Week 27 - Activity 3: Contemporary issues or trends in New Zealand or internationally

"The economic status of individuals and countries will depend on their levels of education."

Global Trends 2030, US National Intelligence Council.

Global trends: The world is changing faster than at any time in human history

"Our kids are living in the most intensely stimulating period in the history of the earth."

Sir Ken Robinson’s talk about changing education paradigms.

It is true, we as ordinary everyday classroom teachers do have the power to effect change in how we educate the children for the 21st century in the global arena. It is what we do every day that matters for the learning of our students. In this post I will reflect on two trends and how they relate to my practice. 

NMC Horizon Report: 2015 

The two trends/issues that are influencing NZ and international education I have chosen to evaluate and reflect on are: 

Shift to Deeper learning approaches and effectively integrating technology using blended learning opportunities.

The face of education and the system is constantly changing. No longer are we isolated in our single cell, we now have very extensive Communities of Practice. Technology innovation is accelerating at an extremely fast pace and we often feel that we are constantly working to keep up with the technological changes occurring in education today, let alone be able to stay in front of these changes. I feel that today in my practice, we are more than ever thinking of various ways to improve the learning for the children in our classroom. For deeper learning to happen in our environments we must firstly challenge ourselves and look within.

More than ever we know far more about each child, where they are at with regards to curriculum levels and national standards. We provide pastoral care for students so that they may feel comfortable in our learning environment. The challenge is to rethink what we have done in the past as teachers and reinvent ourselves to become more effective teachers/ facilitators of learning moving forward. The shift to personalise learning for our students is what we are striving to achieve in our learning environments. It is not easy and it doesn’t happen overnight. For deeper learning to occur we must first personalise it and put the learner at the centre.

Issues moving forward we must consider:

Modelling collaboration, use open reflective practice with colleagues and students, keep the students at the centre and encourage student voice with lots of learning conversations, constantly relate learning to individual students to develop their potential to achieve and support them to develop their own full potential.

Move from what the teacher does eg: Individualisation - provides instruction to an individual learner or Differentiation - provides instruction to groups of learners to Personalisation - where the learner drives the learning. (Personalized vs  Differentiation vs Individualization) The implication for teachers is how do we get kids to know what they don’t know, when we know what they need to know?

“The idea of  'personalised learning' is simple and familiar 'in the sense that it is about trying to build learning around the needs of individual pupils, something that has been practised by many good teachers for years'. However, it is much more complex when interpreted from a 21st century perspective. Here, the emphasis is on a major systems-level shift. It calls for reversing the “logic” of education systems so that the system is built around the learner, rather than the learner conforming to the system.” (Bolstad et al, page 17).

Hence this is why the Ministry of Education commissioned this report from a New Zealand perspective with the changing face of education.

So I ask myself, what do I have to do to make this happen so that it doesn’t just become more things for the students to learn? How do I help students to empower themselves to be able to articulate what it is they must learn moving forward in their world.

I am aware that it is important to engage more with the students to relate their learning to their own real world problem solving so that, “Learners can link their school learning to other aspects of their lives, or see connections with their goals or aspirations for their lives beyond school.” (Bolstad et al. page 20)

This brings me to the second trend of integrating technology and using blended learning opportunities to encourage deeper learning.

Last week I had the opportunity to attend “Leadership and Learning 2016 NZ” where I was fortunate to listen to Dr. Ruben Puentedura, creator of the SAMR model. I was familiar with the SAMR model, however, it was enlightening to hear Dr Puentedura speak about his model in person. This was very timely, especially for this week’s blog post. I see even more clearly what it is I have to do to develop my practice as Dr Puentedura asks, how can I do this better? Points I took out of his presentation for me and I quote points from his presentation that I have referenced below are:

• That it is important to feel comfortable with the tools and to evolve your practice
• Look at changing activities from something that students would do individually to something they would do socially - acting as peer mentors to each other
• Allow students to take charge of their education
• A continual re-examination of practice to make the best possible use of technology

Keep asking myself - how can I do this better? and sometimes nothing will change but other times lots will change.

References:

Bolstad R & Gilbert J with McDowall S, Bull A, Boyd S & Hipkins R. (2012) Supporting future-oriented learning & teaching - a New Zealand perspective;  New Zealand Council for Education Research; Report to the Ministry of Education, New Zealand.

Bray B & McClaskey K,  (June 2014) Updated Personalization vs. Differentiation vs. Individualization Retrieved from: http://www.personalizelearning.com/2013/03/new-personalization-vs-differentiation.html#sthash.zemVICvM.dpuf

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium.Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf

National intelligence council.(2012). Global trends: Alternative Worlds. National Intelligence Council: US. Retrieved fromhttps://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf

Pudentedura R, on applying the SAMR model, Retrieved from:

https://www.commonsensemedia.org/videos/ruben-puentedura-on-applying-the-samr-model  

Research and Community Informed Practice

Course aims:

To develop the student to become a critical consumer of research relevant to practice/field and following deep understanding, begin to formulate key research questions in field of study relevant to community

Learning outcomes:

1. Assemble and critically review a relevant body of literature.

2. Apply a Kaupapa Māori approach (that reflects the principles of Te Noho Kotahitanga) to knowledge gathering, developing research questions and identifying community priorities.

