Mind Lab - Week 32 Reflective Practice and Changes in Practice

Changes in My Practice

According to Osterman and Kottkamp (1993): 

"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" 

32 weeks is a long time to contemplate about, but it certainly has been a major part of my professional development throughout the year. It's accounted for a significant amount of my time - notably with regular four hour sessions on a Tuesday evening as well as substantial coursework and assessed assignments. There has also been a fair amount of professional reflection through interacting with other educational professionals from different backgrounds. 

Topically, I enjoyed philosophical discussions, speculating on education into the future. I enhanced some technical skills and was also introduced to new tools that I could carry into my education practice. I was enabled to express ideas that I had previously thought or discussed casually, but were not able to be put in a context that was useful to my profession. The discussions that followed helped in a formative way to influence my perspective. 

I was particularly mindful of the discussions around Maori attainment and cultural sensitivity, which is both a pertinent goal at the school I am in and nationally. It is also being an area that I needed some personal development in, as a relatively recent European immigrant with only limited experience at hand. It gave me a working resource to contemplate things that I could practically do to make a contribution to my school, including advice for links and ongoing research. Indeed this has been brought into school focus groups looking to research Maori attainment moving into 2018 and beyond. In terms of my Practicing Teacher Criteria, one could accordingly cite: 

• Criteria 3: Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand.

Much of what motivated myself to take the course was the academic challenge. The most challenging activity was the literature review, that required a significant amount of reading and critical analysis. One of my own personal goals was a general return to tertiary education in order to fulfil personal ambitions. Whether this was a direct influence upon my teaching practice is debatable, but it certainly gave me more confidence in my teaching, with an appetite to continue finding ways of further enhancing academic knowledge in the context of my career. 

Beyond this, I have been able to make some contributions to the school in Professional Development groups and, with encouragement from the Principle, within my own Science department. The broad scope of the digital technologies introduced within the course has allowed some development into existing or new departmental schemes of work. 

As such, I could also cite: 

• Criteria 6: Conceptualise, plan, and implement an appropriate learning programme.

Moreover, the subject content of the entire course outlines ways in which it addresses different PTC, so there is some considerable reflection possible in all aspects. The major difficulty lies in enacting real, viable change despite the everyday pressures of a typical teaching day. While the various seminars and activities provide an abstract development, it needs to be fully integrated into the classroom experiences of learners. For my purposes, the real reflections will come in the light of student feedback, still. 

References

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.

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

Mindlab Week 31 - Interdisciplinary Collaboration

My Interdisciplinary Connection Map:

The term "Interdisciplinary Connection" refers to educational pathways or links between traditionally discrete disciplines such as English and Maths or Science. Educators apply methods and language from more than one academic discipline in order to explore a centralising theme, topic or problem as part of an overarching project (Coffey - Learn NC, 2009). 

Interdisciplinary connections between subjects isn't a new idea and can be sourced in education curriculum texts as far back as the 1920s (Mathewson & Freeman, 1997). However, recent developments are largely informed through criticisms of rigidly focussed subject teaching, and a desire to create a more holistic appreciation of our global environment. 

Indeed, in my own practice as a Science teacher, it is already broken down into different, but still interconnected disciplines (Physics, Biology, Chemistry), which in turn freely connect to other subjects like Maths and Technology, while also having evolved into new disciplines (e.g. Biomechanics, for example). In the current junior curriculum, Science is already taught through cross-science discipline studies. For example, a topic may be about sports science - which would involve some physics, chemistry and biology, all within the same project. As such, the department is used to having some collaborative connections.

As we can see, Science is a very core educational subject that has connections throughout many other disciplines. This can be due to technique (eg. maths and statistics) or application (e.g. design technology, health education). There are literacy and social aspects that are linked also languages and social sciences respectively. However, while many of these connections are made on a curriculum level, they don't correspond with shared teaching or project work. As such, I'd like to explore how connectivity might be enhanced between Physics and Design Technology. 

There are a number of practical investigations in physics that would be enhanced through students designing and refining structures in an engineering sense. The various projects that can be seen in TV shows like Mythbusters (The Discovery Channel, 2003-current) or Brainiac (Sky One, 2003-2008) frequently utilise custom built models that can test out Physics ideas - in a real world context. The practical application of such things would provide some valued kinaesthetic learning, while the theory could provide some creative input into the design process. Collaboration between the departments would also enable the different expertise and pooled knowledge to enhance depth of learning. It may also serve as a source of inspiration for students to incorporate into their learning and approach to their own future careers.   

On the negative side, each curriculum would have their own objectives which would not necessarily be complimentary without full consultation, and limited academic time to deliver subject material. With pending exams, students may shift focus away from creative projects to a more perfunctory set of goals. Careful planning would need to ensure that the goals of both courses could be attained or even enhanced in both subjects, accordingly. 

References

http://www.learnnc.org/lp/pages/5196

Mathison,S.. & Freeman, M.(1997). The logic of interdisciplinary studies. Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997. Retrieved from http://www.albany.edu/cela/reports/mathisonlogic12004.pdf

https://www.discovery.com/tv-shows/mythbusters/

https://web.archive.org/web/20130614093000/http://m4-ents.com/our-shows/brainiac-live

ThomasMcDonaghGroup. ( 2011, May 13). Interdisciplinarity and Innovation Education.[video file]. Retrieved from https://www.youtube.com/watch?v=kDdNzftkIpA

Mindlab Week 30: Using social online networks in teaching or professional development

Create a reflective entry where you critically discuss the use of social media in your professional development.

Social media is largely ubiquitous in most professions of the 21st century and teaching is no exception. While there are arguments for and against the use of social media in classroom, the issues of safety and off task behaviour are not relevant as concerns when engaging with other adult, professional teachers. However, unlike the use social media in classroom learning, there is limited research into how effective social media can be in terms of facilitating professional development (Melhuish, 2013).

In my own experience, professional development can be problematic, with many of the outlined standards requiring some collaboration and discussion in order for progress to be made. Currently, my own practice has a limited use of emails and online interactions between teachers, although this is changing as the school reviews its professional development programme. Some teachers are enthusiastic about utilising online resources in all aspects of teaching, others less so. The main challenge, therefore, lies in creating a viable social media outlet that all teachers will voluntarily use for the purposes of their own professional development. 

The extended work in Melhuish's research is that 'social capital', or the 'investment in time in social relations the expectation of receiving a return' (Lin, 1999, referenced in Melhuish, 2013), is required as a motivating factor. This aspect is not well understood in terms of how helpful they are in advancing teacher's learning. Dwyer et al (2009; referenced in Melhuish, 2013) argue that teachers will only embrace social network sites if there is evidence that they are effective. As such, the lack of real data and research is a significant barrier. 

The benefits in theory at least are considerable, nevertheless. Sears and Jacko (2007, referenced in Melhuish, 2013) coined the term 'affordances' to denote the components of a social network site that are used in order to achieve goals within that network. It was noted that: 

"System components, such as groups and forum threads, can enable collaboration, connectivity, openness and information sharing, as well as providing platforms to generate new knowledge, co-ordinate resources and participation, and access diverse perspectives". 

In my own practice and the expressed views of at least some of colleagues, there is often a sense of lack of direction or constructive feedback when building evidence of teacher practice. While there are classroom observations, student feedback and an appraisal system, the formality can feel situationally contrived.

An advantage of creating a professional, social network, therefore would be in providing an informal outlet for teachers self reflection and feedback in a less incongruent way. It's online permanence could provide recorded evidence of development, while it's open transparency could also encourage direct feedback to and from students, parents and other community stakeholders. Moreover, the potential of the system to assist reaching goals and deadlines with a more organic process may be a significant selling point to many teachers. 

