tag:blogger.com,1999:blog-15810596072486937252024-03-13T09:51:07.091-07:00Ako: Teacher LearningTeaching is a constant learning journey. For 2014 the focus of my learning journey will be the daily use of Te Reo, developing the Enviro Schools Team and developing independence in learning - the next step on from Daily 5.Anonymoushttp://www.blogger.com/profile/15613829400944051920noreply@blogger.comBlogger151125tag:blogger.com,1999:blog-1581059607248693725.post-3704212352466485452016-09-28T18:21:00.002-07:002016-09-28T19:58:34.862-07:00Neuro Science in the classroomSo what does all our learning look like in class?<br />
What key points can we apply to the challenges we face?<br />
<br />
<b style="background-color: white; font-family: "Coming Soon"; font-size: 14.85px;">Brain 1 - <i><span style="color: red;">dyadic </span></i><i><span style="color: red;">relationship 1:1</span></i></b><br />
1. Focus on building a relationship both with the child and family. This comes before learning.<br />
2. Build a happy safe classroom with singing, laughter and lots of physical activity.<br />
<br />
<ul>
<li>Sing.. <b style="background-color: white; font-family: "Coming Soon"; font-size: 14.85px;">My Bonnie lies over the ocean</b></li>
<li><span style="background-color: white; font-family: "Coming Soon"; font-size: 14.85px;">Daily class joke time - pull out of a hat, add to blog or child shared.</span></li>
<li><span style="background-color: white; font-family: "Coming Soon"; font-size: 14.85px;">Brain breaks - dance, fitness game, activity</span></li>
</ul>
<b style="background-color: white; font-family: "Coming Soon"; font-size: 14.85px;">Brain 2 - <span style="color: red;"><i>Rhythmic Patterning </i></span></b><br />
1. Build an environment with repetition and routine.<br />
2. Always have calm, quiet voices to reduce anxiety and the flooding of cortizol.<br />
3. Have very quiet rhythmic music in the background - 80 beats a minute.<br />
<br />
<b style="background-color: white; font-family: "Coming Soon"; font-size: 14.85px;">Brain 3 - <i><span style="color: red;">Limbic - where resilience lives: social and emotional</span></i></b><br />
1. Focus on belonging & dispositions of a learner.<br />
2. Celebrate success with 10 positive comments to 1 next step.<br />
3. Give opportunity for creative problem solving and being resilient.<br />
4. Plan in opportunity of repetitive practise of skills that are lacking such as empathy.<br />
<b style="background-color: white; font-family: "Coming Soon"; font-size: 14.85px;"><i><span style="color: red;"><br /></span></i></b>
<b style="background-color: white; font-family: "Coming Soon"; font-size: 14.85px;">Brain 4 - <i><span style="color: red;">Cortical - ability to self control</span></i></b><br />
1. Give lots of opportunity for choice in the classroom.<br />
2. Teach self regulation strategies - breathing, calm down buckets, time-out cards.<br />
3. Begin today's lesson by reviewing what we learnt yesterday.<br />
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Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-83542639615947919352016-09-28T18:21:00.000-07:002016-09-28T18:21:13.247-07:00Engaging Boys: Nathan Wallis<div class="MsoNormal">
Ka Tikaka O Ka Roro: <b>The fascinating Brain </b>Nathan Wallis <a href="mailto:booknathanwallis@gmail.com" target="_blank">booknathanwallis@gmail.com</a></div>
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<o:p></o:p></div>
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Workshop - <b><i>Monday 26th September</i></b></div>
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<br /></div>
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<a href="https://youtu.be/oT1g6pRAMQk" target="_blank">Teenage Brain</a><br />
<a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=BRAIN0102" target="_blank">Brainstorm - The Teenage Brain</a><br />
<a href="http://www.brainwave.org.nz/" target="_blank">http://www.brainwave.org.nz/ </a><br />
<br /></div>
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<span style="mso-bidi-font-weight: normal;">Nathan Wallis lectures at Canterbury University and went from being a primary school teacher to training in Early years because he discovered that the greatest impact on the brain takes place in the first three years. This is called </span><b style="mso-bidi-font-weight: normal;">Neuroscience</b><span style="mso-bidi-font-weight: normal;"> and this has been called the '</span>Decade of the Brain'. Initially they believed that the key time was the 1<sup>st</sup> 3 years –
now they say the first 1000 days from conception to 2.5 yrs.</div>
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<o:p></o:p></div>
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<br /></div>
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<b>Key point:</b><o:p></o:p></div>
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The human brain is genetically and biologically designed to gather
data on what it needs to develop to succeed in life – in the first few years of
life. <span style="color: #ff14b8;">Intelligence comes for early life experiences
in the first 1000 days of life! </span>We have assumed that early childhood teachers are of no
value because we believed that it was nature not nurture that determined intelligence - not aware that it is about building realationships.</div>
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<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><a href="https://www.amazon.co.uk/Not-Your-Genes-reasons-children/dp/0091947669" target="_blank">Oliver James…</a>. <a href="http://www.independent.co.uk/arts-entertainment/books/reviews/not-in-your-genes-the-real-reasons-children-are-like-their-parents-by-oliver-james-book-review-a6919391.html" target="_blank">Not in your genes.</a><o:p></o:p></i></b></div>
<div class="MsoNormal">
Oliver James states that it is about re-setting your emotional baromitor and calls it 'Love Bonding'.<o:p></o:p></div>
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He believes that how intelligent you are is <span style="color: #ff14b8;">100% to do with your data gathering not your genes.</span> <o:p></o:p></div>
<div class="MsoNormal">
This is the extreme – most scientists are half way between.
Now they think about 90% environment.<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><a href="https://scholar.google.co.nz/scholar?q=dunedin+multidisciplinary+study&hl=en&as_sdt=0&as_vis=1&oi=scholart&sa=X&ved=0ahUKEwiz7M-Vw6vPAhVCI5QKHSyXD74QgQMIGzAA" target="_blank">Why am I<span style="mso-spacerun: yes;"> </span>- Dunedin Multidisciplinary study</a><o:p></o:p></b></div>
<div class="MsoNormal">
We can predict your outcomes with a high degree of accuracy
from the age of 1 year. If it was just the genes then the whole family should
have the same skills and success rate.<o:p></o:p></div>
<div class="MsoNormal">
They discovered that intelligence and levels of success are dependent on.. how many words spoken to the child in the first year of life
determines their earning potential.</div>
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<o:p></o:p></div>
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Temperament + experiences = personality.<o:p></o:p></div>
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<br />
<b style="mso-bidi-font-weight: normal;">Other spectrums…. </b><span style="mso-bidi-font-weight: normal;">(how can we determine success)<b><o:p></o:p></b></span></div>
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Are the babies active?<o:p></o:p></div>
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How do they cope with change?<o:p></o:p></div>
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Parent – talking to the baby more. Talk is the goal!<o:p></o:p></div>
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We have access to research – should you go to a child when
they cry?<o:p></o:p></div>
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It is impossible to spoil a child in the first 18 months.
Meet the need of the developmental stage. Don’t try to accelerate their reading
and colours etc. Use lots of open-ended creative play.<o:p></o:p></div>
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Following boundaries need to grow at 3 years not at 8
months.<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Risk or resilience scale:<o:p></o:p></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Risk factors:<o:p></o:p></b></div>
<div class="MsoNormal">
Mental health issues in family<o:p></o:p></div>
<div class="MsoNormal">
Transience<o:p></o:p></div>
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Domestic violence<o:p></o:p></div>
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5+ kids in family<o:p></o:p></div>
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Low educated parents<o:p></o:p></div>
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Lack of connection with their parents<o:p></o:p></div>
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Not speaking language of origin<o:p></o:p></div>
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Neglect<o:p></o:p></div>
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Poor housing<o:p></o:p></div>
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Screen time under the age of 2</div>
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Hot housed learning - learn to read before school</div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Resilience factors:<o:p></o:p></b></div>
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Good parent attachments<o:p></o:p></div>
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Good qualifications in family<o:p></o:p></div>
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Trained teachers<o:p></o:p></div>
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Lack of smacking<o:p></o:p></div>
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Added language<o:p></o:p></div>
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Musical instrument – esp. before age of 7<o:p></o:p></div>
<div class="MsoNormal">
<br />
You can' get carried away with the issue of putting your child in daycare. If they have lots of the '<span style="mso-bidi-font-weight: normal;">Resilience Factors' then they can cope with a couple of 'Risk Factors'. It is the child who has suffered trauma, poor housing, 5+ kids in the family and not wpeaking their first language who does not need an additional risk factor to be added. </span><br />
<br /></div>
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<b style="mso-bidi-font-weight: normal;">Positive and negative
comment:<o:p></o:p></b></div>
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10 positive comments have less impact than the one negative
comment.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
We can build resiliency in older children but it is harder
for the brain to make those changes.<o:p></o:p></div>
<div class="MsoNormal">
Neuro-placisticity. Your brain is always able to change.
Growing in the first 1000 days is like rolling a ball down the hill. After the
first 10000 days, you are rolling the ball up the other side of the valley. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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The human brain is designed to be moulded by its encounters.
A camel is genetically designed to survive in a hot place, they will not
survive in the Arctic. Animals take evolution while humans can make those changes
in 1000 days. Humans can change - no motter how old they are. They are designed to adapt to change. <o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">This clashes with
cultures…<o:p></o:p></b></div>
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<a href="https://www.whitehouse.gov/sites/default/files/docs/early_childhood_report1.pdf" target="_blank">In Scandinavia </a>– they pay most of the taxes on those first
1000 days. In NZ – we spend most of our money at 17 – 18 years of age. NZ follows the culture rather than the research - we value the learning at high school and university and spend all our money at this point - not in the Early Years. </div>
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<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Making the
connection:<o:p></o:p></b></div>
<div class="MsoNormal">
That language shared with the child is only counted when it is shared with that principal caregiver because of the relationship. Only at 3yrs do the siblings start
counting as a positive effect. Having ‘only children’ is the only ‘ideal’.<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Neuro-sequential
Model:</b><br />
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4 brains inside your head…<o:p></o:p></div>
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Brian 4 – driven by the environment…<o:p></o:p></div>
<div class="MsoNormal">
1, 2, 3 compulsory (Dogs have these) but important because they are the only way to access the Frontal Cortex.<o:p></o:p></div>
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Brian 1 - brains stem - for survival. - brain stem (determines the potential of the frontal cortex)</div>
<div class="MsoNormal">
Brain 2 - movement and co-ordination - reptilian brain., <b style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 16px;">cerebellum.</b></div>
<div class="MsoNormal">
Brain 3 - limbic system, emotional brain - mammal brain, </div>
<div class="MsoNormal">
Brain 4 optional = do I really need it based on the data
gathered in 1000 days. <b style="mso-bidi-font-weight: normal;"><span style="color: #ff2ea8;">(Frontal Cortex)</span></b><o:p></o:p></div>
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These are everything we want our kids to do that dogs can’t
do!<o:p></o:p></div>
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Read, write, National Standards…. Empathy, self control,</div>
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<a href="https://4.bp.blogspot.com/-R138tOua6Bc/V-xrZLCmD8I/AAAAAAAAG6s/pRW_DYeUrWA2jbm_sI5PqV1nf3uiBuWJACEw/s1600/Screen%2BShot%2B2016-09-29%2Bat%2B2.14.50%2Bpm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://4.bp.blogspot.com/-R138tOua6Bc/V-xrZLCmD8I/AAAAAAAAG6s/pRW_DYeUrWA2jbm_sI5PqV1nf3uiBuWJACEw/s400/Screen%2BShot%2B2016-09-29%2Bat%2B2.14.50%2Bpm.png" width="400" /></a></div>
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<o:p><b style="color: red;">Learning can only happen with the survival brain is NOT engaged. </b></o:p><br />
<o:p>You can not be intelligent and SCARED. You must feel safe. Survival wins over learning because in the reptilian brain - you can choose fight, flight or freeze. What might trigger this....</o:p></div>
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</div>
<ul>
<li>Slammed door</li>
<li>Insecurity of a new situation</li>
<li>Anxiety</li>
</ul>
<br />
<div class="MsoNormal">
Kids are hightened in sensitivity - watching faces. listening to tone of voice rather than the lesson content.</div>
<div class="MsoNormal">
You need to meet the needs of Brains 1,2,3 before we can access brain 4. They must be fed, calmed etc... before back in the Cortex. Get to the point of not needing to worry about survival, time to now think about learning. Keeping your child out of their brain stem - quickly calm. Of they are spending time protecting themselves and growing their brain stem rather than developing their frontal cortex. There is only 1/4 of the frontal cortex available for life because they have not have time to develop it - set up at 2.5 years. </div>
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Age when this frontal cortex is fully formed – 26 years,
girls are 18 – 24 years while boys are much later!<o:p></o:p></div>
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<div class="MsoNormal">
Birth order also determines this, moving from making
decisions in the Limbic or emotional areas of the brain in the Frontal Cortex. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Digital Technology:</b></div>
<div class="MsoNormal">
Under the age of 2 - should not look at a screen.</div>
<div class="MsoNormal">
Appropriate number of minutes a day - 0.</div>
<div class="MsoNormal">
At 18 months old - advantage of knowing your colours early do not balance with the hours spent looking at a flashing screen. </div>
<div class="MsoNormal">
</div>
<ul>
<li>Still developing their vision - should look at 3D world.</li>
<li>Flashing light arouses the brain stem - puts into reptilian brain.</li>
<li><span style="color: red;">Don't build a better brain by skipping stages.</span></li>
<li>Teenagers - need technology + face to face interactions + physical activity</li>
<li>Research about violent video games - increased 2 hours after the session, after playing rugby the issues are the same.</li>
</ul>
<div>
<br /></div>
<div>
<b>Gender - Engaging Boys:</b></div>
<div>
<ul>
<li>Not lots of research to show difference - about 1% difference.</li>
<li>There is a range between each gender even within female and male</li>
<li>Hippocampus - <b>memory of the brain,</b> the search engine or Google of the brain.</li>
<li>Females remember things 20% better than the others. Female back hippocampus shrinks from 55 years - location. Relationships remain constant. Men's come online later and don't shrink. </li>
<li><b>In kids - 6 years old </b>- both can understand but the boy has forgotten as the Hippocampus is not online.</li>
<li>Scandinavian focus is on oral language first then at 7 years beginning to look at writing. </li>
<li>Young brain is very visual..... we ask kids to skip the visual by learning to spell the word 'The'.</li>
<li><span style="color: red;">Mainly just self control.</span></li>
<li><span style="color: red;">If you are parented in a feminine way, you will respond to the feminine approach.</span></li>
</ul>
</div>
<br />
<div>
<b>How to engage boys in the classroom:</b></div>
<div>
Biology plays an important role. How we interact with children makes a difference. We talk to baby girls more that we do talk to baby boys. Cradle girls more to <b>encourage security and intimacy.</b> For a boy, we tend to stand baby boys and bounce him up and down - lacking security and no emotional relationship. </div>
<div>
Language for boys - clever, strong, brave - active. Girls - beautiful, pretty, cute - passive words. </div>
<div>
<ul>
<li>Autonomy</li>
<li>Risk-taking</li>
<li>Self control</li>
</ul>
</div>
<div>
Engaging people - get up to the Cortical - must meet the needs of the 1, 2, 3 brains:</div>
<div>
<b><br /></b></div>
<div>
<b>Brain 1 - <i><span style="color: red;">dyadic </span></i><i><span style="color: red;">relationship 1:1</span></i></b></div>
<div>
<ul>
<li>This comes first - meet them at their developmental /emotional needs not their age level.</li>
<li>Long-term buddies across school</li>
<li>What is the strongest relationship in this child's life? Work to enhance this relationship.</li>
<li>What you practise - grows. Practise the appropriate behaviour more = grows the relationships.</li>
<li>The teacher needs to become that person sometimes + also strengthen the relationship at home.</li>
<li>Let one teacher get to know the boys for a longer timespan.</li>
<li>The 20% of boys, Pacific Island and Māori, takes 3 terms to build that relationship before you can begin to teach.</li>
<li>How does this work with MLE with 90 kids and three teachers - is it more superficial? <i><b>Need to build that relationship with one teacher. One parent teacher and to additional aunties. </b></i></li>
<li>Those kids who are struggling need more time invested in building the relationship - equal access does not make for equality. Visit their homes and build a relationship with families. Need to build the relationship based on a positive point about that child.</li>
<li>Have the learning conversations in their environment to reduce parent anxiety.</li>
<li>Success is determined by the level of relationship with the teacher not the teacher's level of qualification.</li>
<li>The Dean follows the Year Group through</li>
<li>You follow your Form class through</li>
<li>Manipulate the time table - form teacher + social studies teacher + maths teacher</li>
<li>Look at alternative - e.g. science hui - 8 hours, then look at alternative options</li>
</ul>
</div>
<div>
<b>Brain 2 - <span style="color: red;"><i>Rhythmic Patterning </i></span></b></div>
<div>
<ul>
<li>Steady pattern to meet the needs, rocking babies, winding...</li>
<li>Self defensive role - when traumatised. </li>
<li>With boys in class... movement essential for learning.</li>
<li>Need to move and talk as part of learning, making them sit still uses up lots of their brain function, inhibiting learning. </li>
<li>Move to this side of the room if.... rather than just putting you hand up.</li>
<li>Incorporate standing desks, swiss balls and wobbly chairs!</li>
<li>Physical activity connects into and co-ordinates what goes on in your Cortical Brain.</li>
</ul>
</div>
<div>
<b>Brain 3 - <i><span style="color: red;">Limbic - where resilience lives: social and emotional</span></i></b></div>
<div>
<ul>
<li>In NZ we are focussing on the Brain 4 and forgetting this brain</li>
<li>Research shows that kids forced to read at 3, are caught up by peers by 8 but the lack of Brain 3 development - social skills are limited</li>
<li>Belonging, confidence, social skills, emotional skills</li>
<li>We need to develop the dispositions.... attitudes towards themselves as a learner.</li>
<li>We need to celebrate student success rather than keep extending them or just make sure they are celebrated.</li>
<li>Focus on creativity and problem solving. Be resilient and keep coming back with new solutions based on open-ended free play. This supports 'play based learning'. </li>
</ul>
</div>
<div>
<b>Brain 4 - <i><span style="color: red;">Cortical - ability to self control</span></i></b></div>
<div>
<ul>
<li>Number 1 factor for male success - ability to self control</li>
<li>We struggle with not giving kids any choice so <i><span style="color: red;">no opportunity for developing self control</span></i></li>
<li>Full control, adding in own self control</li>
<li>Self regulation - strategies to help like deep breathe, </li>
<li>Marshmallow experiment - <a href="http://jamesclear.com/delayed-gratification" target="_blank">1960's Walter Mischel (Stanford)</a></li>
<li>Giving choice - give more control to them.</li>
<li>Use restorative practice to fix bad choices, grow frontal cortex by engaging with the restorative approach rather than just punishment.</li>
<li>What we practise grows - control them - they become dependent.</li>
<li>As a teacher are we stuck in the 'control' mode or is it the start for handing over control.</li>
<li><a href="http://www.pmcsa.org.nz/wp-content/uploads/Improving-the-Transition-report.pdf" target="_blank">Improving the transition:</a> </li>
<li>Bullying literature - aggressive boys - restorative and <b>putting them in a leadership role to help develop empathy and understanding of consequence.</b> Bully to be the buddy, with the support of the 'expected' child to help manage and regulate. <span style="color: red;">Practising empathy.</span></li>
<li>Men 20% larger emotional brain, Women 20% more memory.</li>
<li><b>Corpus callosum -</b> women have a better ability to make connections from the right and left hand side of the brain, more control of their emotions. </li>
</ul>
</div>
<div>
<br /></div>
<div>
<b>Develop Corpus callosum after the age of 7.</b> </div>
<div>
<ul>
<li>Musical instruments</li>
<li>Put hand up by crossing arms - crossing the corpus callosum </li>
<li>Brain gym to cross the corpus callosum </li>
<li>Roles of leadership</li>
<li>Meeting the needs of brain 1, 2, 3</li>
</ul>
</div>
<div>
<div>
<b>Neural pathways: (micro)</b></div>
<div>
<ul>
<li>Can keep producing new brain cells - even OLD people</li>
<li>Information stored in the pathways between neurons</li>
<li>The <b>neurons make connections - neural pathway,</b> <b>synaptic connection</b> - aaaahhh moment.</li>
<li>The brain decided what to keep and what to discard, repetition lay down an insulator over that pathway - <b>myelin.</b> This insulates the connection to protect from the electricity. The middle of the learning takes the longest to establish. You learn the beginning and the end more easily. </li>
<li>Practise makes faster and automatic, adding another layer of myelin.</li>
<li>Tends to be about 90 x to practise before the pathway is established - 3 months with support.</li>
</ul>
<div>
<b>e.g. Building a new neural pathway.</b></div>
<div>
<ol>
<li>Learn the skill - slash the forest path</li>
<li>Go away for a year - forest grows back.</li>
<li>If I had practised - like laying down a layer of ashphalt.</li>
<li>Come back 50 years later - the path is still there. </li>
</ol>
</div>
</div>
<b>Efffective teaching...</b><br />
Remember when Peter used to bake at Kindy....... he used to share the cake between 2 people... Reduces the number of repetitions from 90 to just a few.<br />
<br />
<b>Endorphins:</b> the feel goods - happy hormones - The learning hormones <b>(Fertilizer)</b><br />
<ul>
<li><i><span style="color: red;">Gentle relationship based responses from the teacher</span></i></li>
<li>Bio chemical released - accelerating learning - building myelin maybe 60 repetition, thicker and faster. </li>
<li>The three things that release endorphins: </li>
<li><b>3 physical exercise</b>, body fitness connected to mental fitness</li>
<li><b>2 laughter</b> - make it fun, benefits heart too!</li>
<li><b>1 singing </b>- deep breathing, far removed from survival, calm heart rate - message to brain that you cant be in survival mode!</li>
<li><span style="color: red;">Maybe do something from this list every 45 minutes.</span></li>
<li><b>Ritual - predictability</b>... this is what we do at our school. That security allows us to engage our cortex rather than being in the brain stem. </li>
<li>Have music in the background at the heart rate - quiet but so that it regulates the heart rate. </li>
<li>Sing.. <b>My Bonnie lies over the ocean</b> - standing and sitting each time Bonnie is said. This will bring in lots of laughter.</li>
</ul>
<br />
<b>Cortozol </b>- the stress hormone, undoes the myelin laying <b>(Weedkiller)</b><br />
<ul>
<li><i><span style="color: red;">Angry shouting responses from the teacher</span></i></li>
<li>Strips away the latest learning - e.g. when you go to touch a hot plate</li>
<li>Triggered when the adult responds like a police officer or shouts - strips out the latest learning.</li>
<li>The teacher that they like says something, they take notice and are ready to learn.</li>
</ul>
<b>Brain 4 - <i><span style="color: red;">Cortical - risk taking</span></i></b><br />
