Create a blog post where you evaluate the impact of issues on your practice and plan for the future. Firstly, reflect on your personal 32 week learning journey through the whole postgraduate programme and provide a critical discussion of two key changes in your own research informed practice in relation to the Practising Teacher Criteria (PTC) in e-learning. Then share your next dream regarding your future professional development. A screencast of my Mindlab review and how it connects to my PTC Evidence.
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Identify two of the potential connections from your map as your near future goal(s). Then critically discuss the benefits and challenges of working in a more interdisciplinary environment. I have looked at the interdisciplinary approach by zooming into one topic/theme. Our term two's inquiry was playground design and during teacher only day, staff brainstormed ways we could link our subjects around this theme. The above image is what we came up with. There were many benefits to the approach such as, drawing on each others strengths and making connections between subjects but we also ran into challenges such as finding material to fit the topic or the teaching of research skills. Overall, the students enjoyed the topic and were able to see the "Bigger Picture".
Collaboration with others through increased and continued communication with whanau and fellow teachers. Benefits: By having regular communication with whanau, the teacher can draw upon the strengths of others. It opens up an avenue for the students to be able to interview people from their communities. Teachers who have a strength/passion for a certain subject should be drawn upon for lesson activities or ideas. Challenges: Finding the time to do this. Initially this could be set up during parent-teacher conferences and during teacher only days at the beginning of the year. You could use a class blog to communicate with whanau and invite them to step in where they can. Make connections between social media and learning. Benefits: By using social media you keep up to date with relevant topics and give students an authentic purpose to their learning. Students are also able to make connections between what they are learning in class and the "real-world". Challenges: Some social media sites may be blocked. Students may still view social media as entertainment and not as a learning tool. References 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 After reading the Class Notes, create a blog post where you critically discuss the use of social media in teaching and/or in professional development in relation to any two of the following questions:
A screencast of my school's Google+ community that I set up since starting Mindlab. Create a blog post where you identify an ethical dilemma in your own practice linked to digital or online access or activity. Explain the dilemma and discuss either:
Code of Ethics As Teachers, we have a professional commitment to learners, parents, society and the profession. The Education Council developed a set of guidelines in alignment with the Code of Ethics, for teachers to assist them with ethical dilemmas that may arise as a result of Social Media. In the previous post, I discussed the benefits of using Social Media in the classroom but it does pose a question of what is accepted between teachers and students. This issue was raised in a newspaper article where one teacher felt that "peoples thresholds were different" and inconsistency about what was considered inappropriate. For example, some may see befriending students on Facebook as crossing the professional line whereas others may not see this any different to using email. The guidelines are there to ensure teachers act in the same high standard that they would in a classroom, online and when using Social Media. "Teachers should be able to use social media with confidence in both their professional work and private lives" Dr Peter Lind, Head of Education Council School Policy
At my school, all staff members are required to sign an ICT agreement policy. Within this document it makes reference to the Code of Ethics, and reminds teachers to bear in mind the ethical obligations when interacting with students online. There is however, no specific examples as to what is or is not accepted. For example, there is no mention of whether it would be ethical or not to befriend a student on Facebook. In my practice I discuss our school's ICT Agreement with the students and talk about their devices as learning tools. Students are more than welcome to email me but they are reminded it needs to be school-related. One student, emailed me saying, "Hi Teacher, my friend" to which I reminded him that emails are to be used for help with classwork. We also have a class blog which the students have respected because they knew the purpose was for school and for learning. Students, like teachers are aware of the implications if the Agreements are violated. References Evans Bay Intermediate. (2016). ICT Agreement. New Zealand Education Council. (2012). Guidelines on Ethical Use of Social Media. Retrieved from https://teachersandsocialmedia.co.nz/sites/default/files/ resources/Guidelines%20-%20ethical%20use%20of%20social%20media_0.pdf Teachers' blurred lines with students. (2014, March 13). Stuff.co.nz. Retrieved from http:// www.stuff.co.nz/the-press/news/9822842/Teachers-blurred-lines-with-students. Create a blog post where you first share your own views on the indigenous knowledge and culturally responsive pedagogy. Then critically reflect on how you or your school addresses cultural responsiveness in practice.
Create a blog post where you identify and evaluate two contemporary issues or trends that are influencing or shaping NZ or international education, which you find most relevant to your practice. Elaborate in your own words how you would address those issues or trends in your context within your learning community or professional context.
Create a blog post where you provide a critical discussion of your professional community of practice in relation to any two of the following questions:
Create a post where you first define your ‘Community of practice’ with reference to Wenger (2000)’s definition and then provide a critical discussion in relation to any two of the following questions:
Who I am and a story to sum up what underpins my teaching practice. Interaction with others in a community of practice allows teachers to strengthen their own practice. According to Wenger, a community of practice are 'groups of people who share a concern or a passion or about a topic, and who deepen their knowledge and expertise in this area by interaction on an ongoing basis. The members of a community of practice are bound by three distinct elements: the domain, the practice and the community' (Wenger, McDermott & Snyder, 2002, p.4). Because teachers are naturally reflective and are constantly critiquing their practice they are often solving issues or developing their knowledge by connecting with those who have similar experiences. While it makes sense to talk face to face with colleagues with a community of practice, online communities are not yet seen as equally as valuable. Within my school I have created a Google+ community with the hope teachers would not only build upon each others strengths but start to tap into the networks of educators who are out there, willing to share what they know.