While enforcing a staff wide online programme my be beyond my authority, I already have a blog that provides some example to others. If self reflection in online professional development can be evidently linked to student success and statistical enhancement it could embed the wider use over time. As such, if accepted, it could be incrementally developed as a succession over the paper driven processes currently used. 

References

Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrieved on 05 May, 2015 from http://researchcommons.waikato.ac.nz/bitstream/han...

Mindlab - Week 29 Legal and ethical contexts in my digital practice

Addressing a potential ethical dilemma in practice:

One of the messages from the Mindlab course is how effective the use of digital media can be as educational tools. The opportunities in online learning open up pathways of engagement and can assist in building strong working relationships between students and teachers in ways that would not be available in previous years. However, with this there are inherent dangers also.

Teachers are required to be "of good character and fit to be a teacher" in order to be granted a professional Practicing Certificate and, accordingly, there is an associated code of ethics that are applied. The most recent Code of Professional Responsibility and Standards for the Teaching Profession (NZ Educational Council, 2017) places most emphasis on classroom practice and strong Whanau relations, however, it makes clear that teachers have a "trusted position" and ensure an environment which is "safe".

More complicated situations have arisen in professional email conversations. Having been responsible for a sports code in the school, I had the awkward situation of a student being expelled from our school and ending up playing for another school (in the same competition) he hadn't registered for. Parents had complained. The awkwardness in this situation was that, despite knowing the reason for his expulsion, I wasn't officially meant to know (having not been at his tribunal) nor was I allowed to discuss it. Yet, in my email conversation with the other schools representatives I was requested to convey reasons why he had left as a means of justifying my complaint for his playing for the other school. The ethical issue here being one of privacy and confidentiality.

According to Hall (2001), societal changes have altered the ethical expectations of teachers. He argued that public perceptions of children have changed, seeing them as individuals with legal rights. Following on, suggested a process where ethical considerations can be made on any given situation.

In my own experience, commonly used social media such as Facebook are rife with challenges. Having had a number of students, over the years, request online friendships I have made it a personal policy to always refuse. Sometimes I explain this directly to the student in person, out of politeness and a wish not to offend by rejection, but the understanding is that it compromises the student/teacher relationship and blurs the line between the professional life and private life for both teacher and student. Whilst having good relations with students is important, there are other channels for it and it's still important to establish the parameters - in the same manner a teacher would do on a school trip.

In using this process, I can identify that the problem was one of student privacy verses the integrity of the competition he was in. The priority must given to the student in this instance. So while discussions of his eligibility could be discussed in a neutral sense, but personal details of previous judgments made by educational boards couldn't. Emails are particularly dangerous as they are easily transferred to a wider audience, with little control, and are effectively a permanent record. Moreover, in order to ensure ethical context, I was also obliged to communicate to parents directly about the situation before continuing. This being the ethical decision. 

References:

http://teachersandsocialmedia.co.nz

http://www.educationalleaders.govt.nz/Culture/Attitudes-values-and-ethics/What-ought-I-to-do-all-things-considered

http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers

Mindlab Week 28: Indigenous knowledge and cultural responsiveness in my practice

Create a reflective entry where you first share your critical understanding of indigenous knowledge and cultural responsiveness.

'Cultural responsiveness' is a term coined in recent years to meet the concerns of increasingly diverse classrooms that teachers operate in and have to effectively adapt to. It is noted that educators urgently need to become culturally knowledgeable and capable of nurturing unique cultural strengths if they are wanting to decrease learning disruption and increase intrinsically motivated students (Gay, 2002, Wages, 2015).

In his EDvideo, Bishop (2012) argues that there has been a deficit of learning in New Zealand schools towards Māori students, as with other indigenous people around the world. While some have argued that limitations in Māori attainment in secondary education is inherited, the facts show that they have attained high achievements at tertiary level - suggesting a societal cause. An 'agentic' teacher is "one that sees themselves as being able to solve problems, to help all the students, as they believe that all of their students can achieve". The skills that a teacher has in order to help solve problems include cultural responsiveness, and this is considered critical to reducing the cultural deficit.

