Week 32: Changes in Practice

Osterman & Kottkamp (1993) defines reflective practice ‘as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance’ (p.2).  I have never been so reflective and proactive in developing my own professional and personal growth pathway in teaching, and becoming the ‘learner’ has been a challenging but exciting journey.  I have changed the way I think, feel and teach.  I have learnt so much in the past 32 weeks and I have enjoyed being able to experience it with my fellow colleagues and teaching friends around Taupo.

The 1^st key change in my research informed practice:

Criterion 7: Fully certified teachers promote a collaborative, inclusive; and supportive learning environment

I chose to investigate the 21^st Century skill ‘Collaboration.’  I soon changed my idea about what this entailed, moving away from just ‘working co-operatively’ with others, to providing real opportunities for students to collaborate and work together; to discuss an issue, solve a problem and create a product.  This was initiated during our ‘Cause and Effect’ inquiry where I introduced new ‘collaborative’ digital technologies to my students that I had been exposed to during Mindlab sessions such as Padlet, Coggle and collaborative OneNote spaces.  I also changed my digital programme to promote higher forms of thinking to enable students to analyze, evaluate and create in a meaningful and purposeful manner using Bloom’s Taxonomy. I began using a variety of new collaborative tools and online programmes with my students to enhance student collaboration and engagement in their learning. I was particularly impressed with the Jigsaw classroom steps and many of Clifford (n.d.) collaborative learning tips and strategies which I regularly used.  Later in their  ‘Global Change’ inquiry I noticed a huge improvement in the students’ work ethic, collaboration and engagement, it was astounding. 

The 2^nd key change in my research informed practice:

Criterion 12: Fully certified teachers use critical inquiry and problem-solving effectively in their professional practice.

A major highlight for me would we be my ‘inquiry assignment’ which aimed at raising student achievement and learning outcomes for Maori and Pasifika students in Mathematics, for my Year 7 students.  According to Dweck (2010), a growth mindset drives motivation and achievement and argues that students with a positive, determined attitude believe that they can get smarter which then leads them to putting in more effort, into their learning.   

Although I was familiar with the ‘Teacher as Inquiry’ model I chose the Spiral Inquiry format (Timperley, Kaser, & Halbert 2014) because it:

1. Required me to consider how students learn by adopting a more curious mindset, before deciding on an action of plan.

2. Involved more many ‘communities’ throughout the entire process i.e. H.O.D. Mathematics at T.I.S., Waikato University Mathematics facilitators, my students and whanau/parents/caregivers.

3. Fostered student voice and input which promoted respect and positive relationships for the learner via questionnaires and surveys.

4. Created new learning opportunities and actions for students, and teacher.

5. Had overlapping and interconnected phases, with the key questions to guide my inquiry.

6. Promoted ‘Whakawhanangatanga,’ a key factor in raising Maori student achievement, based on building positive relationships.

My dream in future professional development:

Criterion 5: Fully certified teachers show leadership that contributes to effective teaching and learning.

I personally don’t plan to stop this new learning journey and I plan to continue to share the current collaborative and digital technology knowledge, skills and understanding with my team of teachers and staff, to benefit and engage our adolescent learners.  I hope my team of Mindlab colleagues, and myself, are given the opportunity to run staff workshops so all our teachers are familiar with the 21^st Century skills and the numerous digital programmes that I have been exposed to.  Our ‘TIS Digital Guide to the Galaxies’ programme has already been planned so I would be happy to run workshops to familiarize new (and existing staff) with these digital tools and programmes.  My final dream is to work with the team of Technology teachers at my school to create a joint inquiry technology-project plan where all facets of information technology, balanced curriculum and specialised technologies are integrated into my class programme.

‘Titiro whakamuri, kokiri whakamua’ 

Look back and reflect, so you can move forward

References:

·         ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education. Microsoft.cm/GetTrained/ITL-Resarch

·         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.