To me, a community of practice is a more informal way of information sharing. There must be a shared domain (Google+), which implies a shared area of competence (teachers knowledge/resources), there must be a community (teachers), which implies shared learning, and there must be practice, which means the members must be practitioners of a common activity. Educators can share information through conversation and engage in critical discussion. It allows educators to reflect honestly about their practice and view things from a new perspective. Finlay, L. (2009) Reflecting on reflective practice. PBPL. 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 Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Cambridge, MA: Harvard Business School Press, My Teaching as Inquiry Project Plan which can be found here. Marker's Notes
Your work is excellent. You have presented a structured and detailed proposal that engages students, parents, and leadership in using inquiry-based learning in the classes with the template being provided to the learners. The statement of research interest and the justification of the engaging methods are satisfactorily indicated. You have appropriately discussed the relevant aspects of the principles of Kaupapa Maori. The definition of community to be engaged is clear and explicit. The submission has adequately met the requirement for reflecting on the plan by highlighting its relevance to the literature review and the learning in your class. The community scoping, which describes the stages of the project and the respectively targeted members, is sufficiently interpreted. You have evidently shown the survey for collecting feedback on students' previous inquiries. You apparently demonstrate the evaluations of the proposal from the colleagues as well as your responding to the comments. The potential impacts of the findings are comprehensively addressed. The Adobe Slate presentation is well-designed and has a seamless flow. Total: 88%
Marker's Notes
This is a valuable and interesting review, which could be improved with better coverage of literature and correct format for an academic literature review. While you specified the research aim, purpose, and major themes, the association between the aim and themes were not clearly explained, and it was difficult for a reader to comprehend how you aim could be achieved by reviewing literature on those themes. You summarised several frameworks or theories for defining and grouping the 21st century skills and competencies, but you could have gone further to critically compare and evaluate these frameworks, and identify the key issues and debates. Lack of criticalness and in-depth analysis in your review was likely caused by limited coverage and content of literature. A formal academic literature review should cover a large number of peer-reviewed references, e.g. the articles from the journals and conferences with high impact factors. It was admirable for you to link the review with your own teaching practice, but the content of a literature review including opinions and questions should be based on the references you studied. The Maori aspects in relation to your review were discussed. Your conclusion was convincing and well-written. Total: 63%
Marker's Notes
You have described a change initiative with explicit links to previous assessments. Your stakeholder groups are described and compared. You have presented and discussed relevant aspects of leadership, linked with the change initiative. You have made links between a lean plan and the requirements of early adopters. ou have identified influences and described some connections between them. You have cited and discussed a good list of references. Your presentation describes and combines themes, with a narrative structure. What needs to come through more clearly in the assessment is a more detailed description of exactly how you will lead the implementation of this initiative - beyond the broad transformational approach that you outline. Total: 68% Re-designing education based on Game Theory. CHECK IT OUT! Be sure to have a look at the websites I've collated on SQWORL for games to play!
Coding, 3D Printing and 3D Designing Workshops
Using Floorplanner to design my ideal classroom space.
A stamp created using Tinkercad. This was totally a template that I used, unfortunately I wasn't that switched on to design it myself. It was chosen and printed in 3D, I will upload the final product when it's finished.
Using the Inquiry Models that we had learnt about to "figure out" how to code and use a remote control car. Thank goodness for Francis who could visualise how it would work - By week 14 I was feeling tired.
Here is a slideshow of the various Inquiry models being used in schools around New Zealand.
Marker's Notes
The choice and design of the innovation is analysed and related to specific aspects of the identified problem. The innovation is evaluated against the extent to which it engages with theory embodied in literature relevant to digital and collaborative learning. Analysis of appropriate data informs the evaluation of the innovation. This is a well argued presentation with a narrative structure that relates themes together. Total: 82% Using Trello to visualise next learning steps and encourage students to take ownership of their learning through self-timetabling and task management.
This week we looked at what we would love to be teaching but unfortunately can't due to restrictions such as; reporting/NCEA standards etc.
Something new I learnt about today was Crowd-Sourcing (this is where people come together to share information and help others attain information) an example would be; Hackidemia.
Formative assessment supports the constructivist theory of learning and connectivism. In a constructivist manner, learners are accountable for their learning and the creation of knowledge, through open-ended questioning, cooperative situations, discussions, meaningful context and quizzes. Connectivism also applies since collaborations through technology promote human contact, and at the same time provide human content.
Marker's Notes
You have described the relationships between the change initiative, its intended outcomes and leadership roles within it in an integrated and coherent manner. Leadership theories have been critiqued against the requirements of a change initiative, good practice and relevant literature. You have critically reflected on the success of leadership in the change initiative, and on the influence and effectiveness of leadership theories, styles or attributes, and these are clearly related to one another. Referencing is comprehensive and integrated in a reflective manner. This is an original and creative presentation displaying a reflective narrative structure. You have submitted a well written essay that integrates a range of relevant sources to explore and explain the successes of the Principal’s leadership within the change initiative. It would have been good to see more reflection around your own role and the leadership styles you used, that were or were not successful. You have provided a good list of references, which were appropriately cited and discussed. Great work. Total: 88% "How do we ensure education evolves to reflect the needs of today and tomorrow?"
Given that the Ministry have developed a vision for lifelong learning, we used PADLET to see how far our current school's vision were away from their targets. It was clear that all schools' valued life-long learning and therefore the emphasis should be on "How" to think and not simply "What" to think.
This week looked at the websites; EDPUZZLE & BLENDSPACE as sites to be used to create interactive videos. The benefits of a Flipped Classroom and Blended Learning is that it frees up class time for focussed discussion around the videos.
Redefining Education through Makey Makey.
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AuthorCurrently enrolled in the Mindlab Postgraduate Course and am looking at ways to document what I learn. Archives
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