Wairarapa College promotes various policies to provide cultural responsiveness:

• Te reo Māori classes at all levels and the re-introduction of kapa haka are reflections of the valuing of Māori language, culture and identity 

• Māori students confidently carry out senior leadership roles

• active engagement in the college by Māori whānau has been encouraged through the re-introduced kapa haka; a recent hui for parents of Year 9 Māori students has been held

• learning across the school includes some activities that value the cultural knowledge of Māori students.

(Wairarapa College ERO report, 2017)

The impact on classroom teaching is sometimes less apparent. Many teachers came to New Zealand from other cultures (mainly European). As such, we have our own cultural perspectives and bias. In recognising this we can then attain a better understanding of others and become more culturally aware and intelligent.

The Mauri Model (Adapted from Potahu, 2011) categorises various levels of engagement in students, which can equally apply to teachers, in terms of a life force. The three broad categories are Mauri Moe (including inactive, anxious and withdrawn behaviour moving towards shy, but potential engaging behaviour and possible interest), Mauri Oho (where proactive interaction and awareness has begun) and Maori Ora (Transformative leadership - high motivation and fully engaged).

Most Māori students I have taught would probably lie in the Mauri Oho group. However, there have been students who have progressed with very high success throughout and beyond school life. From a personal perspective, when I have engaged with students' families or been involved extra curricular activities, they have tended to engage better in class. The more shared experiences a teacher has with students, the closer their cultures become in effect. Using students names regularly in a classroom, along with effective pronunciation of key terms (like the names of School Houses, or geographical references for the area) can create incremental cultural appreciation. Moreover, promoting every incremental success, as an opportunity to express your own shared values as an agentive teacher, can be self perpetuating.

References:

Wages, M. (2015). <i>Creating culturally responsive schools : one classroom at a time</i>. Retrieved from https://ebookcentral.proquest.com

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

Potahu, T. W. (2011). Mauri - Rethinking Human Wellbeing. MAI Review, 3, 1-12. Retrieved from http://www.review.mai.ac.nz/index.php/MR/article/v...

Mindlab Week 27: Contemporary trends in NZ or International education

Create a reflective entry where you first analyse one trend that is influencing or shaping NZ or international education that you find most relevant to your practice.

A 'trend' can be defined as a 'general direction in which something is developing or changing', or more specifically a 'statistically observable' change (Visser & Gagnon, 2005). There are many rapidly developing and highly significant trends in the world today - economic, sociological, technical - that are interconnected in complex ways. Likewise, education is essentially an agent of change for many communities and individuals. As such, it is inextricably linked to many of these trends - both as instigator and recipient. 

The major trend that I feel is most compelling in my own teaching practice me is Climate Change. While this may appear to be an abstract 'big' issue to relate to, it actually overshadows much of my own practice in two respects. Firstly, I have to teach it as part of the Science curriculum and consequently encounter many of the debates about it, head on. Secondly, the broader impacts of Climate Change will need to be addressed in education in the future, so I will need to adapt my own teaching practice accordingly. The actual science of Climate Change is well documented. What is possibly less well understood is both the economic and societal impact of this change, and what needs to be  done to deal with it.

In the wider media it is rarely just an issue of Science, but is frequently expressed as a political issue. Different economic classes may need to adapt in different ways, creating different values. Some argue that the education of these things have been neglected in the New Zealand curriculum (Stuff - citing Irana Bovoka, Director General of UNESCO, 2016) and should be teaching ways in which we can adapt to future Climate Change trends that: 

"conveys values, key competencies, and principles that underpin how students learn and engage with the world".   

Online commentators in particular frequently argue from a 'climate skeptic' viewpoint against this view. With the rise of the internet, as another trend in itself, much of education lies in teaching the skills to analyse and discuss content like this in a factual-driven manner. 