Week 31: Crossing boundaries – Creating Connections

My Interdisciplinary Connections:

My current interdisciplinary connections vary greatly.  I work in a team of six year 7 teachers who meet weekly to share ideas, resources and integrate planning.  We all have our specific strengths and areas of expertise which we share.  Many ‘Key Competencies’ and 21^st Century skills are incorporated into my class programme as students work together on a joint assignment and collaborate on their learning path, along with their learning direction and presentation method.  On reflection, this does not go far enough for interdisciplinary learning as shown in the video ‘Interdisciplinary Learning’ where the curriculum is T.I.P.-Thematic, Interdisciplinary and Project-based where students are exposed to ‘authentic’ educational experiences and solve real-life complex problems.

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

My future Interdisciplinary Connection:

I would like to collaborate with other ‘expert’ teachers at my school.  I am fortunate enough to have a team of highly qualified and professional technology teachers who teach Food, Art, Hard and Soft Materials, and Science.  Currently they run their own specialised programme with a mixed group of my year 7 students on an 8-week rotation.

Mulligan & Kuban (2015) identified three essential elements for successful interdisciplinary collaboration shown in the ’conceptual model for interdisciplinary collaboration’ model.

1.   Favourable attitudes and personality qualities toward interdisciplinary engagement.

2.   Common goals determined between the involved parties.  

3.   Workplace conditions.

They state that collaboration can be sustained for a long and successful partnership if all 3 elements are operating in harmony.

I would be very excited working with the technology team to create a joint inquiry technology-project plan where all facets of information technology, balanced curriculum (including numeracy) & specialized technologies are integrated into my class programme.

I feel it would be necessary to foster the following emotional qualities with the technology team.

·         Co-operation

·         Compromising

·         Respect

·         Trust

·         Open

·         Honesty

·         Willing to learn

·         enthusiasm

I believe I have a good professional relationship with all the technology staff who are a professional group and possess a growth mindset.  Showcasing leadership styles would enable everyone the chance to be a leader or follower, and respecting one another’s role would be a priority. 

We would all need to establish common goals for this progamme such as;

·         Shared interest in student technology-projects.

·         Promote student engagement.

·         Develop critical thinking skills.

·         Foster information literacy.

In this way, the technology team and I could develop an inquiry technology-project with necessary 21^st Century skills such as critical thinking, creativity, collaboration, and communication.  

I would develop a positive and favorable workplace to jointly plan, make decisions by:

·         Having a set and regular meeting for at least 1 hour per week.

·         Booking the conference room to communicate ideas, plan and work without distraction.

·         Having a projector and other audio/digital equipment, or a multi-media interactive table to bounce off ideas, brainstorm and strategize.

·         Providing tea and coffee and refreshments.

In the past I have been involved in full year 7 teaching meetings that were held in our conference room with light refreshments and snacks. This created a relaxed culture where teachers shared their ideas, digital technology innovations and we worked together to develop digital plans for our students. 

It took the Ross Institute 25 years to develop a Ross Spiral Curriculum, an interdisciplinary approach to Science.  However, it showed students developed a higher level of understanding of the world they live in due to the different style of learning, teacher and awareness of the world.  This started with just a few changes ;

·         Interconnected systems.

·         Change in direction of ‘values.’

·         Planned professional development for staff as ‘learners’ (enhancing pedagogy).

·         Students visiting and working in different places.

·         Senior student’s projects (many were innovative and showed students empathy and understanding of the planet and species survival).

Jones (2010) stated “The interdisciplinary approach synthesis more than one discipline and creates teams of teachers and students that enrich the overall educational experience” (p.76).

Reference:

·         Berg-Weger, M., &. Schneider, F. D. (1998). Interdisciplinary collaboration in social work education. Journal of Social Work Education, 34, 97-107.

·         Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI7 (26), 76-81. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai

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

·         Mulligan, L. M., & Kuban, A. J. . (2015). A Conceptual Model for Interdisciplinary Collaboration. Retrieved fromhttp://acrlog.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration