32 Weeks of learning over or is it ?

                          32 Weeks of learning over or is it ?

32 weeks ago, I started this journey of learning with MIndlab. Apart from PD at school over the past 20 plus years, I have not studied since I was at training college. Yes, it has been mind blowing! 

I have learnt so much and without the support of my colleague, I may not have made it!

 I have learnt so much, where do I start.

Throughout the course, I was continually reflecting on my own practice as well as thinking about our school systems and culture. I have read researched educational theories and used many websites and web tools that I have not used before. 

Two key changes:

Criteria 5: Show leadership that contributes to effective teaching and learning. Professional knowledge in practice

• I hope to help other colleagues understand the difference between  gamification and game based learning. Together we can explore the benefits to use in our classroom programme.

Criteria 12: Use critical inquiry and problem-solving effectively in their professional practice.” (p.1)

• Although we have been doing Teaching as inquiry in my school already, researching my own in depth inquiry has been extremely useful. It has reinforced the benefits and why we do them. I would like to focus  on improving my inquiries focusing on maths, reading and writing with a e-learning focus to them.

e“Tell me and I forget, teach me and I may remember, 

                involve me and I learn.” – Benjamin Franklin

References:

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

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.

Professional Context - Crossing Boundaries

Week 31:   Professional Context - Crossing Boundaries
                        


Andrews (1990) defines interdisciplinary collaboration as occurring “when different professionals, possessing unique knowledge, skills, organisational perspectives, and personal attributes, engage in coordinated problem solving for a common purpose” (cited in Berg-Weger &. Schneider, 1998).

My potential interdisciplinary connection from my map that I have choosen for my future goal is is our Whakcol (COL)- community of learning.

I have chosen this because this is our focus in the our area. This includes all of the primary schools in our town, intermediate school and both high schools. We have had a Maths focus so far , all of our major PD is COL based. 

It's been great to meet with other colleagues and moderate children's learning sharing and discussing  as a COL. I can see the benefits some are pooling resources ,money,expertise within our professional community. Pooling money for professional development allows schools to assess educational professionals that we would not necessarily have done in the past. 

Having a community focus provides a  wealth of knowledge and benefits all students.

“The  interdisciplinary approach has become an important and challenging technique in the in the modern curriculum.  The interdisciplinary approach synthesizes more than one discipline and creates teams of teachers and students that enrich the overall educational experience” (Casey Jones, 2010)

Being a primary school teacher I think that most classrooms run an interdisciplinary programme .

As mentioned in the video "Interdisciplinary Learning" the " Tip Curriculum"  is what we are trying to teach in our classroom, engaging ,meaningful learning, real world, using children's strengths and interests. These are some of our school's core values and is the basis of our mission statement. The benefits of Interdisciplinary learning  such as authentic learning is very important for our students to be able to face real day problems. 

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References:

Berg-Weger, M., &. Schneider, F. D. (1998). Interdisciplinary collaboration in social work education. Journal of Social Work Education, 34, 97-10

Casey Jones (2010) Interdisciplinary Approach - Advantages,Disadvantages, and the Future Benefits of Interdisciplinary Studies. Education 1100.

Video"Interdisciplinary Learning"sourced from :  Lacoe Edu (2014, Oct 24) Interdisciplinary Learning [video file]. Retrieved from https://www.youtube.com/watch?v=cA564RIlhME

Using social online networks in teaching or professional development

Week 30:  Practice - Activity 6
 
Using social online networks in teaching or professional development  

 I have used social media in my teaching practise in a variety of ways. At my school, we have used social media (Facebook) for sharing with our community and whanau. We use Facebook for  notices, up and coming events, class and school wide celebrations. This has been very successful in our school as nearly all parents have Facebook and we can get more information out to them. It has been a successful way to share what the students have been learning. We have been very lucky with our community and  whanau using this respectfully. All our students have signed an agreement and if the child is not allowed to be published on Facebook, we respect parents’ wishes. 

 "Dwyer et al. (2009) has argued that teachers will only embrace social networks sites if there is evidence that they are effective”. I find this to be true for myself as a busy professional I don't have time to waste on social media sites that are not going to help me in my professional teaching. I am using N4L, Facebook "Teaching resource exchange" ,NZ teachers(primary)","NZ teachers- New Entrants", "Teaching Writing” “The Writing book"" Google plus” and “Twitter" . I use all of these on line sites to gain resources and  ideas for my teaching .

Steve Hargadon founder of Classroom 2.0 asks, "Where are the core values of how teachers learn? How learners learn, how teachers learn and how much do they learn from each other ?  

Elana Leoni also states "it's the most impact thing you can do in your career as an 

educator, is to be connected !" 

Yes being connected is what the 21st century teacher needs to do. I have to admit that I may be connected and using the information that I'm learning,  but I am not letting the children in my classroom connect. Yes, I use websites with my class and Google classrooms etc but not social media. In the Ed-Puzzle video, children can have instant access to other children and can have a wider view and appreciation of the world. Innovative Pedagogy report (Sharples  et al. 2016) states  there are many sites that have educational worth. : "Social media makes it possible to involve and draw on the experiences of people 

around the world". 