According to a report by the Royal Society of New Zealand (2016), many of the projected effects of Climate Change could be acutely felt. Most of New Zealand's population lives on the coastline, where the projected rise of sea levels could present a major economic challenge in the future. Many of New Zealand's industries (agriculture, forestry, tourism) would be vulnerable to limited availability of fresh water, the potential rise of new pests and new emerging ecosystems. New Zealand's economy as a whole is dependent on it's interconnectivity to other countries which could be profoundly impacted from future events. 

With Climate Change clearly becoming a critical issue for New Zealand's wider economy, the education necessary to cope with these issues increasingly becomes more pertinent and less abstract. While much discussion about NZ education trends in the future has focussed on delivery -  the subject matter being taught will also have to adapt to changing global trends.

References

https://royalsociety.org.nz/assets/Uploads/Climate-change-implications-for-NZ-2016-report-web.pdf

http://www.stuff.co.nz/environment/climate-news/86740965/Opinion-Climate-change-education-missing-in-New-Zealand-curriculum

Visser, L., & Gagnon, K. (2005). Defining “Trends” and “Issues” in Distance Education. Conversation with Donald Paul Ely Y. Visser, L. Visser, M. Simonson & R. Amirault (Eds. de la serie), Trends and Issues in Distance Education. International Perspectives, pp.83-89.

Mindlab Week 26 - Current issues in my professional context

Mindlab Activity 2: Week 26

Create a reflective entry where you critically analyse issues of socioeconomic factors, school culture and professional environments in relation to your practice.

The school vision was defined in collaborative consultation with teachers, students and the wider community:

‘A thriving, student centred learning environment, educating students for their future – Te puāwaitanga o te manu e kai ana i te mātauranga.’ 

The most recent ERO report (2017) for Wairarapa College classified it as a '6N' decile in socio- economic status. Wairarapa is a fairly rural part of New Zealand, which has 1062 students from Years 9 through 13, making it the largest school in the local area.  24% of the students self identify as Maori and a much smaller number Pacific Islander students. The Poto-College House, for boarders, accounts for about 70 students or approximately 7% of the total roll. The school has a varied socio-economic background, including students from difficult family backgrounds. There is also a small, but significant programme of welcoming international students to the school. The school aspires to be a high achiever in a sporting and cultural context, with many outlets for students to participate in extra-curricular activities. 

The ERO report also highlights some of the difficulties faced by the school in recent times. The student intake dipped for a few years which had a significant impact upon the finances and staffing situation of the school. There were limitations on budgets which meant resources were limited and maintenance fell away on certain things - including staff morale. A new Principal and a Commissioner now currently leads the school with many of these issues have been specifically addressed in efforts to make amends.

According to Stoll (1998), a school's culture can be shaped by it's history, context and the people within it. Our school dates back to 1938 and the teaching staff are expressly encouraged to see themselves as a family by management. Stoll and Fink (Stoll, 1998) highlighted a series of social 'Norms' that are identified in improving schools, with many of these highlighted in the ERO report, Other strategies to improve school culture highlighted by Gargiulo (2014) can be seen in action too:

• The school's successes (College Sports, Stage Challenge, Chess trophies, etc) are strongly celebrated in assemblies. 
• Targeted students, especially Maori students as a focus for improvement, have been given mentoring and revision strategies are coached in extra-curricular classes. 
• Teachers can nominate others for weekly prizes in weekly staff meetings and shared lunches are provided at various intermittent points in the Term. 
• The school has a literacy and numeracy program to help improve standards, including an embedded Sustained Silent Reading (SSR) time. 
• There is a Positive Behaviour for Learning program in effect. 
• The school's financial difficulties are openly discussed in regular consultation with teachers and other stakeholders of the school. 