<div>
<ul>
<li>Risk taking improves learning - especially in language learning</li>
<li>Need to give them opportunity to evaluate the risk rather than be controlled by parents</li>
<li>Celebrate risk taking</li>
<li>Don't correct language but model the correct example.</li>
<li>Need a school culture that grows relationships and student leadership</li>
<li><b>PRUNING:</b></li>
<li>Height of complexity of brain at 3 years, then begin to prune the dead branches or pathways.</li>
<li>It cuts away the ones without myelin at three then again at adolescence. (Refining)</li>
<li>e.g. born with the ability to make the sounds to speak every language in the world. By the age of 3, those sounds are cut away. To be a native speaker you need to put myelin on the sounds within those early years. </li>
<li>To allow your child to keep the sounds available to them by singing two waiata to your child during their childhood. </li>
<li>e.g. Teenagers have a loss of ability to speak Te Reo Māori at high school as they don't hear it.</li>
<li>Boys need to be able to take risks and have them valued. </li>
</ul>
</div>
<b><br /></b>
<b>Leading theory of Autism </b>- shows the extremely male brain<br />
<ul>
<li>Nature tries diffferent ways of doing things.</li>
<li>A different ordered brain not a disordered brain. </li>
<li>Possibly a lack of neural pruning.</li>
<li>E.g. throw 5 balls at once and expect you to catch one.</li>
<li>Too much information coming at once.</li>
<li>The kids look for ritual ways of doing things.... to try to make sense of all the information. </li>
</ul>
<div>
<b><span style="color: red;"><br /></span></b></div>
<div>
<b><span style="color: red;">Restorative practise, student leadership, opportunity for risk taking.</span></b></div>
</div>
Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-90316683805796627102016-09-28T17:53:00.000-07:002016-09-28T17:54:46.147-07:00The boy who was raised as a dogMmm - this is a serious read and fits in so well with the workshop with Nathan Wallis this week.<br />
<br />
It is a series of case studies that pull out some key needs of children and the impact of not having these needs met might look like in their behaviour. Here are the key points I came away with...<br />
<br />
1. The first 2.5 years are essential to build that bond with a caregiver<br />
<br />
<ul>
<li>I am safe = I can concentrate on growing my brain</li>
<li>I respond to pleasing others or disappointing others</li>
<li>I learn what it is to be loved and have a relationship</li>
<li>I don't respond with unexpected anxiety to everything beacause I know I am safe</li>
</ul>
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Children who have been traumatized and are in a highly anxious state need to know that they are safe. Forget about teaching them at this stage... focus on building a relationship and let them know that they can always rely on you to be the person that keeps them safe. </div>
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<div>
Any deficit in a child, such as bullying behaviour, can't be seen as a need for punshment but a need for setting up an opportunity for the child to observe and copy the behaviour needed until the pathway has been built in their brain. </div>
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The earlier the trauma - the harder it is to treat.</div>
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Work from their mental age not their chronological age. Start down at the part of the brain what was not stimulated....</div>
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<br /></div>
<div>
<b>Brain stem</b> - safety, basic needs not met</div>
<div>
<b>Mid Brain </b>- patterning behaviour, rocking, repetition, touch, 80 beats a minute, </div>
<div>
<br /></div>
<div>
To recover the child must feel dafe and in control. Never force treat them or try to coerce them. </div>
<div>
<span style="color: blue;"><br /></span></div>
<div>
<span style="color: blue;">1. Calm ourselves first.</span></div>
<div>
<span style="color: blue;">2. Take time to watch and listen.</span></div>
<div>
<span style="color: blue;">3. Identify what is feeding the behaviour - from the child's point of view. </span></div>
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<span style="color: blue;">4. Remove the child from the company of other agressive or impulsive children. pg 245</span></div>
<div>
<span style="color: blue;">5. Establish routine and repetition - extremem trauma takes more repetition to embed.</span></div>
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<span style="color: blue;">6. Give the child elements of control - no coersion but from a position of safety.</span></div>
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This leaves me with lots to think about. In combination wiht the workshop, we need to think about how this might look in our classroom and set things in place to support our students. </div>
Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-19672458893201981222016-07-22T00:22:00.000-07:002016-07-22T00:22:12.443-07:00Strategies for De-bugging<b>Strategies to work through...</b><br />
<br />
1. What does the tasks ask you to do?<br />
2. What have you told the computer to do?<br />
3. <b><span style="color: red;">Where is it going wrong?</span></b><br />
4. Take bottom blocks away and check the first steps - test.<br />
5. If correct - move onto the next block. Make the correction.<br />
<br />
<b><span style="color: blue;">Check understanding of the language.</span></b><br />
<i>Watch when you copy and paste lines of code.</i><br />
6. <b>Add some scaffolding to suppor</b>t - add <i>"How much change left to give"</i><br />
7. Remove the scaffolding if no-longer required.<br />
8. Explain out loud to your peer or a <i><b>rubber duck </b></i>- verbalise.<br />
9. Plan in tests - e.g. at 100, 99, 101 - change over <b><i>edge cases</i></b>.<br />
<br />
<br />
<b>Challenge:</b><br />
<b>Change for $90</b><br />
Is it more than $100?<br />
What is the biggest note in $90?<br />
$50 + $20 + $20 + $0<br />
Check the language- <i>is it more than 100 vs. if it is100 or more.</i><br />
<br />
<br />Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-66357234031853982362016-07-22T00:21:00.002-07:002016-07-22T00:21:47.789-07:00From unplugged to programmingModem was high and low sound - now we use light.<br />
<br />
We send all our information to America via a cable under the ocean - in programming - on and off, high & low, white & black light, Red and blue etc. IT is in frequencies but looks like different colours - using LEDs.<br />
<br />
<b>The unplugged things we have been doing</b> - we were doing 20 years ago e.g. binary numbers etc. The information and technology is still the same. The applications for the technology will change but the basics behind it all stay the same.<br />
<br />
Scratch did not exist but all the elements of Scratch did exist. <a href="https://en.wikipedia.org/wiki/Alan_Turing" target="_blank">Alan Turing</a> - cracked the Enigma code by unpacking the basic elements of the programme:<br />
<br />
Every programme needs these things...<br />
(<b><span style="color: red;">SCRATCH </span></b>- where does it fit?)<br />
<br />
1. Receive input <b><span style="color: red;">(ASK)</span></b><br />
2. Send output <b><span style="color: red;">(SAY)</span></b><br />
3. Store data<b><span style="color: red;"> (VARIABLE - data)</span></b><br />
4. Sequence <b><span style="color: red;">(The blocks)</span></b><br />
5. Iterate or repeat <b><span style="color: red;">(REPEAT)</span></b><br />
6. Make a selection or decision<b><span style="color: red;"> (IF - THEN)</span></b><br />
<b><span style="color: red;"><br /></span></b>
You might not need all of these elements but like music - a song is not quite right without pitch or rhythm.<br />
<br />
Juniors...<br />
<b>Bebots -</b> mostly look at sequence.<br />
We can teach these things unplugged.<br />
<br />
<b><a href="https://www.scratchjr.org/" target="_blank">Scratch Junior </a>- </b>iteration and output but not the other elements.<br />
<a href="https://scratch.mit.edu/" target="_blank"><b>Scratch</b> </a>- all elements.<br />
<b><a href="https://www.python.org/" target="_blank">Python</a></b><br />
<br />
Shopping has changed!<br />
In the past we totalled up prices on a piece of brown paper.... the computer does it now.<br />
<br />
<b>How do barcodes work?</b><br />
Every 2nd number added, every other number added up then bottom number x 3 then subtract top number.<br />
<br />
If the scanner is incorrect - the computer flags up an error - <b>Check Sum.</b><br />
<b>9 x 3 = 27 <span style="color: red;">(7)</span></b><br />
<br />
9 1 8 8 7 2 10, 8, 6, 3, <b><span style="color: red;">5</span></b><br />
3 2 2 5 1 7 <span style="color: red;"><b>0 </b></span> (Clock multiplication)<br />
1. Add them all up - but only focus on the last digit. <b>(Function in scratch = Mod 10)</b><br />
<b>2. Take 0 x 3 = 0 5 + ? = 0 1 in 10 chance to get it correct</b><br />
<b><br /></b>
You might read out an incorrect number or swap two when typing it into the checkout machine. Test this on your sequence of numbers from the bottle of water - how does it change the answer?<br />
<br />
Where else might humans make mistakes?<br />
<br />
<b>Binary Tables:</b><br />
Computers only work on 0 or 1. They need you to be very precise.<br />
<b><br /></b>Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-36346210277287706272016-07-22T00:21:00.001-07:002016-07-22T00:21:10.866-07:00Scratch Junior<div class="separator" style="clear: both; text-align: center;">
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Great for learning to make a sequence, loops, 4 backgrounds, </div>
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Can add your face to the sprite. </div>
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<b>Great to demonstrate your understanding....</b></div>
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What do I want to share?</div>
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What order does it need to go in?</div>
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What will happen?</div>
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Is it clear?</div>
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(These skills will develop coding skills and support Scratch skills.)</div>
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1. Set up the screen - background 1 (Where is it starting and who is there?)</div>
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2. You need to select a Sprite. Draw the object - <i>the rubbish.</i></div>
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3. Select the next background & the rubbish.</div>
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4. Select the third background, the rubbish.</div>
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5. Add the fish and draw the dead fish.</div>
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We can make own image:</div>
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Paint, camera - paintbrush, camera.</div>
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Lots of opportunity here!</div>
<br />Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-76860922042138543892016-07-20T17:14:00.000-07:002016-07-20T19:07:09.818-07:00The Process of learning to programme!<b style="background-color: #fce5cd;">How do we get kids to do the thinking without having to write too much? The turn off!</b><br />
<br />
<b>Scratch Junior:</b><br />
You are a Sprite in Scratch. How can you encourage someone to "keep trying"?<br />
What will you say?<br />
- talk it through<br />
- act it out, model the possible<br />
- This begins to help us begin the sequence<br />
<br />
1. Decide on the characters<span style="font-size: x-small;"> (Sprites) </span>and objects.<br />
2. 1 Sprite, 1 background - programme that well!<br />
3. Unpack the language or key purpose. <span style="font-size: x-small;">(Try to pick apple, try 2-3 times with words, get chair, succeed.)</span><br />
4. Check bugs - is she toughing the apple, is it logical, does it make sense - de-bug.<br />
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<b>Scratch:</b><br />
How can we calculate the number of days till we get to Rio.<br />
1. Count on 1:1<br />
2. How to programme Scratch to make this happen?<br />
3. Do it unplugged first - what might it look like, unpack the language here.<br />
4. What does it have to have - constraints: store a variable - how to count how many days.<br />
<br />
<b>Pseudo Code:</b><br />
<br />
<ul>
<li>Variable - month (container that stores 1 piece of information)</li>
<li>Variable - date 23rd July (can use this variable in another place in the code.)</li>
<li>Store month, store date.</li>
<li>If it is July - count on from date to number of days in the month. </li>
<li>If it August - just subtract 5 from the date. </li>
</ul>
<br />
<b>De-bug:</b><br />
<span style="color: red;">What is the computer actually doing?</span> (Setting month to 0 - is July a 0? Words don't work)<br />
What did you TELL the computer to do - not what you want?<br />
Is there something there that confuses the computer.<br />
<span style="color: blue;"><i>Set month to July then do the calculation - not set to 0 at the start.</i></span><br />
<br />
Logical, sequence, look away, try a different way,<br />
<b>If, then</b><br />
<br />
<b>Using Unplugged blocks to programme:</b><br />
Creating a programme or algorithm for another user.<br />
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Physically act it out.<br />
<b>What do I need first:</b><br />
Pencil down, colour, start - add the blocks as you physically begin to create the code.<br />
Add in the things like repeat etc.<br />
Teacher act, kids put up the coding on the board.<br />
<br />
<b><a href="http://csunplugged.org/wp-content/uploads/2015/03/unplugged-04-error_detection-original.pdf" target="_blank">Parity Cards:</a></b><br />
Detection and correction - debug and fix<b>.</b><br />
Magic Trick!<br />
Get a kid to come up and make a random grid of 4 x 4, teacher add an additional row and column.<br />
Have one kid turn around, other child ID the one that was turned over.<br />
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The teacher's final row and column to make sure that there is a pattern in each row. Teacher makes sure even number in every column, 2 or 4 of each black or white. If there is an odd number - that row was flipped. Which ONE was flipped? Where is the intersection?</div>
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Does it work if you flip two?</div>
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Can detect the error.</div>
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Can you put it back together?</div>
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<b>Can we then programme this into Scratch?</b><br />
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Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-80253675466871055922016-07-20T15:54:00.000-07:002016-07-20T15:54:21.388-07:00Bee Bots<b>Key concepts:</b><br />
1. You must give instructions to make anything happen.<br />
2. You come across problems that must be solved.<br />
<br />
<b>Materials:</b><br />
<b>Grid </b>- 100's boards, series of whiteboards, carpet squares, Make own grid - 15cm squares, maths square books etc.<br />
