the hardest thing in the whole MINDLAB process.

Comparative:

Having just read Lightening Guides (2015) Social Media: Facebook,Twitter & the Modern Revolution.

It is clear to see that online networks are changing the world both political and economic as well Socially.

Recently in New Zealand we had a beach bought by the people for the people through crowd funding

something that seemed impossible only a few years ago. If we look at what is happening in schools and

how students are communicating and sharing ideas across the globe we cannot but also get on the

online soul train  in the classroom if only for our students sake. In my case I think my students are light

years ahead of me anyway but I have always considered myself a learner and will be playing catch up

soon.

Critical reflection

The main reason for me to use Social Online Networks in my classroom is getting my students to

collaborate with like minded or other people that can help them become 21st Century learners and

also for them to share their ideas and grow in confidence when they get feedback from their online

community they create. I will also have to travel on this journey with them so I will be honing my

social network skills -Twitter here I come.

References:

Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher

education. Teaching and teacher education.

Lightening Guides (2015) Social Media: Facebook,Twitter & the Modern Revolution.