Some of these things have been in place for a while, while others are relatively newer aspects of Wairarapa Culture. By mixing older traditions of the school with change, however, there is a general improving positivity in the school. 

References:

http://www.ero.govt.nz/review-reports/wairarapa-college-01-06-2017/

Gargiulo, S. (2014). Principal sabbatical report. Retrieved from http://www.educationalleaders.govt.nz/Leadership-development/Professional-information/Principals-sabbatical-reports/Report-archives-for-2007-2014/Secondary-award-recipients-2014/Gargiulo-Salvatore

Stoll. (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture

Mindlab Week 25: My Community of Practice

Mindlab - Week 25 - My Community of Practice

The article 'Communities of Practice and Social Learning Systems' (Wenger, 2000) argued that organisations are defined by their effectiveness to enable it's participants to engage with and learn social systems which, in turn, defines a community. For example, in a scientific community, knowledge is a competence that members are engaged in learning about and value, imparting a social learning system to allow their experience to develop within that community.

A 'Community of Practice', therefore can be defined as a paradigm of sorts: whereby members can share collective learning, values and resources and, by participating in this way, define their own identity within it. As noted by Wenger, it can be applied to any group, society, guild, church, institution, corporation, online community or any formal organisational structure. In some respects, this is a theory of epistemology combined with anthropology. In others, it's a theory of effective business management. It is Wenger's contention that by reflecting on the structures involved in Community of Practice, it can be built into a more effective system for progress.

As a teacher, my own school community describes a community of practice based on social learning. It's made up of a network of communities, including my own Department of Science that encompasses eight teachers of Science. Each teacher has their own speciality (Physics, Biology and Chemistry) with a Head of Department for each discipline and an overall Head of Department who is also Head of Physics.

Communities of Practice define 'competence' in three ways (Wenger, 2000): Members are bound together and accountable to a joint enterprise or shared goal, trusted relationships of mutuality are developed through interaction, and a shared repertoire of communal resources (including routines, sensibilities and language, etc).

In my own practice, the enterprise is clearly identified through our departmental goals, which are reviewed each year, but remain essentially focussed on creating a successful programme of study for students within which grades and assessments set targets. The teachers within the school are employed in the long term, along with support staff, so there are various levels of mutualism developed in informal ways. Collaboration is an integrated part of the process of developing a programme of study and sharing the resources necessary to teach any particular part of it. Under these criteria, as an experienced teacher, I must therefore be competent member of my community! However, this community also extends towards the students I teach (as well as the wider community/ whanau) - on a structurally different but more professionally significant level.

While fellow teachers can look to their wages and careers to create a joint enterprise, mutualism and a shared repertoire, students have no such incentive. Some criticism of CoP being 'one size fits all' (Pemberton, Mavin, 2007) is somewhat exemplified by the dichotomy between a generally harmonious implementation of CoP for teachers, and the issues of adopting the ideas to the inherently hierarchal structure of a typical high school classroom.

The Mindlab course has sought to emphasis 21st century key competencies and integrate modern digital technology in a process that, ultimately, is more democratic in design. As such, I can possibly make it a point of personal development in trying to create a community that evolves to be more of a joint enterprise, with mutualism and a shared repertoire at the heart of it.

References: 

Wenger, E.(2000). Communities of practice and social learning systems. Organization Articles. Vol 7 (2) 225-246

Pemberton, J., & Mavin, S. (2007). Communities of practice - one size fits all?. Retrieved from http://ebookcentral.proquest.com

Finding a topic to research for a Literature Review

This was not easy. Being caught in two minds as to whether I should research something familiar and supported vs something more unfamiliar but potentially more fulfilling is a tough question to answer. However, the amount of exemplary material and support swings things decisively when you have a tight timeframe. So, I chose:

"What is the impact on engagement in learning of flipped classrooms for students in science education?"

This is hopefully not too specific, but not too vague, and I do at least have a few leads with which to work on as reading material. So, step one done. Step two: get some reading done!