Plastic sheet with 15 cm grid - velcro on corners to keep secure.<br />
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<b>Generic buttons </b>- go button, red stop button, were else do we see these symbols? L & R arrows, L, R wings to support early learners.<br />
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<b>Tell the story</b> - place on the grid a toy (Kiwi) and a place to get (spiderman). How could Spiderman go and rescue Kiwi?<br />
1. Need precise language for instructions? <i><b><span style="color: red;">Receptive and expressive language.</span></b></i><br />
2. Determine and agree language and directions. R, L or arrows, establish agreed protocols. <i><b><span style="color: red;">Implicit clues.</span></b></i><br />
3. Begin to include the symbols to shorten the code. (Supports ESOL students)<br />
4. What direction are you facing to begin the sequence? Does this make a difference?<br />
5. Where do you put the starting arrow? Determine the collective rules.<br />
6. Little kids - move and draw at the same time to develop the sequence.<br />
7. Write the programme and get the testers to test and de-bug. Identify the error - de-bug.<br />
8. Add complexity - avoid the barriers that are in the way - objects or images under the plastic mat.<br />
9. Extension: What is the quickest way? The more efficient the code - better pay! Is there a quicker way to get there? <i><b><span style="color: red;">Be precise and accurate.</span></b></i><br />
<br />
<b>Roles:</b><br />
Developer<br />
Tester<br />
Peer teaching<br />
<br />
<b>Big human version </b>- masking tape on a tarp.... Kidbots<br />
Barrier game - coder giving verbal or non-verbal communication to get the buddy to complete the code.<br />
Kids struggle with left & right - move back to the physical and look at little parts of the sequence rather than the whole line of code.<br />
<br />
<b>IPad: </b><br />
Physically try, write sections of code, apply to the iPad programme.<br />
<br />
<b>Bluebots:</b><br />
Programme with your phone. Take a photo of something which becomes the map.<br />
<br />
<br />
<b>Cross curricular:</b><br />
<b>Maths: </b>Counting to 10 - colours,<br />
<b>Identifying alphabet</b> - sequence numbers, write name...<br />
<b>Begin to write a story </b>... pause at a place, describe the setting, solve a problem...<br />
<b>Spelling: </b>Essential words<br />
Alphabetical order<br />
Latitude and mapping<br />
Recycling - rubbish to which bin?<br />
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<br />
Ordering Beebots - tell the CHCH supplier we have been working with the Buzz Off team.<br />
<br />
<b>Tournament in September</b> - look for the second tournament. Up to Year 3, teams of 3.<br />
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<a href="https://studio.code.org/" target="_blank">CODE Studio</a><br />
<a href="https://hourofcode.com/nz" target="_blank">Hour of Code</a><br />
<br />
<b>Ideas for Term 3:</b><br />
1. Learning about mapping in the world / New Zealand, long and lat.<br />
2. Image of different setting features - write a sentence describing each setting or write a noun and adjective.<br />
3. Give a line of code for a sequence - debug and correct it.<br />
4. Brainstorm words from an image, write a poem by moving to the key words.<br />
5. NSEW directional math unit.<br />
6. If the grid is blue, then turn right, If it is free, then move forward.<br />
7. Confused - syntax error.... we need to unpack!<br />
<br />Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com1tag:blogger.com,1999:blog-1581059607248693725.post-75495821656832934912016-07-20T14:46:00.000-07:002016-07-20T14:59:40.326-07:00Binary Numbers<b>Binary Numbers:</b><br />
Digital technology is all about 0 and 1.<br />
How can you represent things using just 0 and 1?<br />
<br />
<b>8 - 10 year old students:</b><br />
binary- unpack the language.<br />
You have the choice of black or white + a dot!<br />
Traditionally we have worked with the 10 base - using binary is using just 2.<br />
The back - 1 = <b>a bit.</b> We can count to 1.<br />
How can we build up the sequence?<br />
Groups of 8 = a <b>byte.</b><br />
<b>1, 2, 4, 8, 16, 32, </b><br />
<br />
On a CD there are about 6 million bits.<br />
<br />
<b>Challenge: </b><i>(Maths, reasoning, problem solving, justify opinion, sequence)</i><br />
Only using 5 cards to keep all the kids involved - larger groups and it is a management issue.<br />
<br />
<ul>
<li>How can I have 11 dots visible? 1, 2, -, 8</li>
<li>Do you want the 16? Why is it out?</li>
<li>Do you want the 8? Why?</li>
<li>21 dots = 1,-,4, -, 16</li>
<li>No, No, Yes, Yes, Yes - start at the highest end -, -, 4, 2, 1</li>
<li>Reason for the order - start with the most significant - the largest.</li>
<li><b>Least significant bit </b>is on the right.</li>
<li><b>Most significant bit </b>is on the left - focus on place value.</li>
<li><b>Conventions -</b> we agree on these before, consistent.</li>
<li><b>Hexadecimal </b>- chunking them in groups of 4 like place value.</li>
<li>Smallest number to represent? 1 (Wait, they will review - 0 - that make the All-Blacks!)</li>
<li>Can we count up in sequence 1, 2, 3, 4, 5, 6, class help them... 7, (one is very busy, every 2nd time - white for odd numbers.)</li>
<li>All other numbers are even. Add even numbers = even. No way they can make an odd number without the 'odd one'.</li>
<li>Even + odd = odd, Even + even = even.</li>
<li>Difficulty of number - 2 hardest, 4 next hardest as they have the most work to do.</li>
</ul>
<div>
<br /></div>
<ul>
<li>6 cards = 64 values</li>
<li>5 cards = 32 values - adding one bit makes a huge different.</li>
</ul>
<div>
<b>Security of bank account </b>- 200 bits - how many combinations are there - huge numbers. It might take till the end of the world to hack your number. Secure because there are so many options.</div>
<div>
<br /></div>
<div>
201 bits - double the level of security.</div>
<ul>
<li>How could I represent the letters of the alphabet? A - 1, B - 2, C - 4</li>
<li>Use sounds - conventions quack - white, Moo - black</li>
<li>Make Moo, quack, moo, moo, moo rather than numbers- what letter of the alphabet? H or black, white, black, black, black</li>
<li>On a modem they were represented by high and low sounds. </li>
</ul>
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<ul>
<li><b>Can you represent all the letters of the alphabet?</b></li>
<li>Can we write a secret message?</li>
<li>What about macrons?</li>
<li>Can we agree on what number = macrons, ! , . </li>
</ul>
<div>
<br /></div>
<ul>
<li><b>Compose music:</b></li>
<li>Low, high, low, high - what's the letter? <b>Low - 0, High - 1</b></li>
</ul>
<div>
<b><br /></b></div>
<ul>
<li><b>Art:</b></li>
<li>Inverse koru - 0 or 1 - hiding messages in art - steganography</li>
<li>Can you make a secret message?</li>
</ul>
<div>
<b><br /></b>
<b>It is not about devices but our thinking skills...</b><br />
<b><br /></b>
<b>Computational thinking:</b><br />
<b>Logic </b>- right card is odd numbers<br />
<b>Algorithm </b>- How to add 1<br />
<b>Decomposition </b>- Break things into one section at a time<br />
<b>Patterns </b>- doubling, all white is one less that next card, frequency of flips<br />
<b>Abstraction</b> - ow to represent alphabet, numbers, texts, images<br />
<b>Evaluation</b> - largest, smallest, How many bits needed to represent a given number<br />
<b><br /></b>
<b>We start with a problem and look at how to solve them...</b><br />
1. How to get a message out of a country with poor human rights record?<br />
2. How to write a secret message?<br />
3. How to represent Te Reo in the American system with no macrons?<br />
<br />
<b>Our privacy depends on our understanding of technology. </b>(Need 2 locks)<br />
Lock - encryption.<br />
Put credit card details in a lock box. Pass through all the providers - all the kids.<br />
<i>How long should it take to get to America?</i> Seed of light - a few seconds.<br />
<i>How can she unlock the encryption?</i> phone, e-mail...... not safe.<br />
She locks it in America with your encryption and send back to the start. I take my lock off, leaving just her lock on it. Send it back so she can access it.<br />
It is secure all the journey and the sender or receiver don't need to share their secret codes.<br />
<br />
<b>This allows:</b><br />
Secure secret voting system - know you voted but no record of who you voted for. (Some countries might be useful)<br />
Codes on security depends on prime numbers!<br />
<br /></div>
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Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-16336869622949395072016-07-02T22:02:00.001-07:002016-07-02T22:02:37.862-07:00Week 32 - APC - Changes in practice <div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Wow - the end of MindlabEd November Intake 2015! </span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">It has been a rollercoaster ride of wishing I had more time to delve even deeper, opportunity to test ideas over and over again with my learners and even more time to just share with ‘like minded’ people. Stretch the course over two years and it might have almost been perfect!</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I never realised how much I love learning and sorting my ideas out in the form of a blog post or assignment. Posting them was just the promise to my wider community that I am going to take action. The choices for research projects and leadership I made were to useful because they gave opportunity unpack the things that interest me or that I am struggling with. Mindlab has given me the opportunity and skills to be more effective in developing my own teacher inquiry, which is an essential skill to have as an effective teacher in</span><a href="http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> New Zealand. </span></a><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Ministry of Education)</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I have </span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">also loved being fed all the current readings and videos that a reflective should be interacting with. I kno</span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">w it will be harder to find them without Mindlab but my Twitter CoP are always feeding new readings and blog posts into the mix. This continual cycle of reading, implementing and reflecting is one that will continue in my professional life as Osterman and Kottkamp (1993) identify it as the way practitioners can be more self aware about their impact and as a result grow as a teacher. </span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">So how has the last 32 weeks changed me? </span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Honestly… I knew about lots of things but was experienced in just a few. Mindlab was the springboard into buying a class set of Makey Makey, running a computer science course and unpacking the Agile Approach. I have learned that I am a leader and the way I draw in my stakeholders and the leadership style I use impacts the effectiveness of everything I do.</span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">As a school we are looking carefully at reflecting on our practice, working backwards from our action to see where it fits into the Practicing Teacher’s Criteria (PTC) which is going to be exciting as I unpack my Mindlab learning. It will be hard to focus on just to of the criteria!</span></span></div>
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<span style="background-color: transparent; color: red; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Criteria 4: </span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Demonstrate commitment to ongoing professional learning and development of professional personal practice.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Wow - 32 weeks of Mindlab was certainly a commitment of critical self reflection and changing how I do things - not to mention a vast number of late evenings and weekends! It was a chance to examine my motivations, prejudice and how effective I really am in the classroom and our wider learning community. (</span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Osterman & Kottkamp 1993)</span></span></div>
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<a href="https://1.bp.blogspot.com/-ZpxPFgE3-iM/V3ib7r4nXTI/AAAAAAAAGvI/rOmkqGZHXIQdT2Ks0GbQ1L7Vwt4IQIyvgCLcB/s1600/Screen%2BShot%2B2016-07-03%2Bat%2B4.59.58%2Bpm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="209" src="https://1.bp.blogspot.com/-ZpxPFgE3-iM/V3ib7r4nXTI/AAAAAAAAGvI/rOmkqGZHXIQdT2Ks0GbQ1L7Vwt4IQIyvgCLcB/s320/Screen%2BShot%2B2016-07-03%2Bat%2B4.59.58%2Bpm.png" width="320" /></a></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">My blog posts in the past have been unpacking an approach or resource in the classroom. I am now beginning to actually interact with readings, other practitioner’s blog posts and question my actions, effectiveness and my assumptions. I still look for opportunities for PD such as the Coding Training with the University of Canterbury in July and and working through my Teacher Inquiry for 2016 based around the effectiveness of the Feuerstein Method in our school setting. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My PD does not rely of what is offered vis school but feeds directly out of the connectiins I have made through Twitter and my wider learning communities, which reminds me of a whakatoki about working collaboratively: </span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"Naku te rourou nau te rourou ka ora ai te iwi” </span><span style="background-color: white; color: #333333; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">With your basket and my basket the people will live. </span></span></div>
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<span style="background-color: transparent; color: red; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Criteria 7:</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Promote a collaborative, inclusive, and supportive learning environment.</span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I had already begun this journey, which is why the Mindlab programme appealed to me, but there have been some changes take place as the course progressed. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I love the opportunity that </span><a href="http://scrumtrainingseries.com/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">‘</span><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Aglie’</span></a><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> gives me to support students in learning to code and managing their groups through an inquiry project. Those quick 5 minute ‘check ins’ at the start to establish where we are at, what we are struggling with and intend to achieve during the session keep us all on track and aware of what support is needed. </span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><img height="215" src="https://lh6.googleusercontent.com/rnYv5zr_azY-TGZRJB3a1QVIm-Rzcb12KaU0zKzdBszJEev_wkesfsZ3CVN8KEVLkl1C3Z91Mrf3VXtCuK-BjuJH620CnuwJbd6e0Jz1-0fUXQqacLMrxnToawHl-uS8UA3To6MG" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="367" /></span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Students are collaborating on Google Docs, even running AKO training sessions in how to use Google Draw and other tools to support their writing and inquiry. Constructive comments are made on blog writing and buddy conferencing supports the writing of students at all levels. All of this maximises learning as there are 58 teachers in our team. I have even begun to let of of the control that I used to crave. My three writing students on an independent writing programme are amazing me with the quality and quantity of the work they are producing, just because the have been given agency and trust. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I could go on forever about the amazing work my students are doing but need to identify...</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Where to Next?</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><b>Carry out my teacher inquiry</b> based on the effectiveness of the Feuerstein Method in our school and report our results to all stakeholders, while building greater connections with our growing community of practice.</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><b>Continue my training in Feuerstein</b> so that I can teach the whole range of enrichment activities.</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Continue to <b>develop a bank of planning and resources</b> to support staff in our school as they begin to take the Feuerstein journey.</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><b>Develop my skills in coding</b> and unpack how this can be integrated across the curriculum.</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Go back and play around with <b>how Agile can be developed</b> as an approach to scaffold student independence.</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>Make stronger connections with our marae</b></span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and look at ways to strengthen my cultural responsiveness in the classroom </span><span style="background-color: transparent; color: #333333; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">-</span><span style="background-color: transparent; color: #333333; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Roll on Maori Language Week!</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Spend some time going back over what I have been learning and <b>embed it in my classroom</b>:</span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Makey Makey</span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Coding</span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Augmented Reality</span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Collaboration</span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Student led workshops</span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Student independence in learning</span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">It sounds like I am going to continue to be very busy, but for the next few days I’m going to just going to put my feet up and reflect on the ups and downs of the journey so far. </span></span></div>
<b><span style="font-family: inherit;"><br /><span style="font-family: inherit;">Resources:</span></span></b><br />
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<span style="font-family: inherit;"><span style="background-color: white; color: #392529; font-size: 14.85px; line-height: 20.28px; vertical-align: baseline; white-space: pre-wrap;">Freire, Paulo. (2000) </span><span style="background-color: white; color: #392529; font-size: 14.85px; line-height: 20.28px; vertical-align: baseline; white-space: pre-wrap;"><b>Pedagogy of the oppressed</b></span><span style="background-color: white; color: #392529; font-size: 14.85px; font-style: italic; line-height: 20.28px; vertical-align: baseline; white-space: pre-wrap;"> /</span><span style="background-color: white; color: #392529; font-size: 14.85px; line-height: 20.28px; vertical-align: baseline; white-space: pre-wrap;">New York : Continuum</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">James, M. Agile Scrum Training Series (2016) </span><a href="http://scrumtrainingseries.com/" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://scrumtrainingseries.com/</span></a></span></div>
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<span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;">Ministry of Education (nd). </span><span style="background-color: white; color: #333333; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Practising teacher Criteria and e-learning </span><span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;">. Retrieved from </span><span style="background-color: white; color: #1aaf5d; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning" style="text-decoration: none;">http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning</a></span></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Osterman, K. & Kottkamp, R.(1993).</span><span style="background-color: white; color: #333333; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Reflective Practice for Educators</span></span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 </span>from</span><a href="http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf" style="text-decoration: none;"><span style="background-color: white; color: #1aaf5d; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf</span></a></span></div>
<br />Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com6tag:blogger.com,1999:blog-1581059607248693725.post-46248423841243555312016-06-26T21:59:00.001-07:002016-07-02T21:57:48.994-07:00Week 32 - APC - Changes in practice<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
Reflective practice can assist practitioners to understand and be able to evaluate their practice. This in turn leads to professional development.</div>
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Osterman & Kottkamp(1993) has contrasted traditional approach of professional development by outside experts delivering workshops for schools versus reflective practice model. They suggest that traditional approach results in knowledge acquisition while reflective practice can lead to change in behaviors via self-awareness.</div>
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Continuing learning is fundamental to keep one in a profession to be able to adapt to any change be it the new pedagogy, or new regulations or even a new environment. In this aspect, reflective practice should be established as learning habits and be used frequently to inform and improve practice.</div>
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Most professions have a professional body that regulates the career lifelong learning of its members especially in sectors that require working with people such as nursing, social work and teaching. It is important that a practitioner meets an expected level of professional standards and is able to provide examples as evidence.</div>
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In New Zealand education context, Ministry of Education (nd.) has set criteria for <a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Practising Teacher Criteria (PTC) in e-learning</a>.</div>
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<a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">12 Practising Teacher Criteria (PTC) in e-learning</a>.</div>
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Professional relationships and professional values</h5>
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<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-1" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Criteria 1</a>: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.</li>
<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-2" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Criteria 2</a>: Demonstrate commitment to promoting the well-being of ākonga.</li>
<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-3" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Criteria 3</a>: Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand.</li>
<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-4" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Criteria 4</a>: Demonstrate commitment to ongoing professional learning and development of professional personal practice.</li>
<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-5" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Criteria 5</a>: Show leadership that contributes to effective teaching and learning.</li>
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Professional knowledge in practice</h5>
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<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-6" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Criteria 6</a>: Conceptualise, plan, and implement an appropriate learning programme.</li>
<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-7" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Criteria 7</a>: Promote a collaborative, inclusive, and supportive learning environment.</li>
<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-8" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Criteria 8</a>: Demonstrate in practice their knowledge and understanding of how ākonga learn.</li>
<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-9" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Criteria 9</a>: Respond effectively to the diverse and cultural experiences and the varied strengths, interests, and needs of individuals and groups of ākonga.</li>
<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-10" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Criteria 10</a>: Work effectively within the bicultural context of Aotearoa NZ.</li>
<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-11" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Criteria 11</a>: Analyse and appropriately use assessment and information, which has been gathered formally and informally.</li>
<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-12" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Criteria 12</a>: Use critical inquiry and problem-solving effectively in their professional practice.” (p.1)</li>
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During the last 7 weeks, several topics have been introduced to provoke your thoughts about a variety of aspects in your practice. You should by now gain a deeper understanding of how those aspects directly or indirectly influence your daily practice.</div>
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It should be now the opportunity for you to reflect and review your learning journey over the duration of this course, test new understandings, challenge assumptions and critically consider your practice in line with theory and research.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Recommended reading</span></div>
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<li style="box-sizing: border-box; line-height: 1.6;">Osterman, K. & Kottkamp, R.(1993).<em style="box-sizing: border-box;"> Reflective Practice for Educators.California</em>.Cornwin Press, Inc. Retrieved on 7th May, 2015 from <a href="http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf</a></li>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Activity 8: Changes in my practice</span></div>
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After reading the Class Notes, create a blog post where you evaluate the impact of issues on your practice and plan for the future.</div>
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Firstly, reflect on your personal 32 week learning journey through the whole postgraduate programme and provide a critical discussion of two key changes in your own research informed practice in relation to the <a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Practising Teacher Criteria (PTC) in e-learning</a>.</div>
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Then share your next dream regarding your future professional development.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">References</span></div>
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Osterman, K. & Kottkamp, R.(1993).<em style="box-sizing: border-box;"> Reflective Practice for Educators</em>.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 from<a href="http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf</a></div>
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Ministry of Education (nd). <em style="box-sizing: border-box;">Practising teacher Criteria and e-learning </em>. Retrieved from <a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning</a></div>
Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-25664395628385570892016-06-25T22:46:00.001-07:002016-06-26T03:17:13.396-07:00Making connections across learning areas - messy and engaging.<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Interdisciplinary connections between subject areas might seem innovative and new as seen in Hobsonville Point Secondary School but it is something primary school teachers have been experimenting with for years. The only way to fit everything in, at a depth that makes learning purposeful and interesting, is to mix it all up together like it happens in life!</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">But how do we d<span style="background-color: white;">efine </span><span style="background-color: white; font-size: 16px; font-weight: bold; line-height: 19.2px; white-space: pre-wrap;">Interdisciplinary teaching? </span><span style="background-color: white; font-size: 16px; line-height: 19.2px; white-space: pre-wrap;">Mathison and Freeman </span><span style="background-color: white; font-size: 16px; line-height: 19.2px; white-space: pre-wrap;">(</span><span style="background-color: white; font-size: 16px; line-height: 1.38; white-space: pre-wrap;">1997) suggest the purpose is to enhance learning by having two or more subjects work in together to help make the connections. They suggest that the interdisciplimnary approach is more teacher driven, an intergrate approach is inquiry driven and the intergrative approach is about </span><span style="background-color: white; font-size: 16px; line-height: 22.08px; white-space: pre-wrap;">sharing student and teacher ideas to co-construct </span><span style="background-color: white; font-size: 16px; line-height: 1.38; white-space: pre-wrap;">the curriculum. The basis of all of these approaches is to make connections between learning areas and apply skills across different contexts.</span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Being the </span><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Enviro School</span><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> lead teacher has a huge impact on how I do everything. The five guiding principles are that of </span><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">empowering students</span><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> to take action for real change, teaching and </span><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">learning for sustainability,</span><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> honouring </span><span style="background-color: #fafaf9; color: #333333; font-size: 15.3333px; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Māori perspectives</span><span style="background-color: #fafaf9; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: #fafaf9; color: #333333; font-size: 15.3333px; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">respecting the diversity of people and cultures</span><span style="background-color: #fafaf9; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and developing the skills in our students that will nurture both people and nature as a </span><span style="background-color: #fafaf9; color: #333333; font-size: 15.3333px; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">sustainable community.