April 3 2020
How am I going to acheive this?
I will identify over the coming weeks - allocating study slot a week - to finding information around
Emotional Intelligence and Agile leadership. I will then intergrate over time these findinsg into my
world.
April 2020
The beginning of a new reflection process for my Masters of Contempary
Education.
I have hit a road block and it does not matter as to where I look I am unable to clear the pathway.
Feeling frustrated and like I wish to simply quite. Am I overthinking. A far cry from feeling proud at the
conclusion of my Post Grad.
Week 27
As I reflect through my blog I have a great sense of pride in myself. I have not only managed to get to
week 27 of a very intensive 32 week post grad course, I have learnt to use blogger and set it up in such
a way that I am able to click into it and relocate the parts of the course that inspired me. I have been able
to link several research youtube clips, TedTalks, Twitter feeds and new learning to my blog. As I have
read through hundreds of reaserch papers I have linked ones I liked and wanted to go back to later as
they related to my practise just not my assingment focus. I have a real sense of pride.
Secondly I have succeeded in remainging focused during the termination of my marriage as well as the
the trials and tribulations that come along with it. I have had great support and developed a new
supportive friendship.
This course has given me the courage and devloping skills to take on the role of Board Chair at my local
intermediate school and attend two educational seminars. I feel I have grown as a person throughout this
experiance.
As far as the course goes I have struggled with the Lit Review yet feel aa great sense of ccomplishment
for handing it in. During my lit review I focused on computational knowledge and knowledge construction.
After several readings and developing a deepening understanding of the terminology it would be fair
to say that as a result of the course I have been very successful in both these areas.
As I write this review I am sitting at the table with a smile and self sense of pride. It is only me and I can
do it.
Finally I would like to thank my collaborative team. I have had insightful conversations with my team,
management, co teaching partner, support staff and friends that have all contributed to shaping my
knowledge and supporting my assignments.
The area I need to delve into next is online communication with communities. I have found this relitively
tricky. I would also like the opportunity to revisit the digial side of the course and implement this into the
classroom. Finally with my study on computational thinking my thinking around coding has changed. I am
happy to acknowledge as the process is what is important not the product. This single statement has
changed the way I am viewing my practise.
Week 19 Reflection reviewed
After what seemed like a week that would never end I completed my last reflection. I felt really
pleased that I got it done as I struggled with the concepts. It might of had something to do with the fact
that during this last week, teaching took a lot of energy, my Grandma was admitted into hospital after
a nasty fall and I was packing to head over to Australia to see my estranged husband. Not to mention
other life forces. So now that the week has ended and I am in Australia I have time to sit and reflect. I
reviewed Week 19 Class notes and thought I need to add to my reflection as I felt I had missed the boat
a little.
I mentioned I was looking at my students in the area of math and play based learning. Well I would very
much like to focus my attention on this however I need it to fit within the first 16 weeks framework.
Going back over the courses I felt I had missed the ball.
My thinking is now is on
Leadership
Week 14 Multicultural and International Perspective on Education,
Week 15 Teacher Inquiry in Student Learning
Digital
Week 2 21st Century Learning
Week 1 1 Real World Learning and Crowdsorcing
My planning for Community of Practice (CoP) to be my akonga. Working alongside me which will form a
secondary CoP will be my collaborative partner. Further reading suggests that my Research 1 will be my
collaborative partner/syndicate/school/CoL etc, where my classroom will come into it will be Research 2.
As Etienne Wenger said "learning equals social participation" (Wenger et al. 2002).
This participation is the underlining focus of my inquiry defining CoP as “groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interaction on an ongoing basis” (Wenger, McDermott & Snyder, 2002, p.4).
It may also be possible to start up a CoP with classes/schools abroad who have adopted
great programmes that are being used to enhance student outcome in my Inquiry focus area.
I have embeded the video link to explain Community of Practice as I have read all supporting material and watched this clip several times and am still struggling to make the link between CoP and my Research 1 assignment.
I will continue this reflection later. Part two of Jay and Johnsons Reflection Model
Leadership
Week 14 Multicultural and International Perspective on Education,
Week 15 Teacher Inquiry in Student Learning
Digital
Week 2 21st Century Learning
Week 1 1 Real World Learning and Crowdsorcing
Research suggests through math education that YuMi Deadly Math meets needs of indigenous people
through real world, play based learning. I have also discussed with others the neuro development of the
brain in children aged 5-8, as this is where research suggests the brain is still developing the abstract
thinking required to be successful with mathmatical processing. So why are we teaching concepts our
children are developmentally ready for?
Looking into the research around Real World, Play based, learning to meet the culturally diverse
classroom we are teaching in today inspires me. Through looking at this I am then looking into
Student Learning.
My CoP stretches far and wide, through online sources I can reach people who are already
teaching math this way. I just need to source them. Twitter and Google + may be a great way to engage
with these people.
On my research page I have linked several pages that I can refer back to with my research paper
around my thinking.
As I am going out on limb here I am going to struggle to link up with a CoP hence why I will be looking
to connect abroad as well as within my school, syndicate and Community of Learning (CoL).
It is a shared perspective among many that we are testing our children too young, that they are not
all at the readiness for traditional schooling and that we as teachers need to better understand the
development of our akonga so as to better meet their individual learning needs rather than the need to
have the meet standards.
Now that I have worked through the Week 19 reflection again I do not feel that I am any closer to meeting
the brief nor to understanding the purpose of CoP and who they are?
Week 19 Reflection
Activity 3: Contribution of Teacher Inquiry Topics to my Communities of Practice
Create a reflective entry where you critically reflect on how two potential and inspiring digital and/or
collaborative learning related teacher inquiry topics would contribute to your Communities of Practice.
Your reflection should be based on a reflective model of your choice.
Thinking Math development and Play based learning/ linking to our CoL focus
For my Community of learning I am looking at my akonga and how over three years a large proportion
of them are yet to grasp the abstract concept of mathematics currently placing them at risk of not
meeting the standard by their third year at school and to establish a higher level of engagement in
curriculum learning. This is a big challenge so I have refined curriculum to mathematics. This is an area
that is highlighted within my year level as well as our Community of Learning and a high need for our
akonga.
Week 18 My Reflective Blog Post
Leadership, compare and contrast
It would seem that I need to do a lot of work on myself to develop the skills needed to move beyond follower into leadership. Everywhere I turn I am reminded that Emotional Intelligence is the key to successful leadership. There is no one model of leadership that is best and once you weave your way through the mind field of literature out there on theories of leadership and interpret the different names given to be one of small pool you are left with first and full most, you need Emotional Intelligence secondly not one style will do rather you need to able to weave your way through the myriad of styles depending on situation and people. Currently collaborative leadership is the keyed term as Dillenbourg (1999) said Collaboration is about doing the work together, to gain knowledge or experiences from the interaction. Kozar (2010)So what do I need to work on?
It is clear that I need to establish a team of workers who are invested in a common goal, who are liked minded. Collaborative Style of leadership is needed here, using a range of people with complementary skills to get a job done. I need to develop my Social, Emotional Intelligence. This will assist me in knowing my team and then I can adopt through a collaborative leadership style the best fit model for each situation that may arise. The Agile style of leadership constantly evaluates the role of the leader based around the outcomes of the group and the styles are adapted as necessary.How am I going to acheive this?
I will identify over the coming weeks - allocating study slot a week - to finding information around
Emotional Intelligence and Agile leadership. I will then intergrate over time these findinsg into my
world.
April 2020
The beginning of a new reflection process for my Masters of Contempary
Education.
I have hit a road block and it does not matter as to where I look I am unable to clear the pathway.
Feeling frustrated and like I wish to simply quite. Am I overthinking. A far cry from feeling proud at the
conclusion of my Post Grad.
Week 27
As I reflect through my blog I have a great sense of pride in myself. I have not only managed to get to
week 27 of a very intensive 32 week post grad course, I have learnt to use blogger and set it up in such
a way that I am able to click into it and relocate the parts of the course that inspired me. I have been able
to link several research youtube clips, TedTalks, Twitter feeds and new learning to my blog. As I have
read through hundreds of reaserch papers I have linked ones I liked and wanted to go back to later as
they related to my practise just not my assingment focus. I have a real sense of pride.
Secondly I have succeeded in remainging focused during the termination of my marriage as well as the
the trials and tribulations that come along with it. I have had great support and developed a new
supportive friendship.
This course has given me the courage and devloping skills to take on the role of Board Chair at my local
intermediate school and attend two educational seminars. I feel I have grown as a person throughout this
experiance.
As far as the course goes I have struggled with the Lit Review yet feel aa great sense of ccomplishment
for handing it in. During my lit review I focused on computational knowledge and knowledge construction.
After several readings and developing a deepening understanding of the terminology it would be fair
to say that as a result of the course I have been very successful in both these areas.
As I write this review I am sitting at the table with a smile and self sense of pride. It is only me and I can
do it.
Finally I would like to thank my collaborative team. I have had insightful conversations with my team,
management, co teaching partner, support staff and friends that have all contributed to shaping my
knowledge and supporting my assignments.
The area I need to delve into next is online communication with communities. I have found this relitively
tricky. I would also like the opportunity to revisit the digial side of the course and implement this into the
classroom. Finally with my study on computational thinking my thinking around coding has changed. I am
happy to acknowledge as the process is what is important not the product. This single statement has
changed the way I am viewing my practise.
Week 19 Reflection reviewed
After what seemed like a week that would never end I completed my last reflection. I felt really
pleased that I got it done as I struggled with the concepts. It might of had something to do with the fact
that during this last week, teaching took a lot of energy, my Grandma was admitted into hospital after
a nasty fall and I was packing to head over to Australia to see my estranged husband. Not to mention
other life forces. So now that the week has ended and I am in Australia I have time to sit and reflect. I
reviewed Week 19 Class notes and thought I need to add to my reflection as I felt I had missed the boat
a little.
I mentioned I was looking at my students in the area of math and play based learning. Well I would very
much like to focus my attention on this however I need it to fit within the first 16 weeks framework.
Going back over the courses I felt I had missed the ball.
My thinking is now is on
Leadership
Week 14 Multicultural and International Perspective on Education,
Week 15 Teacher Inquiry in Student Learning
Digital
Week 2 21st Century Learning
Week 1 1 Real World Learning and Crowdsorcing
My planning for Community of Practice (CoP) to be my akonga. Working alongside me which will form a
secondary CoP will be my collaborative partner. Further reading suggests that my Research 1 will be my
collaborative partner/syndicate/school/CoL etc, where my classroom will come into it will be Research 2.
As Etienne Wenger said "learning equals social participation" (Wenger et al. 2002).
This participation is the underlining focus of my inquiry defining CoP as “groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interaction on an ongoing basis” (Wenger, McDermott & Snyder, 2002, p.4).
It may also be possible to start up a CoP with classes/schools abroad who have adopted
great programmes that are being used to enhance student outcome in my Inquiry focus area.
I will continue this reflection later. Part two of Jay and Johnsons Reflection Model
Figure 1: Jay and Johnson’s reflective model
Comparative
A copy past of my topics. I am now to look at how research and others view these.Leadership
Week 14 Multicultural and International Perspective on Education,
Week 15 Teacher Inquiry in Student Learning
Digital
Week 2 21st Century Learning
Week 1 1 Real World Learning and Crowdsorcing
Research suggests through math education that YuMi Deadly Math meets needs of indigenous people
through real world, play based learning. I have also discussed with others the neuro development of the
brain in children aged 5-8, as this is where research suggests the brain is still developing the abstract
thinking required to be successful with mathmatical processing. So why are we teaching concepts our
children are developmentally ready for?
Looking into the research around Real World, Play based, learning to meet the culturally diverse
classroom we are teaching in today inspires me. Through looking at this I am then looking into
Student Learning.
My CoP stretches far and wide, through online sources I can reach people who are already
teaching math this way. I just need to source them. Twitter and Google + may be a great way to engage
with these people.
On my research page I have linked several pages that I can refer back to with my research paper
around my thinking.
As I am going out on limb here I am going to struggle to link up with a CoP hence why I will be looking
to connect abroad as well as within my school, syndicate and Community of Learning (CoL).
It is a shared perspective among many that we are testing our children too young, that they are not
all at the readiness for traditional schooling and that we as teachers need to better understand the
development of our akonga so as to better meet their individual learning needs rather than the need to
have the meet standards.
Now that I have worked through the Week 19 reflection again I do not feel that I am any closer to meeting
the brief nor to understanding the purpose of CoP and who they are?
Week 19 Reflection
Activity 3: Contribution of Teacher Inquiry Topics to my Communities of Practice
Create a reflective entry where you critically reflect on how two potential and inspiring digital and/or
collaborative learning related teacher inquiry topics would contribute to your Communities of Practice.
Your reflection should be based on a reflective model of your choice.
Thinking Math development and Play based learning/ linking to our CoL focus
For my Community of learning I am looking at my akonga and how over three years a large proportion
of them are yet to grasp the abstract concept of mathematics currently placing them at risk of not
meeting the standard by their third year at school and to establish a higher level of engagement in
curriculum learning. This is a big challenge so I have refined curriculum to mathematics. This is an area
that is highlighted within my year level as well as our Community of Learning and a high need for our
akonga.
My two topics of inquiry to develop the above are play based learning to encourage engagement,
bring learning into the 21st Century of Real World Problems and to bring the play based teaching
practise into learning of mathematics so our akonga can transfer the abstract world of mathematics
into reality.
bring learning into the 21st Century of Real World Problems and to bring the play based teaching
practise into learning of mathematics so our akonga can transfer the abstract world of mathematics
into reality.
Community of practise is a group of people who share a passion for something they know how to do
and who interact regularly to learn how to do it better.
and who interact regularly to learn how to do it better.
Purpose is to create expand and exchange knowledge and develop individual capabilities
I am with a supportive teaching buddy and together we are sharing responsibilities around curriculum.
We have two target groups, one with math and one with reading. I am taking responsibility for
developing our practise in Mathematics and my buddy for Reading. Together we are researching
different ways for teaching, and how we can use our time effectively while ensuring we meet our targets.
I am feeling really positive about the plan as I am now only having to focus on one curriculum area but
am being developed and my thinking challenged in both through professional discussion. The
development process of our research is working for both of us. Term two we will implement changes
we have planned and hopefully, as a result see a positive change as research suggests.
We have two target groups, one with math and one with reading. I am taking responsibility for
developing our practise in Mathematics and my buddy for Reading. Together we are researching
different ways for teaching, and how we can use our time effectively while ensuring we meet our targets.
I am feeling really positive about the plan as I am now only having to focus on one curriculum area but
am being developed and my thinking challenged in both through professional discussion. The
development process of our research is working for both of us. Term two we will implement changes
we have planned and hopefully, as a result see a positive change as research suggests.
Domain area of shared inquiry and of the key issues
I do not understand why we are seeing such a high number of children come through their schooling
with such low mathematical ability and disengagement from learning.
with such low mathematical ability and disengagement from learning.
There is a feeling from our community (survey) that we are teaching well yet Math is a shared concern
amongst our staff and our Community of Learning (it is also a CoL focus suggesting this is a wider
community issue)
amongst our staff and our Community of Learning (it is also a CoL focus suggesting this is a wider
community issue)
My current research has suggested that due to stages of neuro brain development and a lack of
mathematical language spoken at home and the lack of board games played, these factors have been
proven to contribute largely to the downward success of mathematics at school.
mathematical language spoken at home and the lack of board games played, these factors have been
proven to contribute largely to the downward success of mathematics at school.
Now, a growing body of research is revealing the potential benefits of using board games in the classroom
to strengthen the mathematics skills
to strengthen the mathematics skills
People who are not directly involved see what we are doing as wasting time and not teaching. All they
see is children playing games, children wasting their learning time and teachers not teaching.
see is children playing games, children wasting their learning time and teachers not teaching.
As you see from the quotes below, research supports play based learning
“The researchers, Robert S. Siegler and Geetha B. Ramani, designed an activity resembling the popular
board game Chutes and Ladders, in which they had 124 pupils count and move pieces along numbered
squares. All the preschoolers tested were from families that participated in the federal Head Start program,
which serves children from impoverished backgrounds.”
board game Chutes and Ladders, in which they had 124 pupils count and move pieces along numbered
squares. All the preschoolers tested were from families that participated in the federal Head Start program,
which serves children from impoverished backgrounds.”