3. Develop a research topic, clearly articulated both in objectives and scope, that is justified by prior literature, and the current needs of the community.


Assessment 1:
Prepare of a literature review on a selected topic of your choice, with a strong articulation and argument for pursuing specific research questions.

Assessment 2:
Develop a reflective portfolio: Identify and engage with relevant community or communities in the formation of specific research questions. Address the potential impact of findings.

Applied Practice in Context

Research and Community: Assessment 2 Teaching as Inquiry

The Mind Lab by Unitec Research and Community: 
Assessment 2 Francesca Avent & Lynette Sutherland 
Title: Develop a reflective portfolio: Identify and engage with relevant community or communities in the formation of specific research questions. Address the potential impact of findings. 

Week 26 - APC - Professional Context

What is the organisation culture (collective values/principles) that underpins my practice? How do I contribute to fostering a positive professional environment in my CoP?

Loburn school vision: Innovative - Dynamic - Exciting. We are growing our children to be: high performers team players thinkers investigators communicators

Loburn School Mission “To support and to encourage each child to reach their full potential within a creative stimulating and nurturing environment. 

Regarding school culture, what does it look like? and what can you see and hear? Stoll refers to, MacGilchrist and colleagues who state that there are, “three inter-related generic dimensions”: professional relationships, organisation arrangement and opportunities for learning”. She goes on to explain that, “School culture, therefore, is most clearly “seen” in the ways people relate to and work together; the management of school’s structures, systems and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus”. (page 10).

For myself, as a new teacher to Loburn school this year, I think that the vision and the mission statement encapsulate the culture of learning that we have here. If we are encouraging our students to be all of the above in our vision, therefore, it makes sense for us, the teaching staff to be the very best teachers that we can for the benefit of the children at our school. We must ‘walk the talk’, and I believe that we do. Since my arrival at the beginning of the year I have felt welcomed by the whole school community and feel comfortable that my contribution to Loburn school is accepted and appreciated.

In my CoP I contribute to the organisational culture (collective values/principles) and I foster positive professional relationships within our school environment daily and weekly. I constantly have professional discussions with colleagues in a variety of situations and across a variety of levels. Firstly, I work collaboratively with my colleague in our year 7 & 8 year level, secondly, I am a member of the Senior syndicate team of four, years 5 to 8. We meet every alternate week, the other weeks I attend a full staff meeting. Our staff meet weekly in the morning for Admin meetings and when we do meet in the afternoons it is for professional development. There are many professional development opportunities to participate in with outside providers. 

Outside of my immediate school community, I am part of another CoP group within our cluster school area, where we meet regularly for professional development, both as a cluster as well as within our respective teaching levels. Within these groups, I feel comfortable and confident to share my views, learning, successes and challenges. The collaborative systems that we have in place for us as adults is transferred and modelled to students. The student leadership group at Loburn is an excellent example of student voice, contribution to school activities, where the students lead, model  and encourage student participation in school activities, inside and outside of the classroom.

It is equally important to connect with each other on a more personal level and take an interest in what each other gets up to outside of the school environment. We live in such a busy world, it is necessary to stop and smell the roses and show that we care about each other and are supportive of what they do outside the work environment. 

What changes are occurring in the context of my professional? How would my CoP address these changes?

In my professional practice over the last five years I have been involved in a shift from teaching in a single cell classroom and moving towards working within transparent and collaborative innovative learning environments. This practice has challenged us at various times to open up and share our teaching philosophies. I thrive in this environment and would not go back to single cell classroom. The positive aspect is that we haven’t just been dropped into flash new modern learning environments. We have been able to research best practice pedagogy. Building student teacher relationships and encouraging student feedback and voice has been a huge focus. This is identified as a high priority for learning by Hattie - What works best for learning in schools?

“10 selected effects of visible learning”.

The implications for this shift has challenged teachers and what they believe. They must  firstly be open to change, share their practice and be open to feedback from others. We spend time discussing our views and feel comfortable not to take anything personally.

With the fast moving change with digital technologies and faster internet speeds we are constantly working to integrate ICT for learning in our programmes. With these changes brings new challenges. We spend more time reflecting, discussing and problem solving every day what we are doing, or how to master something. Rather than wait for the next team meeting, we change and adapt straight away. We use student feedback far more than before, this is very powerful. We are working towards achieving self-regulated learning for ALL of our students. Students are provided with many opportunities to guide their own learning, with us alongside as facilitators.

References:

Retrieved from: http://visible-learning.org/10-selected-effects-from-visible-learning/
Stoll (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved fromhttp://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture

Week 25 - My Community of Practice

As we come to the last module of The Mind Lab’s postgraduate course, Applied Practice in Context I must admit that I am looking forward to the end of my postgraduate studies for a while. It has been enlightening, interesting, mind changing and at times a challenging process to undertake while working full time. As I reflect back to date, I can’t help but feel incredibly proud of what we have achieved along with the support of each other. We have all made sacrifices in our own personal time and that of our families to complete our studies.

It has been important to have had the support of many different people over the last six months. I have reflected on all the assignments, research that I have read, discussions had, face to face, and online with a variety of people, some I have only known for the duration of the course and others whom I have worked with for a long time. All from different professional learning groups. These are few that I have immediately thought of and is only a snapshot of my Community of Practice. Since completing this I can think of several more already.

I refer here to Wenger’s, Social definition of learning, “Learning so defined is an interplay between social competence and personal experience. It is a dynamic, two way relationship between people and the social learning systems in which we participate. It combines personal transformation with the evolution of social structures.” (Wenger, page 227)

As Wenger says, “Participating in these ‘communities of practice’ is essential to our learning. It is the very core of what makes us human beings capable of meaningful knowing.”  (Wenger, page 220)

I can’t help but agree when I reflect on what we as teachers/educators do on daily/weekly basis. Without belonging or participating within these learning and social communities it would be a very isolating and a lonely experience. I think back not so long ago when we operated within single cell classrooms and compare it to now, and how much I enjoy the collegial support, encouragement and comradeship of working within these innovative learning environments. It is important to note, that we as social beings like to belong and operate within our learning systems which are based upon Wenger’s, Modes of Belonging. Some points are summarised and bullet pointed from the text:

Engagement

• Doing things together
• Talking
• Helping
• Participating
• The ways we engage shape who we are

Imagination

• Sense of self
• An image of ourselves
• To reflect on our situation
• Explore possibilities

Alignment

• Ensure our local activities are aligned with other processes.
• Mutual process of coordinating perspectives and actions to realize higher goals
• Abiding by a moral code
• Discussion important decisions with those close to us

What is the purpose and function of my practice? AND

In what ways do I contribute to my community of practice?

In this ever-changing world in which we live I feel it is important as a teacher to encourage and inspire children to become lifelong learners, role models and good citizens in their communities. Therefore, I feel that it is very important to reinforce and model the skills for 21st century learning - collaboration, knowledge construction, self-regulation, real-world problem solving and innovation, the use of ICT for learning and skilled communication. I support children to constantly make connections to their world in which they and others live, locally, nationally and globally. Here I endeavour to contextualize and authenticate their learning. I work collaboratively by contributing to my team and school to celebrate the diversity of those around us. I promote and foster high expectations for all students to be good citizens who can contribute and are respectful and hardworking.

Key theories that underpin my practice are: Transformational and Pedagogical teaching theories and styles.

I have enjoyed researching and learning more about these two theories and styles in the Leadership & Collaborative Learning in Context module and I quote from Assignment 1 essay.

Transformational Leadership essentially is embedded in a leader’s ability to be able to inspire,

motivate, stimulate, encourage followers to achieve work beyond their own self­ interest to

pursue the larger goals of an organisation. (Robinson, Hohepa, & Lloyd, n.d., p. 85)

This quote applies to any educator whether you are a principal, team leader or classroom teacher, you are a leader with whom you work with.

Pedagogical leadership is about creating a teaching and learning environment where there is a focus on academic outcomes for students, clear outlines and teaching objectives are established. Academic and professional goals are set and monitored within teaching teams for the team and the individual teachers. Teachers support students to set their own goals to encourage ownership of their learning. Teacher expectations are raised not only for the outcomes of their students but for themselves as professionals. Feedback and feedforward is reflected on incorporating all parties, for example, leaders to teachers and teachers to students and vice versa. I have found student feedback about my teaching and instruction delivery very powerful for my own professional development. Ideally teams work collaboratively on professional development objectives, ideas and resources. I think a lot of us have been achieving these outcomes for a long time, it is nice to know that we are on the right track and are continually challenging ourselves to be the best that we can be for the benefit of the students we work with.

References:

21 CLR Learning Activity Rubrics. Retrieved from ITL research Innovative Teaching and Learning. http://www.itlresearch.com/itl-leap21

Robinson, V., Hohepa, M., & Lloyd, C. (n.d.). School Leadership and Student Outcomes:

Identifying What Works and Why Best Evidence Synthesis Iteration [BES]. Retrieved from

http://www.educationcounts.govt.nz/publications/series/2515/60169/60170

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