This would be an area that I will have to move to but not until I have taught safeguards for my students and I really thought carefully how am I going to use it and why am I using it? 

  How much have you utilised the social media in your teaching practice? In what way

References: 

Education Council.(2012). Establishing safeguards.[video file]. Retrieved from https://vimeo.com/49216520

 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/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=ypg 36-44 in Chapter 3 

Office of Ed Tech. (2013, Sep 18). Connected Educators. [video file]. Retrieved from https://www.youtube.com/watch?t=216&v=K4Vd4JP_DB8

Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. Retrieved from http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf

Week 29 PRACTICE - Influence of Law and Ethics

Week 29 PRACTICE - Influence of Law and Ethics

 One ethical dilemma I have to deal with is some of our students were not intentionally doing anything wrong but were using the new app called "musical.ly"- This is an app where you can record yourself singing and dancing through video on a social network.

These students were dancing provocatively. (Just the modern style) However, they did not see anything wrong with the way they were doing it or what they were doing and then sharing it to other students during school time with our school name.  

"What ought I to do, all things considered?"  (Hall, 2001)

On musical.ly, all accounts are public by default. Which means when kids post a video, everyone can see it. In addition, anyone can follow them. Most accounts are public. In settings, kids can change their account to private. With a private account, only approved followers can see their creations. Once a child opens an account, they cannot delete it. Right now, musical.ly does not allow any users to delete their account. On their website, they promise this feature is coming soon.People can leave comments about the videos.  

The student’s parents knew they were using this app at home and did not have a problem with it.  As a PB4L, school we had not long be teaching our students about keeping ourselves, safe and this did cover on the internet. We talked to the students explaining what and why we felt this was wrong and that they would not bellowed to do it again using school devices or in school time. 

Over the last 20 of teaching, I have seen many other ethical dilemmas and found it hard to think of one. However, this one happened recently. What with Facebook and many other sites being used by the 21st century learner it is hard to keep up with the new trends. I feel while our students are at school using our devices it is up to us to make them aware of what's out there, ways to keep safe and how permanent things are on the internet. 

References:

Education Council. (n.d). Code of Ethics for Certificated Teachers. Retrieved from https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers

Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from 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

James Street School Polices and Procedures
https://www.netsafe.org.nz/things-you-can-do-at-school/

Week 28 Being culturally responsive

Week 28 Being culturally responsive

“Culturally responsive teachers contextualise instruction in cultural forms, behaviours, and processes of learning familiar to students” (Savage et al, 2011, p. 185).

This has guided our school and in our school we try to ensure that the students learning is surrounded by their cultural background.Our pedagogy will be guided by current theory about learning with particular reference to the principles outlined in ‘Ka Hikitia’ and ‘Tataiako.’

At James Street school we are fostering relationships between students, whanau, teachers,school and community and  we have very productive home school partnerships. 

As a learning environment we are mindful of tikanga at all times but will take every opportunity/event as a learning experience in which our tamariki can participate . 

We have Tuakana Teina Taima  time which is implemented at least once a fortnight. This is planned by both teachers involved to enhance and build the concepts of Tuakana/Teina and Ako.We have Karakia, Himene and Daily Korero/Kiwaha which is  student led and they prouding do so.  Our classes across the school begin and end their day with a Karakia followed by a Himene and He Karakia mo nga Kai, is said before eating lunch as well.

At the beginning of the year we have a Korero mai, this is when Whanau come into our classroom and tell us about their child's strengths, skills, and hobbies as teachers we just listen and this is very successful. This is when we get the most Whanau turn out and gives them another opportunity to be involved in their child's learning.  We have events such as Matariki day too. 

We  have professional development about tikanga and te reo Māori and use the language in a natural way throughout the day. We view Māori students as capable learners and have high expectations for their achievement and success

How effectively does the school promote educational success for Māori, as Māori?

"The school is highly effective in promoting educational success for Māori as Māori. The majority of students at the school are of Māori descent. The school’s curriculum is enriched with many Māori perspectives and strongly affirming of students’ language, culture and identity.

The culture within the school is underpinned by the values of manaakitanga, whanaungatanga and ako. Tuakana-teina relationships where older students support their younger peers is highly evident across the school both in classrooms and in the playground.

Students demonstrate a strong sense of belonging and pride in their school, and have many opportunities to undertake meaningful leadership roles." (ERO report 2015)

"Schools are not merely a sum of students’ classroom experiences; educationalists generally – not just teachers – must play a role in ensuring that reform enables young people to learn without sacrificing who they are." (Savage et al 2011

References:

Bishop, R. (1999). Kaupapa Maori research: An indigenous approach to creating knowledge. In Robertson, N. (Ed.). (1999). Maori and psychology : research and practice - The proceedings of a symposium sponsored by the Maori and Psychology Research Unit. Hamilton: Maori & Psychology Research Unit.

ERO Review retrevied from http://www.ero.govt.nz/review-reports/james-street-school-21-10-2015/

James Street School Curriculum Plan

Savage, C, Hindleb, R., Meyerc, L., Hyndsa, A., Penetitob, W. & Sleeterd, C.(2011) Culturally

Te Reo Maori me ona Tikanga Implementation Plan – James Street School

                           Week 27:         PRACTICE- The Broader Professional Context

            

“Global trends: The Paradox of Progress” I found this very interesting reading. Yes, it was a bit of doom and gloom thinking about the future. This made me think what it could be like for my own children. The trend that got my attention (Global Trends and Key Implications Through 2035) was "The rich are aging, the poor are not:"

We are seeing this with our school community being a low decile school. Many of our families are experiencing increasing economic, employment, urbanization, and welfare pressures and spurring migration. 

We have a high transient group of students who move for exactly these reasons, money, employment, housing and social pressures. This affects all of our school community, teaching staff, parents and students. Our roll is never stable which affects staffing and money (What a nightmare for our Principal!) Which then affects our students. This impact comes in a variety of ways such as resources, education outside of the classroom and student friendships are affected. Classroom numbers change and dynamics of the classroom. The effect on the students how are moving around is also not good for their education. We often have students who come back for a while then leave again due to housing or job opportunities. 

We are a Whanau and our students feel safe. We provide breakfast each day for our students and lunches are made each day for those students who are hungry. There is no stigma attached for our students who ask for food and fruit is ready available in each classroom throughout the day.  We also provide spare uniform sweatshirts on cold days. Happy, warm and well-feed students are students who can learn. As stated “The Paradox of Progress" people over the age of 60 are becoming the world's fastest growing age cohort. This can be seen in the teaching profession with not many young teachers staying in teaching. As staff rooms are aging like ours I can see this definitely happening.

We need we need to lure younger teachers to schools in towns and into teaching in general. Until the pay matches the hours teachers work this is going to be a problem. Housing needs to be addressed in many areas of New Zealand and job security. This is an age old problem and one that the education sector and Government must address. 

We need to equip students with being able to cope with these changes of the modern world. I loved the video on "Changing education paradigms"

 (Sir Ken Robinson )

It demonstrated where we are now and how the education system was driven by economics. The question Sir Ken Robinson asks " How do we educate our children to take their place in the economics of the 21st century ?"  This is one that many professionals need to think about. I think our education systems works for some but many students need to be taught in a different way. The  21st century is changing so quickly. Are we as educators changing too? Are we keeping up with the changes?  How best can we teach our students for the future when many are still teaching for the past!

References:

Karataş, S., et al. (2016). A Trend Analysis of Mobile Learning. In D. Parsons (Eds.), Mobile and Blended Learning Innovations for Improved Learning Outcomes (pp. 248-276). Hershey, PA: IGI Global.

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

Week 26 - Current issues in my professional context

Week 26 - Current issues in my professional context

This week I have found blogging a bit easier. I have to admit I am not a blogger and this is taking me out of my comfort zone. With this said I have been critically analysing issues of socio-economic factors, school culture and professional environments in relation to my practice and my community. 

We are a low socioeconomic community but as a community and professionals, we do not use this as an excuse for any problems we may have. Thrupp (2006) states "Families from lower SES tend to have different relationships with school than the middle class" .Our ERO report in 2015 has reviewed our school as having "highly inclusive learning environments for students and families".  We believe in authentic and purposeful learning this should be differentiated and respectful of the learner, learning should be challenging and rewarding, learning should involve reflection and assessment and learning should reflect the different styles in which children learn. A feature of the school is the culture of high expectations, where all students are valued as competent and successful learners.

Our school’s motto is “We love to Learn “- “Kei te aroha matou ki te matauranga”. Our school’s mission statement is to develop in our children a love of learning enabling them to reach their potential as confident, contributing citizens.

 Our school’s values are respect, pride, perseverance and achievement. For past six years, our school has been part of the Ministry of Education initiative – Positive Behaviour for Learning (PB4L). Our School has developed this initiative into Growing Great Learners – Be Proud, Be Respectful and Be Safe. Each week we have a Growing Great Learners’ Focus, which has been informed, by student behavioural data. GGL (Growing Great Learners) has played a major influence in my teaching practice, as this is a major area, influencing relationships and achievements between staff, students and Whanau. "The valuing of relationships as the most important factor influences our students greatly. To understand this concept, is to understand that a student from a lower SES is going to place greater importance on the teacher student relationship, than they are going to on their schooling achievements” (Gargiulo, 2014, p. 17). 

ERO is likely to carry out the next review in four-to-five years” (http://www.ero.govt.nz/review-reports/james-street-school-21-10-2015/) 

 As professionals we were extremely delighted to get this four-to-five year review and teaching in a low socioeconomic community. It is very important that other communities understand that teaching in a lower socioeconomic community does not mean we do not provide an extremely high standard of teaching and professionalism. 

Our school successfully implements the 10 elements of Stolls (1998) "Norms of Improving Schools “We are continually reviewing and updating and questioning how can we improve? 

References:

ERO Report James Street School - 21/10/2015 Retrieved from:(http://www.ero.govt.nz/review-reports/james-street-school-21-10-2015

Gargiulo, S. (2014). Principal sabbatical report

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

Trupp, (2006). Improving the schooling chances of New Zealand's poorest 

                         children: policy and community challenges.