Mindlab Reflections

Week 32 - Change is my friend!

It is hard, very hard to condense my thoughts after 32 weeks of study into 400 words - where at times I have searched, if not wracked my brain for more words - this time I shall be in great dilemma about what may stay and which must go!

I had avoided ‘doing Mindlab’. “Not enough time”, “would like to but…you know..” and then suddenly I had enrolled, and friends were messaging telling me how much they thought I would enjoy it, and how much it was just my thing.

True. I have really enjoyed it, and yes, it has felt very much my thing.

Have I been an exemplary student? No.

Have I needed extensions? Yes.

Have I moaned? Occasionally.

However, has my practice of nearly 28 years of primary, intermediate and secondary teaching been challenged and changed?

Definitely yes. 

I think the challenge of being the student in the classroom, not the teacher was the first area that made me reconsider my practice. It was nice being able to nibble on my sugar-free Mindlab snacks when I chose. To fill my sipper mug when I wanted with hot tea. I have relaxed around the odd snack showing up in my class, especially in Period 5 and can report that learning has not stopped, in fact it may even have improved! I loved the visual timers and use them all the time now, along with more group discussions and fast video tasks. I understand much better when students say that “life happened” and please could they have a little more time to complete an assignment. I  know that even the keenest and most motivated student needs a little down time, and a wee moan doesn’t hurt!

The following are the two areas that I think I have changed the most:

Criterion 7:

Fully certified teachers promote a collaborative, inclusive, and supportive learning environment.

I think it is important that students have the skills to work together, I had always encouraged group and partner work. I am now much more deliberate in this.

After enjoying working in class in groups and for study, I have made it normal practice in my classroom. Students have been able to submit work as a group - and then reflect on their’s and others participation. We have practiced the skills you need to work with others, and discussed why sometimes it is easier to work by yourself - but not necessarily better. I am really pleased with the interactions between students and increased focus.

Criterion 6:

Fully certified teachers conceptualise, plan and implement an appropriate learning programme.   

Well - I was always well planned! But what I have changed is to be very mindful of opportunities to add in, teach with, show students how, include a greater range of technology in my class - even if I am not 100% certain of the finer details of how it works (like Scratch!).

Students are regularly using digital tools to communicate their ideas, gather ideas, respond to each other, evaluate ideas. We have learnt about Design Thinking and visual note taking, and are about to connect with classes across the world.

I have always like to use technology, but since Mindlab I have noticed I am more focused and more aware of the outcomes. I am more conscious about whether the technology helped with the learning, or just entertained. We talk about how to communicate big ideas clearly using video - not just making a funny film. My self assessments for students are more focused and in depth and I have allocated more time to this type of thinking.

What next…? This is a dream, but I would so love to go see the Ross School and explore the Ross Curriculum spiral. The thinking behind it is fabulous, the layers of learning evident and the outcomes look so exciting. I have been bothering people at school about developing an integrated curriculum for our Year 7 and 8 learners so this is what I will focus on next, with a primary background it makes no sense to me to put learning into compartments for one hour at time, and expect students to develop a depth of understanding around five of these compartments in a day…

I love teaching. I have been teaching for nearly 30 years, Mindlab was just the refresher my brain (and classroom) needed.

Week 31

Over the last year we have been developing an interdisciplinary programme of learning at our large year 7 - 13 secondary school, with the Science and English faculties developing work together. Harde et al (2013) discovered benefits from this type of approach stating that innovative thinking, metacognitive awareness and critical practice were all outcomes; I would also add from our situation that student engagement is happily an outcome as well.

My interdiscinplary map...good links established with the Science and English faculties

Due to the work the Science faculty had been undertaking in ‘revamping’ their Year 7 science programme, the opportunity presented itself for the English and Science faculties to work together on the same topics. The English faculty had recently also been through a time of change with the development of a theme based programme, with a greater emphasis on Literacy acquisition rather than set topics modelled on a secondary programme.  This reduced the number of topics our Year 7 learners needed to focus on in a day, and allowed greater depth of learning as they were encountering the same topic but a different aspect in two of their classes.

The school runs a secondary styled timetable for all learners years 7 - 13, so the students move every hour to a new class and teacher.

Choosing high interest topics that hooked in our learners was an important part of the work, also ensuring there were plenty of opportunities for hands on and practical learning and application was considered important.

The work started with the stream that borders the school, Science looking at plants, and the water and English picking up on the stream side creatures moving to simple machines with a link to Leonardo Da Vinci’s work and then Sugar - should we be worried? Which was a very successful unit of work that also involved the Maths faculty teaching statistics that students used to interpret work they carried out in Science, which they wrote about in English.