I, from research, are gaining a deeper understanding around why children struggle, it is suggested
that this is related to socioeconomic upbringing, time spent with parents/caregiver, absences of rich
oral language spoken in the home, and board and card games not being played at home. Bringing
board games that have numbers (not colour on the board improve number knowledge) and playing
them daily with my target group, research suggests just after 6 weeks a marked difference will be seen.
During this teacher time I will be adding rich oral language and spending time in a supportive
environment teaching cooperation skills through play.
that this is related to socioeconomic upbringing, time spent with parents/caregiver, absences of rich
oral language spoken in the home, and board and card games not being played at home. Bringing
board games that have numbers (not colour on the board improve number knowledge) and playing
them daily with my target group, research suggests just after 6 weeks a marked difference will be seen.
During this teacher time I will be adding rich oral language and spending time in a supportive
environment teaching cooperation skills through play.
The second aspect to this issue is child development and stress. There is a rasp of evidence that
proves a massive difference between the neuro receptors and Social Emotional Learning (SEL) in the
brain of a child in year 2 to that of a year 3.
proves a massive difference between the neuro receptors and Social Emotional Learning (SEL) in the
brain of a child in year 2 to that of a year 3.
Foster community
A large part of the success to our plan will be bringing families of our at risk children into the classroom
to play alongside their children whilst they develop their skills and oral language with the hope that they
continue this practise at home and share it with their wider family and community. I have not linked in
any digital practise other than the skills of 21st Century Learner. This is because I have not yet sourced
researched that links play based learning to digital and mathematics. If anybody has found something
can you please copy the link and share it with me.
to play alongside their children whilst they develop their skills and oral language with the hope that they
continue this practise at home and share it with their wider family and community. I have not linked in
any digital practise other than the skills of 21st Century Learner. This is because I have not yet sourced
researched that links play based learning to digital and mathematics. If anybody has found something
can you please copy the link and share it with me.
References
Cavanagh, Sean. "Playing Games in Classroom Helping Pupils Grasp Math; Benefits for poor children seen
to be particularly encouraging." Education Week, 30 Apr. 2008, p. 10. Academic OneFile, http://link.galegroup.
com.libproxy.unitec.ac.nz/apps/doc/A178903012/AONE?u=per_unit&sid=AONE&xid=ea892bd6. Accessed 14
Apr. 2018.
to be particularly encouraging." Education Week, 30 Apr. 2008, p. 10. Academic OneFile, http://link.galegroup.
com.libproxy.unitec.ac.nz/apps/doc/A178903012/AONE?u=per_unit&sid=AONE&xid=ea892bd6. Accessed 14
Apr. 2018.
Raver, C. Cybele, and Clancy Blair. "Neuroscientific insights: attention, working memory, and inhibitory control."
The Future of Children, Fall 2016, p. 95+. Academic OneFile, http://link.galegroup.com.libproxy.unitec.ac.
nz/apps/doc/A468698694/AONE?u=per_unit&sid=AONE&xid=d6ffa4ea. Accessed 14 Apr. 2018.
The Future of Children, Fall 2016, p. 95+. Academic OneFile, http://link.galegroup.com.libproxy.unitec.ac.
nz/apps/doc/A468698694/AONE?u=per_unit&sid=AONE&xid=d6ffa4ea. Accessed 14 Apr. 2018.
Numberwords was suggested in a reading and links are below
Numberwords research
YuMi Deadly Math
Ongoing research links for SEL
Week 18 My Reflective Blog Post
Activity 2: Reflecting on changes in my future oriented teaching practice
Create a reflective entry to critically reflect upon how you have positively changed your practice during your postgraduate journey. Your reflections should be based on a suitable reflective model of your choice. |
https://www.youtube.com/watch?time_continue=1&v=w_acUWM3co8
The two changes i made to my practise where personalising learning and building a portion of the day around the learner, changing the script by re thinking the role of the teaching and learner.
The two changes i made to my practise where personalising learning and building a portion of the day around the learner, changing the script by re thinking the role of the teaching and learner.
Tuakana teina,
As part of my assignment I introduced the Agile model of learning. This placed the child in charge of their learning. The had to manage their time and had input into the rotation activities. I was extremely excited with the implementation and with the children management of it. It is still running in my room with varied levels of success and tweaking bringing it in line with Vygotsky's Zone of Proximal Development. These changes have have assisted in engagement and ensuring curriculum coverage with the support of Tuakana teina. Situational leadership means that the servant leader may act as a democratic leader, a laissez-faire leader, or an autocratic leader in different situations (Koganti, 2014).
As part of my assignment I introduced the Agile model of learning. This placed the child in charge of their learning. The had to manage their time and had input into the rotation activities. I was extremely excited with the implementation and with the children management of it. It is still running in my room with varied levels of success and tweaking bringing it in line with Vygotsky's Zone of Proximal Development. These changes have have assisted in engagement and ensuring curriculum coverage with the support of Tuakana teina. Situational leadership means that the servant leader may act as a democratic leader, a laissez-faire leader, or an autocratic leader in different situations (Koganti, 2014).
Students have shown raised level of participation and student input into problem solving. I have all support staff and students on board with management staff excited to see the process unfolding.
The challenges have been encouraging children to complete tasks and move on to another, ensuring they are meeting the full coverage of the curriculum. Most of the children are reaching for the social play based activities, rather than book work. Through collaborative discussions with the students we have implemented solutions. Finlay (2009, p.2) shares, "‘reflective practice’ carries multiple meanings that range from the idea of professionals engaging in solitary introspection to that of engaging in critical dialogue with others." Time management was an issue, solution was to implement a timer that acted as a reminder, the children could then decide if they were ready to move on or not and I would remind them to think about their next task and their learning goal, encouraging them to be focused on their learning. The second change was to look at the number of people at the stations as issues were arising with children wanting to do the same activity and other children spending extended periods of time at it. So we looked at the stations that needed restrictions and decided as a group to restrict 4 out out the 16 stations to 4 people only. Following this decision the playdough table was still causing issues so it has been removed from rotation until a solution can be agreed upon.
Through showing awareness, listening, persuasion, empathy, healing, and coaching we are using the key characteristics of the servant leader. This leadership empowers the followers to participate, take ownership and improve.
I am not sure of other things I could of done as I have not run a programme in this manner before. I am learning a lot as I go. I guess in future I will research models that are currently being used successfully in classrooms. I was really happy with the way I implemented the initial programme and continue to be inspired with the participation of the children and support staff. Every person feels they have a right to voice ideas to improve the overall learning of the students and better the programme. I have also implemented change suggested by other teaching staff and one member has taken on a project of supervising the topic based table.
I would be very keen to see what others think and have some recommendations of schools, classes that have implemented this model to link up with.
Reference
Finlay, L. (2009). Reflecting on reflective practice. Practice-based Professional Learning Centre, Open University. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
https://www.youtube.com/watch?v=J6oMG7u9HGE
Supplementary Bruce Feiler has a radical idea: To deal with the stress of modern family life, go agile. Inspired by agile software programming, Feiler introduces family practices which encourage flexibility, bottom-up idea flow, constant feedback and accountability. One surprising feature: Kids pick their own punishments.
Week 17 My Reflective Blog PostSupplementary Bruce Feiler has a radical idea: To deal with the stress of modern family life, go agile. Inspired by agile software programming, Feiler introduces family practices which encourage flexibility, bottom-up idea flow, constant feedback and accountability. One surprising feature: Kids pick their own punishments.
Jay and Johnson’s reflective model
“Unless teachers develop the practice of critical reflection, they stay trapped in unexamined
judgements, interpretations, assumptions, and expectations. Approaching teaching as a reflective
practitioner involves fusing personal beliefs and values into a professional identity”
(Larrivee, 2000, p.293).
judgements, interpretations, assumptions, and expectations. Approaching teaching as a reflective
practitioner involves fusing personal beliefs and values into a professional identity”
(Larrivee, 2000, p.293).
First reflections are tricky but get easier over time
Reflection is rewording, it helps you move forward and builds your self confidence.
Reflective writing formulates and encourages reflective thinking.
https://www.youtube.com/watch?time_continue=1&v=QoI67VeE3ds
Reflection is rewording, it helps you move forward and builds your self confidence.
Reflective writing formulates and encourages reflective thinking.
https://www.youtube.com/watch?time_continue=1&v=QoI67VeE3ds
Teacher reflective practise
I believe critical reflection means to criticise your own practise, asking questions like, how did I feel
that lesson went, for me and for my students?, Did this session of learning meet the desired outcome?,
Was my desired outcome clear? etc. and that of your colleagues. To question/discuss with your
colleagues, you are gaining another perspective and deepening your knowledge as well as continuing
to develop your pedagogy. To challenge the existing assumptions and being informed by reliable
sources, not just research, but experiences, yours and others.
Whereas, Schon’s (1983, 1987) argument in designing reflective practice departs from the fact
that many teachers teach using their tacit knowledge, thus they cannot actually explain what they know
because they just do the teaching.
that lesson went, for me and for my students?, Did this session of learning meet the desired outcome?,
Was my desired outcome clear? etc. and that of your colleagues. To question/discuss with your
colleagues, you are gaining another perspective and deepening your knowledge as well as continuing
to develop your pedagogy. To challenge the existing assumptions and being informed by reliable
sources, not just research, but experiences, yours and others.
Whereas, Schon’s (1983, 1987) argument in designing reflective practice departs from the fact
that many teachers teach using their tacit knowledge, thus they cannot actually explain what they know
because they just do the teaching.
I believe I am a reflective practitioner and am reflecting on my own practise constantly questioning,
reviewing and changing my practise to meet the needs of my students. Dewey (1933) who underpins
that reflective thinking initially is driven by a confusion and doubt.
reviewing and changing my practise to meet the needs of my students. Dewey (1933) who underpins
that reflective thinking initially is driven by a confusion and doubt.
This is not always backed by theory as the previous quote states a lot is backed by previous
experiences, however I am sure I can find theory to back it up if I had to. Most of my
reflections/adaptations are either personal or with colleagues through discussions around shared and
past experiences.
experiences, however I am sure I can find theory to back it up if I had to. Most of my
reflections/adaptations are either personal or with colleagues through discussions around shared and
past experiences.
When it comes to recording my reflections, this may take shape at the end of a unit plan or lesson plan
and on my teacher inquiry. In general practise my day to day reflections are not recorded.
Only if I am trying something new do I write them down. I have not used twitter to share my reflections
as the idea never really featured as an avenue to explore. I always thought twitter as a place where
people followed Hollywood stars, not so much education theorists. I learnt this from Mindlab.
and on my teacher inquiry. In general practise my day to day reflections are not recorded.
Only if I am trying something new do I write them down. I have not used twitter to share my reflections
as the idea never really featured as an avenue to explore. I always thought twitter as a place where
people followed Hollywood stars, not so much education theorists. I learnt this from Mindlab.
Ongoing reflection - self reflect, peer reflect,
Responding to student cues, engagement, level of behaviour management influences change.
On the youtube clip they talk of failure as a daily experience. As a result of these failures we reflect
and make changes. https://www.youtube.com/watch?time_continue=64&v=0glFJMYv1JY
On the youtube clip they talk of failure as a daily experience. As a result of these failures we reflect
and make changes. https://www.youtube.com/watch?time_continue=64&v=0glFJMYv1JY
Analysing data or readings - assessment, subject based readings on best practices, discussions had
a team meeting. However if our fellow colleagues are not keeping up to date with new theories and
sharing their learning, then we all are lagging behind.
a team meeting. However if our fellow colleagues are not keeping up to date with new theories and
sharing their learning, then we all are lagging behind.
Gain insight from theory - new ideas gained from the Mindlab course. As a result of this study I am
excited about my job again as I can continue to investigate avenues with new skills and a different
perception on how this can inform my practise and that of my colleagues.
excited about my job again as I can continue to investigate avenues with new skills and a different
perception on how this can inform my practise and that of my colleagues.
Critical reflection does not mean you have to read relevant sources. You can simply share thoughts
on a blog or twitter. However it does engage you in more systematic and sustained thinking over time,
perhaps by collecting data or reading research
on a blog or twitter. However it does engage you in more systematic and sustained thinking over time,
perhaps by collecting data or reading research
Finally some thoughts, are we too reflective? Do we change our practise too often or too soon?
Do we throw out the baby with the bath water based on new theories that were derived from the old?
Are our neurological pathways today all that different to that of fifty years ago? Has the way we learn
as humans changed?
Do we throw out the baby with the bath water based on new theories that were derived from the old?
Are our neurological pathways today all that different to that of fifty years ago? Has the way we learn
as humans changed?
References
Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher
education. Teaching and Teacher Education, 18, 73-85
education. Teaching and Teacher Education, 18, 73-85
Reflective Practices for Teacher Education, Vol 1, (2012), Paulus Kuswandono, Sanata Dharma
University
University
Zeichner, K.M. and Lister, D.P. (1996) Reflective Teaching: An Introduction. Lawrence Erlbaum
Associates Publishers.
Associates Publishers.
Great reflection Michelle. I have enjoyed getting to know you while we have been doing Mindlab together and think we have had some great discussions. I would say your are a naturally reflective person and you are very open to change and suggestion. You raise a good question at the end, do we change our practise too often or too soon? Is this something you feel that you do in your own practice? Do you implement a change or try something new and then disregard if it doesn't work out the the first time?
ReplyDeleteSpending time refelcting is a natural part of teaching. I at times have been told not to change stuff, upon reflection of this I feel that if it is not working then we need to find the why and make changes. Our job is not static and for this reason alone we need to always be willing to change. Dont you?
DeleteHi Michelle
ReplyDeleteWeek 18 - Your new style of teaching and learning based round an Agile Style of learning sounds fascinating. I love the fact that you have given the children so much control over their learning and have involved them in problem solving and thinking of solutions for how to further improve the programme. It takes a lot of courage to try something like this, and can be a lot harder for you in terms of assessment and management. A real advantage of this style of learning is that the children will develop a strong sense of ownership with their learning. It is very empowering for them to know you take their ideas and wishes seriously. I wish you luck and would love to hear more about how this is going.
Agile learning is fantastic. The children really bought into it. They liked the control it gives them. I have to be careful not to take that away or to add extra stuff that I think is a good idea, when in actual fact all I am doing is taking back that control over their learning. The assessment is set with each task. ie handwriting, right shape, size, and position. Their peers review it and then I will assess each child and set a new goal. Writing, beginning, middle, ending. Math, games, iPad acivity, worksheets, again with a buddy and reviewed by me. Most assessment is done during target teaching sessions or workshops so not to tricky. but it is early days and I am still getting it all up and running. I actually think I will always be making changes, as above, it has to meet the needs of the forever changing children.
DeleteHi Michelle-Week 18 I think Agile Style of learning in your class sounds amazing and I may look at developing this in the future. How are you recording what activities the students are doing on daily basis (digital timetable?). Your comments on being too reflective resonates with me...I am wondering how many inquiries we should be doing? Our school is requiring a personal inquiry, a school inquiry and we have on year long ongoing inquiry with our maths adviser. All this research as well as reflecting on our appraisal site, unit evaluations and target students is time consuming and I wonder if it compromises the quality of our our inquiries/reflections by having so many on the go at once...and then we have Mindlab.
ReplyDeleteI ahve not yet made a digital timetable as we are not all connected and with a limited number of iPads this is tricky. Do you have a platform where this could be possible. I was thinking maybe introduce seesaw activites as a way to manage work?
DeleteYour school is doing a lot of reflections and inquires. I am with you and would find it hard to ensure I am meeting the needs of my class and family with all the other going on. We have one inquiry, and the normal reflections and target monitoring. My collaborative buddy and I have shared the load. I have taken on Math and he Reading. With this we research, plan, assess, and write up on the targets for the one curriculum area each and then we feed back and discuss, as well as many discussions along the way. It has made it achievable and we have had some great new insite.