It is not easy working across Faculties, with finding meeting times, agreeing on assessments, understanding the needs of each faculties 'big picture of learning' but it was definitely worth it! As a primary teacher with over 25 years experience working across the curriculum it was at times hard to see why others found it difficult, however a focus on what our learners needed was a very good place to start.

Where to next..? To continue the work! This week we are putting together ideas based on the idea of potatoes and kumera, and their importance to groups of people over the years. Connections are being planned with an Irish school and end results will include the planting of plots of potatoes at school (with harvests to be donated to a Food Bank) writing and drama productions. This is an ideal topic to introduce the idea of working in an interdisciplinary way to the Maths and Social Sciences faculties.

Teachers at this high school find it hard to see how topics can connect and build across disciplines, this is a key challenge. They are also often concerned about the time required to plan and resource a topic. As I am a great believer in once the topic has been introduced, allowing students some freedom to explore and design their learning within the boundaries of task; this worries me less but the challenge is that a pedagogical change is required. I have not encountered many secondary teachers who are familiar with the principles of Inquiry learning...

After viewing the Ross Spiral curriculum http://www.rosslearningsystem.org/about I am again inspired to encourage, challenge and work with my colleagues from other faculties - as thinking and working in an interdisciplinary manner is an important skill that our learners of today need.

Hardré, P. L., Ling, C., Shehab, R. L., Nanny, M. A., Nollert, M. U., Refai, H., ... & Wollega, E. D. (2013). Teachers in an Interdisciplinary Learning Community Engaging, Integrating, and Strengthening K-12 Education. Journal of Teacher Education, 64(5), 409-425.

Week 30

Professional online social networks

I do love a good social network! I am very happy chatting about things I like with people I know. So for me it was an easy switch to online professional networks as they became available. I think it is the mixture of words and pictures that appeals to me, with the added bonus of interacting with amazing people that normally you would not have a chance to meet.

I do consume more than I create and have set as a challenge for this year to share more of my ideas and practice online; seeing it as a form of an online CV as well as a good way to critically evaluate what I am doing.

Some of my most exciting connections have come via social media. We were one of the first classes in New Zealand to be part of the Global Read Aloud - found via Twitter; I have Quad blogged with my classes again with connections found through Twitter. I have discovered resources and resource producers (like Schoolkit in New Zealand) and developed my practice as I follow and interact with educators here and overseas. We have sent a toy - Charles on a mission around the world, blogging as he went and I have kept in touch with my classes as I have traveled or been away for work using Classroom, blogs and Instagram. Recently I have been responsible for a weekly post on a teacher’s professional development Facebook page.

The benefits of including social media in your professional practice are that you are connected and accessible to others and their ideas, from around the world. Don’t like what they are doing? - fine, but it makes you think why and then examine your own practice. Do like what they are suggesting? Then try it yourself! In the times we are teaching in, our students are constant consumers (and often creators of fantastic content) of social media, why should what they experience in a classroom be so removed from their “outside of school life”?

from http://teachersandsocialmedia.co.nz/ 

Social media is regarded in some fear by my school, with Facebook, Pinterest, Twitter, Instagram, Snapchat all blocked on the network. And yet so many teachers up and down the country are using these tools for 'good not evil' and modelling good digital citizenship as they go. If social media is not valued by a teacher then they will be reluctant to include its use in the classroom, effectively missing the easiest and most rewarding ways to make global connections. At teacher's fingertips are others to help with their Teaching as Inquiry, to assist with professional conversations about theory and practice, connections to make with other learners for their classes to open up the classroom walls.

Let’s not avoid what we don’t understand but instead investigate and try.

Last year I decided to experiment with using Instagram as a way to share what we were doing in the classroom with parents and my other classes. At my previous schools I had blogged, but now working within a secondary timetable, I was finding that classes came and went too quickly! I needed instant social media! It has been such a positive experience. I have found I have connected with many more students than just my present classes and students often mention a post they saw as I move about the school.  Students who I had taught in 2016 got the message during the Christmas holidays and had joined my Google Classrooms before school was even started - just like when I sent a letter to every student in my class (but so much easier!) Last week at this years’ Open Night for 2018 students, one girl arrived in a rush to announce “You’re Mrs Smallbone - I follow you on Instagram!”

There were however “Things to Think About” before I started.

My ethical dilemma was... Do I follow students back?

And my answer has been No.

In deciding this I had to weigh up a lot of thoughts - the whole purpose was to connect with students and whanau outside of class but I needed to maintain my professionality. Interestingly a number of my older students were less keen to connect until I assured them I would not follow their accounts! And it certainly was a student and parent ‘extra choice thing’ - no one had to follow me as that would be just plain weird!

Hall (2001) outlined a clear framework for considering ethical dilemmas (see above). I considered myself a main stakeholder for this situation, and felt it was important to prioritise myself. Social media use in the classroom is still new, although growing and I do feel it is vital that teachers maintain a separation between themselves and students, and only post and respond in public forums. Our actions are restricted by the potential of misinterpretation of a note or message by a student. I always ask before taking a photo to use on Instagram and never cajole a student to be in it - to be honest I am never short of volunteers to be in the “post of the day”. When thinking about possible courses of action I have thought it is easier in some ways to have no social media accounts, and therefore avoid the whole possible problem. However, I do think that is sticking your head in the sand and therefore is  the least acceptable course of action for me. Instead I think it is important to be involved, learn the pitfalls and help educate students to do the same.

My commitment to the Code of Professional Responsibility for the Teaching Profession is unwavering. Teaching is a profession that should and must be very mindful of it’s role of influence in society. How teachers and schools develop the use of social media now and in the future is very interesting.  It is at the moment an excellent space in which to engage both student and whanau, will it continue to be?

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 held at the Key Centre for Ethics, Law, Justice and Governance, Griffith University, Nathan Campus, Brisbane,

Indigenous knowledge and cultural responsiveness in my practice Week 28

This week I have been talking to others about challenging the deficit thinking that a number of educators still hold onto. It was encouraging to listen to and reflect on Russell Bishop’s 2012 Edtalk saying that “a teacher whose pedagogy is culturally responsive challenges the deficit thinking of student educability” and that “they have agentic thinking, believing that they have the skills and knowledge that can help all of their students to achieve no matter what”.

It certainly hints of a confidence that is needed to be a successful teacher, the sureness that you know what to do to shift learning of all your students, no matter what the circumstances of their lives are. Surely this is the basis of our profession? However, often I have to pause as teachers nationally want to look outwards and blame circumstances outside of the classroom for a lack of learning progress. Yes, of course some social and economic circumstances that our students find themselves in will have a huge impact on their ability to learn, however at the core of everyone’s practice must be the belief that it is still possible to make a difference. Education is the key to change in a society - so educate all who sit before you with passion and unfailing belief.

Head Boy Gus 2017 teaching Year 7 boys the school haka in Form time.

I am very proud of our senior students over the last couple of years, who decided that it was important that all our school understood and learnt the school haka. With only a small portion of Maori students on our roll, it was a big task but embraced by students and staff. The real test being that this year with new student leaders, the project has continued. In a school with a hugely diverse cultural population we can in the words of our last year’s Maori Captain ‘haka with the best’.

Still developing but definitely improving is our choice of topics and learning activities. We are becoming more aware of our local resources and local stories and looking for opportunities to use them in programmes of work. Staff were particularly interested in the work of one our teachers in helping to develop the Maori History project, and subsequent NCEA assessment tasks.

To be a school of excellence, all students need to feel welcome and know that their identity is important and valued. Our cultural days (with over 30 different cultures), increased use of Te Reo Maori and better understanding of Maori protocols and customs has put us on a path of Cultural responsiveness. I am certain we will build on this.

Globalisation - great big melting pot…?

I had always regarded Globalisation as a positive force, something to rejoice in as the world became smaller and New Zealand seemed to closer to the ‘rest of the world’. However, as the rest of the world seems to become increasingly unsettled, I am suddenly glad of our geographic position and wonder if now could be a good time to foster a greater self sufficiently and to teach our students to value all that New Zealand has?

How does Globalisation fit into our class programmes then? How do we help prepare our students for the increasingly unstable world, within which they will need the skills to do business, study and travel; or do we invest time into teaching them to live ‘off the grid’ and suggest that New Zealand has everything they will ever need? Obviously not - these are not choices we have a freedom or a right to make for our learners, however we do need to educate them about the advantages and disadvantages of Globalisation. To make explicit the opportunities it could bring them, and also to challenge them to think about the disadvantages that even now are apparent - particularly to vulnerable cultures and people.

The OECD report “Trends Shaping Education 2016” suggests that students who are presently in our schools will need skills that allow them to work overseas, that they will need to consider this as an option rather than thinking that they will be able to find employment in their home country. Schools will also need to foster elements of intercultural sensitivity within their students to prepare them for a global workplace. Interestingly, the OECD also mention that as higher education becomes more international and connected that there is a possibility that subjects and programmes of study will become more standardised. Which begs the question will education programmes still reflect local contexts and specialties?

Teachers in New Zealand classrooms therefore need to be aware, that they are teaching students whose future work and lives will be connected to the rest of the world. These students need to know who they are as New Zealand citizens and what are the aspects of our culture that we value. I wonder sometimes about schools who address this by looking at Kiwiana - is this really a reflection of who we are? Does this value Maori culture? Do we as New Zealand teachers understand and value Maori culture? What is our New Zealand identity? As the world becomes smaller through migration, regular travel, the internet the danger is that people who are not clear about their cultural values and traditions are will lose them as they swirl into the big melting pot of the world. Is this what we want?

Image fromThe Socialogical Cinema

Are we teaching students to connect wisely to the rest of the world? Do we look for ways to connect our classrooms, to teach about the things that are the same about other people and the things that are different? I feel strongly that the more we can emphasise the values and uniqueness of each other’s cultures the better the understanding will be in the future. Let us avoid trying to make everyone the same - a danger of Globalisation and let’s celebrate the differences.

Culture Club

“Our College motto is “Through Faith and Love”. This reflects our Lasallian philosophy which is built on the four pillars of Faith, Compassion, Prayer and Action. To develop lifelong learners with a commitment to excellence, and a desire to contribute to society and the church’s mission.” JPC Website 2017

And this is really who we are.

We are proud of our Lasallian heritage, it is the driving force behind all that the college does. Our students and staff believe that you should always strive to be your best. The school looks for opportunities to serve those in need and students leave the school with a sense of purpose and the clear understanding that service to your community is what is required to make this a better world.

We are a decile 7 school, we have students from a variety of socioeconomic backgrounds, faiths and cultures. All are accepted and supported. The school community is generous of both it’s time and money and ensures that no student misses out. The school supports a community food bank and a mobile soup kitchen.

Academic excellence is expected and encouraged. Teaching staff have high expectations of their students and assist them to achieve at their best.

Stoll and Fink (cited in Stoll, 1998)

I really enjoyed reading Gargiulo (2014) on The Engagement and Academic Success of Students from Lower Socio-economic Status I thought some of the initiatives this school has put in place were fantastic - lots to think about.

It is so important for a school to be aware of the needs of its community and students - a huge part of building culture.

How to Bee in a community of practice?

You would think that as a teacher, this being part of and active in a community of learning would just come naturally, after all isn’t that what we do all day?

https://www.flickr.com/photos/kaibara/4632384645

Weave our magic over groups of students, forming communities of like minded individuals, who with ‘bee - like’ industrialism to work together to form honeycombs of knowledge.

However, with some thought, and the guidance of Wenger (2000) I realise there is more than meets the eye to forming and being part of a community of learning.

My current communities of learning are the faculty in which I hold leadership responsibilities, the school I work in and hold some leadership responsibilities in and our Community of Learning - Kahui Ako, of which I am a member and hold leadership responsibilities in.

How do I know that these are communities of practice? Wenger (2000) says to look for three things.

Engagement: In all my communities I am actively involved in events and interactions. As a leader I am very aware and thankful for my engaged members. Their energy makes the community work, the combined value is greater than the work of the individual. Do we create this in our classrooms? What are the opportunities we give to students to build the community of practice, or do we expect them to always follow our direction?

Imagination: I love the ‘what if we did…’ moments being in a community of practice allows. The spring boarding of ideas, the feeling of not being on your own with an outlandish plan. The power of the vision to be active, to be more, to find out more is essential to a successful community of practice. How have we build this into our classrooms? How do we hear our student's visions? How do they want the classroom community of practice to evolve?

Alignment: Are we in this together? Will you have my back? I would like to try this new thing - who will as well? In my communities of practice these values are growing. As we explore past what has always been done, we can see what needs to be re-coded, adjusted and what we will keep. Is it easy? No. However, a successful community of practice will address these things and explore them together - not wanting to have members feeling they ‘don’t fit’. In our classrooms, this shared and articulated purpose is so important. Will only the teacher uphold them? Or will all students stand for the shared class values no matter what the circumstances?

All the Communities of practice that I am part of Engage in shared learning, and a shared desire to see students succeed. It is the reason we all belong, it is the common ground of a large and diverse group of people.  We have Imagination, a vision of what could be - and a growing collection of Shared Docs, Folders and Slides! Resources and ideas are being swapped and shared. And we have Alignment, as the vision becomes clearer the task becomes bigger and we have realised that the Community needs the combined talents and abilities to make it work. One Queen Bee won’t build this hive.  

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

Mindlab Reflection - Week 2
Prac. teacher Criteria 9