</span><span style="background-color: #fafaf9; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></span><span style="background-color: white; color: #333333; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;">These Enviroschool principles tie in with my passion for Te Reo, raranga (flax weaving), </span><span style="background-color: #fafaf9; color: #333333; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;">Māori</span><span style="background-color: white; color: #333333; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;"> tikanga and empowering students to be independent change-makers. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My focus is to develop </span><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">independence in learning</span><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and developing the Key Competencies so my students have the necessary skills for participating in the challenges of the 21st Century. A key component of this is self reflection, unpacking the metacognition behind their learning which will help them develop as a self directed learner. (Ministry of Education 2016)</span></span></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Topmost in my mind is the way the </span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Feuerstein Method </span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">has changed my teaching. I focus on unpacking - cognitive functions into manageable chunks, mediate learning by asking those challenging questions that help students identify effective strategies, while making connections from learning to other contexts and the real world. I believe that every student is modifiable and feel that it is my responsibility to give them the skills they need to grow. </span></span><span style="font-size: 16px; line-height: 1.38; white-space: pre-wrap;">(Feuerstein 2010)</span></span><br />
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<span style="background-color: white; color: #333333; font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;">Finally, I strive to make learning engaging, for a purpose and social. We co-create learning as we struggle with an inquiry or problem based learning which requires us to use all of our skills and make connections across the curriculum areas. </span><br />
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<span style="background-color: white; color: red; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;"><span id="docs-internal-guid-ed545b87-86a1-cab7-df67-58dd4632e18b"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 15.3333px; font-weight: 700; vertical-align: baseline;">Identify two of the potential connections from your map as your near future goals:</span></span></span><br />
<span style="background-color: white; color: #333333; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 15.3333px;">In the challenge of fitting everything onto the page in my map, I forgot to mention the possible future steps.....</span></span><br />
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<span style="background-color: white; color: #333333; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 15.3333px;"><b>1. Make closer links with the Marae and local Māori community.</b> I hope to return to studying raranga (flax weaving) in 2017, which will continue to build my relationships within tthe Māori community, but also need to look at ways to make my teaching even more culturally responsive. One way is to take more of an active role in my local marae so that I can build relationships and incorporate these into my classroom.</span></span></span><br />
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<span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 15.3333px;"><b>2. Unpack the effect of Feuerstein amongst our learners. </b>This will take the form of carrying out my research project, supporting new other teachers from the school in their training and developing a bank of resources that can be used in implementing this amazing method. This will also require further training over the next few years, so that I can teach the full range of enrichment tasks within our school Dynamic Thinking programme, while also embedding the approach across the curriculu</span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">m with the aim of providing </span></span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">‘<b><i>Equity for all’</i></b>. (Ministry of Education 2016, NEG 2).</span></span><br />
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<span style="background-color: white; color: red; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 15.3333px; font-weight: 700; vertical-align: baseline;">The beneifts of making connections:</span></span></span><br />
<span style="background-color: white; color: #333333; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 15.3333px; vertical-align: baseline;">Feuerstein states that teaching specific cognitive functions should be done repeatedly and in isolation so it can then be embedded in a task. His key focus is to always make those connections between the strategy and where in the world it was being used. This is fine for an intense cognitive function programme but I believe that it is more motivating if the 'need' for learning arises from an authentic learning opportunity. This results in....</span></span><br />
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<li><span style="color: #333333; font-family: "helvetica neue";"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 15.3333px; white-space: pre-wrap;">clear connections being made between subjects, strategies and encourages application into new contexts</span></span></li>
<li><span style="color: #333333; font-family: "helvetica neue";"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 15.3333px; white-space: pre-wrap;">more complex and challenging isssues can be unpacked - in depth rather than superficial 'coverage'</span></span></li>
<li><span style="color: #333333; font-family: "helvetica neue";"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 15.3333px; white-space: pre-wrap;">collaboration as a focus, using creativity, communication, problem solving and critical thinking to socially co-construct knowledge</span></span></li>
<li><span style="color: #333333; font-family: "helvetica neue";"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 15.3333px; white-space: pre-wrap;">authentic lines of inquiry engage and inspire students</span></span></li>
<li><span style="color: #333333; font-family: "helvetica neue";"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 15.3333px; white-space: pre-wrap;">student interest and voice leads the direction of inquiry or problem soving challenge</span></span></li>
<li><span style="color: #333333; font-family: "helvetica neue";"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 15.3333px; white-space: pre-wrap;">learning being fresh and interesting because it is driven by student interests</span></span></li>
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<span style="color: red; font-family: inherit;"><span style="background-color: white; vertical-align: baseline; white-space: pre-wrap;"><span style="font-weight: 700; vertical-align: baseline;">The challenges of i</span></span><span style="font-weight: bold; line-height: 20.24px; white-space: pre-wrap;">nterdisciplinary connections:</span></span></span><br />
<span style="background-color: white; color: #333333; white-space: pre-wrap;"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Uncertainity of planning:</span></b></span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; white-space: pre-wrap;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">These issues tend to sit with the teacher. Are they prepared to 'back-plan' or cope with the uncertainty of not having the planning completed for the term? Relying on student imput takes the control away from the teacher an</span></span><span style="background-color: white; color: #333333; font-size: 15.3333px; white-space: pre-wrap;">d requires flexibility. </span></span><br />
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<span style="background-color: white; color: #333333; font-size: 15.3333px; white-space: pre-wrap;"><b>Curriculum hour blocks:</b></span></span><br />
<span style="background-color: white; color: #333333; font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 15.3333px; white-space: pre-wrap;">The other current issue I can see in primary school is moving away from specific subject blocks. While we might be using reading or writing to support the inquiry or project based leawrning - why do we need to separate the day into 1 hour sections? Breaking down these barriers is fine in a single cell classroom but how do you manage three teachers and 90 students in the mix?</span><br />
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<span style="background-color: white; color: #333333; font-size: 15.3333px; white-space: pre-wrap;"><b>Tracking and assessment:</b></span></span><br />
<span style="background-color: white; color: #333333; font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 15.3333px; white-space: pre-wrap;">If the subject blocks are removed and we focus on 'Integrated Learning' how do you check that each subject recieves an appropriate amount of time, track the learning in separate subjects and keep it sorted in your own mind? How then do you explain this to parents who are set in the traditional apporach of hour blocks?</span><br />
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<span style="background-color: white; color: #333333; font-size: 15.3333px; white-space: pre-wrap;">It is obvious that real life does not fit into small clearly labelled sections but is messy and skills from one part of life are always applied to other areas. This is the life we are preparing our students to thrive in. Lets give them the skills they need!</span></span><br />
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<span style="background: white;">Ministry of Education, <a href="http://www.education.govt.nz/ministry-of-education/legislation/negs/">http://www.education.govt.nz/ministry-of-education/legislation/negs/</a>
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<span style="white-space: pre-wrap;">Ministiry of Education, Key Competencies. http://nzcurriculum.tki.org.nz/Key-competencies</span><span style="white-space: pre-wrap;"> 26.6.16 uploaded. </span></div>
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<span style="background-color: white; color: #333333; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">TEDx Talks (2001, April 6). TEDxBYU - David Wiley - <b>An interdisciplinary path to innovation. </b>[video file].Retrieved from</span><a href="https://www.youtube.com/watch?v=5ytjMDongp4" style="text-decoration: none;"><span style="background-color: white; color: #333333; font-size: 14.6667px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: white; color: #474747; font-size: 14.6667px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">https://www.youtube.com/watch?v=5ytjMDongp4</span></a> </div>
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<span style="background-color: white; color: #333333; font-family: "helvetica neue"; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "helvetica neue"; font-size: 15.3333px; font-weight: 700; vertical-align: baseline;"><br /></span></span>Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com5tag:blogger.com,1999:blog-1581059607248693725.post-52359177299987064602016-06-25T00:54:00.000-07:002016-06-25T00:54:33.345-07:00Week 31 - APC - Professional Context - Crossing boundaries and creating connections (Class notes)<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
One of the most important skills you will need to learn is to become “self-aware” as a teaching professional and to understand the context of your own discipline: it’s strengths and its limitations. When you can clearly define our actions as a teaching practitioner and the context of your practice you will able to move across disciplines to other areas of practice where you can make informed contributions on the practice of your own current and future practice along with emerging practice disciplines.</div>
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Working in an interdisciplinary manner does not mean disregarding individual disciplines. It requires the practitioner to have a rigorous grounding and understanding of their discipline and its relationship to other practices. Every discipline has its own intellectual history and future. Every discipline has a unique perspective about its subject matter, its own epistemology, unique methodologies and methods of research. Each discipline also has unique methods and techniques in practice.</div>
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To work across disciplinary boundaries you will need to understand key elements as they are represented within each discipline. You will need to understand how the community of practitioners and scholars who i) pursue the creation of new knowledge in a discipline, ii) who teaches and practices within that discipline iii) operate in the context of the discipline; and the communities that the discipline serves.</div>
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Interdisciplinary practice allows individuals who are based in their practice discipline(s) to focus on collaboration and participate in finding solutions to the increasingly complex problems occurring in the world today. When working in an interdisciplinary manner we need to draw on multiple perspectives, practices, epistemologies and methodologies to identify how these can be utilised to solve real world problems.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Suggested Readings:</span></div>
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<li style="box-sizing: border-box; line-height: 1.6;">Mathison,S.. & Freeman, M.(1997). <em style="box-sizing: border-box;">The logic of interdisciplinary studies.</em> Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997. Retrieved from <a href="http://www.albany.edu/cela/reports/mathisonlogic12004.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.albany.edu/cela/reports/mathisonlogic12004.pdf: </a>This review of literature of interdisciplinary studies can help you explore more about the interdisciplinary approach used by teachers in their class.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. <em style="box-sizing: border-box;">ESSAI, 7</em>(26), 76-81. Retrieved from <a href="http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai</a></li>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Activity 7: My interdisciplinary connection map</span></div>
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After reading the Class Notes, create a blog post where you first draw a map which demonstrates your current and potential interdisciplinary connections. You can choose to create your map with a digital tool (for example: bubbl.us, coggle, popplet.com...) or draw with pen and paper and submit a picture to the portal.</div>
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Identify two of the potential connections from your map as your near future goal(s). Then critically discuss the benefits and challenges of working in a more interdisciplinary environment.</div>
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Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-34747059303250085372016-06-24T03:27:00.002-07:002016-06-24T03:31:07.417-07:00Social Media - Does it have a place in Education?<b id="docs-internal-guid-37e283c6-81e5-c9ee-6634-e00ca2e2defd" style="font-weight: normal;"><span style="font-family: inherit;"><span style="background-color: white; color: #272727; vertical-align: baseline; white-space: pre-wrap;">The world is changing pace rapidly so how do we to prepare our students for 21st Century when we don’t have the skills ourselves? We as teachers are </span><span style="color: #333333; vertical-align: baseline; white-space: pre-wrap;">supposed to model being ‘lifelong learners’ then where and when do we learn? How do we measure our effectiveness or get inspiration? Who acts as our mentor or critical friend when there is no money or little time to invest in these tools? </span></span></b><br />
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It is social media that inspires me to </span><span style="background-color: transparent; color: #333333; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i><b>‘hack learning’</b></i></span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in my classroom and continue to be that </span><span style="background-color: transparent; color: #333333; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i><b>‘lone nut’ </b></i></span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">that stands out as doing something a bit different. For me being ‘Connected Learner’ (</span><a href="https://www.youtube.com/channel/UC3N_1qJJKfUQu8GzW5Lrh2g" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Office of Ed Tech</span></a><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 2013) it is not the key aspect of bei</span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">ng a 21st Century Educator. Being a connected learner is essential for my growth, my excitement and what drives me to continue the journey in becoming a better teacher. It is the air that I breathe as an educator.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This is good because relying on ‘management’ to provide relevant PD to my particular interests or needs is not realistic. </span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Melhuish</span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> states </span><span style="background-color: transparent; color: #333333; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“</span><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It is recommended that educators explore ways to make strategic use of social network sites within a clearly articulated inquiry, focused on student outcomes.”</span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (2013, pg 179) </span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">How do/would you use social media to enhance your professional development? Why?</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Being actively involved in my Twitter Community of Practice has has allowed me to make connections with colleagues around the world. I can </span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">participate in discussions about current educational trends across continents due to the ability to access this PD at any time or place. This provides a never-ending, free ‘conference’ where we share resources, challenge ideas and discover the next inspirational book to read. </span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Twitter is like </span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">a spider’s web of AKO that binds us together in learning from and supporting one another. Gone is the past where resources were hoarded and classroom doors closed. The sole purpose of being a connected learner is to support those around you and be enriched by sharing their expertise. I am lucky to be connected to colleagues from around the world that challenge and inspire me to be better. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Other social media tools that help support my learning journey are using Google Docs to collaboratively plan, Google + groups and Facebook pages for discussion with like-minded people on issues like ILE or Collaborative Teaching. The </span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.vln.school.nz%29/" target="_blank">VLN Groups network</a> are an excellent resource but the most effect on my practice has come from Twitter. </span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">2. What are some key features of social media that are beneficial for teaching and learning? Why?</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Why would we ask students to ‘power down’ when the come to school when we are charged with preparing them for the 21st Century? Surely our job is to engage students while teaching them how to effectively use these tools to collaborate and create in a safe way. </span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Education Council 2016). </span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Digital citizenship has to be at the heart of our classrooms along with moving from the act of consuming to actually creating. (</span><span style="background-color: white; color: #3b3b3b; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Seaman, & Tinti-Kane, 2013) </span><span style="background-color: white; color: #333333; line-height: 1.2; white-space: pre-wrap;">Pearson’s survey in that same document shows there was an increase of 21.3% from 2012 to 2013 in social media use in teaching.</span></span></div>
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<span style="background-color: white; color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="font-family: inherit;">In our classroom, we make use of many social media tools to motivate students, support their learning and share that journey with whanau.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Every student has their own blog which acts like an e-portfolio tracking their progress across time from Year 4 - 8. This is a place to </span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">share writing, oral recordings of reading fluency, reflections, slide presentations for inquiry, movies and many other exciting pieces of learning. It gives students an audience and purpose to present their ‘best’ and the thought of ownership and their learning being seen by ‘the world’ is highly motivating. </span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Through blogging we have an opportunity to teach Cyber Citizenship - with a purpose. We also have a huge focus on students giving constructive comments and following the next steps suggesting in those from teachers, parents and peers. This reinforces the concept of us all being both the teacher and learner. This could also be seen when my students not only participated in 5 Sentence or 100 Word Challenges but also wrote comments on the writing of other students. To be a Cyber Citizen, we can’t expect to just receive comments but we also need to give back to our community.</span></span></div>
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<span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Teaching students to use a range of apps and tools allows them to make choices about which would be most effective in achieving their desited goal. This requires them to take their audience into account and evaluate each tool. These are all skills of a much higher level than just ‘consuming’ drill and skill games! They are the skills of a 21st Century Learner. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Apart from blogging, we also use a range of other Social Media tools. We use twitter as a reflection tool where students need to make a summary, have it correct and think about their audience. </span><span style="background-color: transparent; color: #333333; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>(@coolkiwikids)<i> </i></b></span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This gives us a platform to share learning but also has the opportunity to make connections. In the past we have been involved in #kidsedchatnz, quadblogging and #kidscafeNZ which developed into running a kids ‘educamp’ for blog buddies from another school. Making connections helps develop empathy as students see the </span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">similarities between them and students in other countries or circumstances.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></span>
<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Another tool we find valuable is the <a href="http://www.learnz.org.nz/" target="_blank">LEARNZ Network for Virtual Field Trip</a>s. This gives students an opportunity to participate in activities that might be impossible to attend in 'real-life' and make connections with experts in the field. This next week we are actually participating in making the 'Bird Survey' video that will be shared with other students.</span></span><br />
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<span style="background-color: white; color: #3b3b3b; font-family: inherit; line-height: 1.2; white-space: pre-wrap;">Being a GAFE school also gives our students great joy as they love collaborating in projects and co-writing stories which they then post on their blogs, from where whanau can comment. Google Docs and the use of Hapara Dashboard to track student learning gives me opportunity to build those relationships Joosten reports are needed for learning (2013). I can even comment on learning that students are working on in the weekend!</span></div>
<span style="background-color: white; color: #272727; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Classrooms are no-longer the centre of our learning. They are the base from which we reach out to a rich wealth of connections with other classrooms, students and experts. I am excited that the classroom I have the pleasure of working in looks so different to the one I began my teaching career in 20 years ago.</span></span>Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-54678385062000986892016-06-23T22:48:00.002-07:002016-06-23T22:48:53.076-07:00Week 30 - APC - Professional Online Social Networks (Class Notes)<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">Social media in teaching</span></div>
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The digital era has seen social media popularity expand across sectors and at different levels. In education, social media has been increasingly adopted to enrich the learning environment. Pearson’s survey (Seaman & Tinti-Kane, 2013) shows that there was an increase of 21.3% from 2012 to 2013 in social media use in teaching.</div>
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A study investigating social media use in teaching (Silius et al., 2010) showed that student motivation for social media can enhance study. While this study was conducted with university students, its implications can be applied to other contexts as learners of any age have substantial access to social media networks.</div>
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Promising as it seems, social media is not without its critics. A recent Pearson survey revealed 56% of respondents believed social media to be more distracting than helpful to students. Further, effective learning will vary from student to student according to their knowledge and competence of these platforms.</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">Social media in professional development</span></div>
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Technology accessibility and the pace of advancement to all communities both local and international has resulted in changes to aspects of the general education system, including the professional learning medium for educators (Melhuish, 2013).</div>
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Social media platforms have been able to provide personalised learning which is need-based and flexible in time and location. Teachers can use online social network to seek information, share ideas and even contribute to the development of deep knowledge.</div>
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In the New Zealand context, the Ministry of Education has introduced an initiative to enhance professional development via online social networking. The <a href="http://www.vln.school.nz/" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;" target="_blank">Virtual Learning Network</a> is a platform where educators can engage in professional conversations. Melhuish's (2013) study has suggested that VLN Groups can enable an informal type of professional learning for teachers.</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;"></span><span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">Activity 6: Using social online networks in teaching and/or professional development</span></div>
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After reading the Class Notes, create a blog post where you critically discuss the use of social media in teaching and/or in professional development in relation to any <span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">two </span>of the following questions:</div>
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<li style="box-sizing: border-box; line-height: 1.6;">What are some key features of social media that are beneficial for teaching and learning? Why?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What are potential challenges that teachers need to be aware of when integrating social networking platforms into teaching activities? Why?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What social media platform do you feel best supports engagement with your professional development? Why?</li>
<li style="box-sizing: border-box; line-height: 1.6;">How do/would you use social media to enhance your professional development? Why?</li>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">References</span></div>
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Melhuish, K.(2013). <em style="box-sizing: border-box;">Online social networking and its impact on New Zealand educators’professional learning</em>. Master Thesis. The University of Waikato. Retrived on 05 May, 2015 from <a href="http://researchcommons.waikato.ac.nz/bitstream/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=y" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;" target="_blank">http://researchcommons.waikato.ac.nz/bitstream/han...</a></div>
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Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Retrieved from <a href="http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;" target="_blank">http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0</a></div>
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Silius, K., Miilumäki, T., Huhtamäki, J., Tebest, T., Meriläinen, J. & Pohjolainen, S.(2010). Students’ motivations for social media enhanced studying and learning. <em style="box-sizing: border-box;">Knowledge Management & E-Learning: An International Journal, 2</em>(1), 54-67. Retrieved from <a href="http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/55/39" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;" target="_blank">http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/55/39</a></div>
Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-76873601832579506732016-06-18T00:04:00.001-07:002016-06-18T00:04:20.593-07:00Ethics in my practice...<span style="font-family: inherit;">My ethics are what determine how I react in different situations and might be different from someone of a different cultural or religious background. However, there is a code of practice that governs our behaviour as teachers: </span><span style="background-color: white; font-family: inherit; vertical-align: baseline; white-space: pre-wrap;"><a href="https://educationcouncil.org.nz/content/about-code-of-ethics" style="text-decoration: none;">Code Of Ethics for Certified Teachers</a>.</span><br />
<span style="font-family: inherit;">The key focus is that in dealing sith students, whanau, colleagues, The BOT, cluster colleages.....</span><br />
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<li><span style="font-family: inherit;">We treat people with respect</span></li>
<li><span style="font-family: inherit;">We nurture all students and encourage them to think critically<b id="docs-internal-guid-2b93d668-3e27-33be-6ff0-f9596637f48e" style="font-weight: normal;"></b></span></li>
<li><span style="font-family: inherit;">We promote student wellbeing</span></li>
<li><span style="font-family: inherit;">We collaborate with whanau for the good of their child</span></li>
<li><span style="font-family: inherit;">We respect privacy and confidentiality</span></li>
<li><span style="font-family: inherit;">We collaborate with and support colleagues </span></li>
<li><span style="font-family: inherit;">We promote our school in a positive manner</span></li>
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<span style="font-family: inherit;">There was probably much more but this seems to be the essence of it.... and should be what is at the foundation of all my actions as a teacher.</span></div>
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<span style="font-family: inherit;">What happens when you throw the ever-changing aspect of social media into the mix? Keeping our students safe becomes a much more challenging task than it was 20 years ago.</span></div>
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<span style="font-family: inherit;">I have been blogging with my class for at least 6 years, student<span style="font-family: inherit;">s have had individual blogs for three years and my students have been using Titter as a reflective tool for the same amount of time. According to the NZ Teacher's Council (2012) the purpose of using social media must be established and I can attest that blogging has increased student writing due to a sense of ownership and audience. Using Twitter allows for the succinct sharing of reflections and both of these tools allows us to connect with a wider community of learners, where we can begin to collaborate and have access experts from around the world. </span></span></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;"><b>So how do my personal ethics and choices protect both me and students from potential issues?</b></span></span></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;">I migh not call myself an early adopter but I was pretty close behind. I value the professional support I gain through Twitter and the opportunities that social media bring to education. But how can I make use of this resource and keep myself professionally 'safe' in my professional environment?</span></span><br />
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<span style="font-family: inherit;"><span style="font-family: inherit;">My personal twitter account @kiwiallana is where I share my learning as a teacher, blog posts and Mindlab assignments. I am careful to make my posts positive and think carefully about what is professionally appropriate for posting. This account is not shared with students. </span></span><br />
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<span style="font-family: inherit;">The class share a separate account @coolkiwikids where they post reflections and images from class. These are identified only with a first name and images must be checked before posting. </span><br />
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<span style="font-family: inherit;">My personal Facebook account is very inactive but does allow me to connect with family overseas and is mainly limited to how my garden is growing or how many mice the cat has caught - nothing that could be a bad example to students should they 'happen' to see any of the posts. I do not 'friend' students or their parents. I have also chosen to not 'friend' the school so that my personal Facebook account has no connection with my professional life. </span><span style="font-family: inherit;">I do know of a colleague who was intentionally 'stalked' by students and understand the importance of keeping everything professionally appropriate and separate.</span></div>
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<span style="font-family: inherit;"><b>Digital Ethical Issue:</b></span></div>
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<span style="font-family: inherit;">Within the school environment, we have so many systems in place to protect our students but have also been very lucky to not have had many major issues arise. As a result, I will unpack something that I can see being a <b>possible </b>digital issue.</span></div>
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<span style="font-family: inherit;"><span id="docs-internal-guid-f925cd1b-623c-4383-5cd4-923190e65301"><a href="https://www.flickr.com/photos/kyteacher/3578441521" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "helvetica neue"; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://www.flickr.com/photos/kyteacher/3578441521</span></a><span style="background-color: white; color: #333333; font-family: "helvetica neue"; vertical-align: baseline; white-space: pre-wrap;"> </span></span></span></span></div>
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<span style="font-family: inherit;">All senior students at our school have personal 'Blogger Blogs' and Google Drives which are tracked through <a href="https://hapara.com/" target="_blank">Hapara Dashboard.</a> Students have completed a series of 'Cyber Citizenship' lessons at the beginning of the year, signed annual safety and image sharing contracts then completed a BYOD Quiz before creating their own 'safe' password and learning about how to use their blog. </span><span style="font-family: inherit;">This year our inquiry included lessons on blogging skills including their digital foodptints and acknowledging sources. There are still workshops being run throughout the year for students to upskill in this area.</span><br />
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<span style="font-family: inherit;">The educational purpose of these blogs are for student writing, reflection and to share their learning with family and the wider learning community. We train students to make constructive comments on one-another's work with clear next steps as they are AKO kids and are excellent teachers of their peers.</span><br />
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<span style="color: blue; font-family: inherit;"><i><b>But what happens if a student posts an inappropriate image of another on their blog, or makes 'bullying' type comments on another student's work or in the form of an e-mail?</b></i></span></div>
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<span style="font-family: inherit;">Hall (2001) would suggest that there are a series of questions to ask when dealing with a digital issue. For us the steps would be very clear and based on the contract signed which determines our school expectations.</span><br />
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<span style="font-family: inherit;">This type of behaviour would be picked very qucikly. Any posts, comments or e-mails would be sent to our ICT co-oridnator and teachers via the 'Linewise' and </span>'inappropriate word' filter. We also have the protocol of students only saving blog posts with TBC (To Be Checked), then the teacher giving advice or posting the piece for them, until they have earned the right for independent posting.<br />
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The facts of the incident would be unpacked then students and parents would be referred back to the signed contract about appropriate use of ICT. As a restorative school, the people harmed would be identified and a way to restore this relationship would be set in place with the students involved. If it was a more serious case, a restorative conference would be set up between the two families, with a trained facilitator to unpack the steps required to restore the relationships, a plan and monitoring would be set in place. In all instances there could be a period where the student was removed from the school wiifi, followed by close supervision and tracking. <br />
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Any learning opportunities would be unpacked from this event for the remainder of the class and the need for futher training in what is 'appropriate use' would be establised and carried out. Systems would be reviewed to see ifchanges need to be made for the future.<br />
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Pandora has been let out of the box and in most instances, devices and social media are an effective tool in making connections, collaboration and sharing learning. There could be no suggestion that <span style="font-family: "times" , "times new roman" , serif;">these tools should be removed from our classrooms. We do, however, need to have strong systems in place to protect our students from potential issues that might arise. </span></div>
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<span style="background-color: white; color: #333333; font-family: "times" , "times new roman" , serif; line-height: 24px;"><b>Source: </b></span><br />
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<span id="docs-internal-guid-f925cd1b-6239-4cf7-da61-115ae13cb827" style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;"><span style="line-height: 24px;">Hall, A. (2001).</span><em style="box-sizing: border-box; line-height: 24px;"> What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers</em><span style="line-height: 24px;">. Paper presented at the IIPE Conference, Brisbane. Retrieved from </span><a href="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" style="box-sizing: border-box; color: #1aaf5d; line-height: 24px; text-decoration: none;">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</a></span></span><br />
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;">Henderson, M., Auld, G., & Johnson, N. F. (2014).</span><span style="background-color: white; color: #333333; font-style: italic; vertical-align: baseline; white-space: pre-wrap;"> Ethics of Teaching with Social Media.</span><span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;"> Paper presented at the Australian Computers in Education Conference 2014, Adelaide, SA. Retrieved from </span><a href="http://acec2014.acce.edu.au/sites/2014/files/attachments/HendersonAuldJohnson_EthicalDilemmas_ACEC_2014_0.pdf" style="text-decoration: none;"><span style="background-color: white; color: #1aaf5d; vertical-align: baseline; white-space: pre-wrap;">http://acec2014.acce.edu.au/sites/2014/files/attachments/HendersonAuldJohnson_EthicalDilemmas_ACEC_2014_0.pdf</span></a><span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;">:</span></span></div>
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</span><span style="background-color: white; color: #333333; line-height: 24px;"><span style="vertical-align: baseline; white-space: pre-wrap;">Ministry of Education. (2015). </span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Digital technology- Safe and responsible use in school</span><span style="vertical-align: baseline; white-space: pre-wrap;">. Retrieved from </span><a href="http://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf" style="background-color: transparent; text-decoration: none;"><span style="color: #1aaf5d; vertical-align: baseline; white-space: pre-wrap;">http://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf</span></a><span style="vertical-align: baseline; white-space: pre-wrap;">: </span></span></span><br />
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<span style="background-color: white; color: #333333; line-height: 24px;">New Zealand Teachers Council.(2012). Establishing safeguards.[video file]. Retrieved from</span><a href="https://vimeo.com/49216520" style="background-color: white; box-sizing: border-box; color: #1aaf5d; line-height: 24px; text-decoration: none;">https://vimeo.com/49216520</a></span></div>
Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com5tag:blogger.com,1999:blog-1581059607248693725.post-72963665964851686042016-06-10T22:17:00.001-07:002016-06-10T23:16:57.413-07:00Week 29 - APC - Influence of Law and Ethics on Professional Practice...<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Identifying your personal ethics</span></div>
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We are constantly being asked to make objective judgements on issues through the process of ethics, yet many of these ethics are based on theories of morality.</div>
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Ethics are not a single topic you can study in isolation but are a foundation upon which you live and practice. Everything you do, every decision you make, has ethics at its core, driving or motivating your actions and decisions. Sometimes you will recognise the ethics of a situation and sometimes you will think there are no ethics involved. Identifying your personal ethics allows you to understand what drives and motivates you to respond to situations in certain ways. Identifying and understanding your professional ethics provides part of the map on your professional journey and at times prescribes exactly what you can and cannot do. Often ethics are not black and white, they are shades of grey. Laws or a Code will not always provide the specific answer but can be a legal ground upon which you can move towards a possible solution.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Understanding Professional Ethics</span></div>
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Identifying and understanding your professional ethics is part of the journey of your professional development and at times prescribes exactly what you can and cannot do.</div>
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A Code of Ethics is one way an organisation can set the limits for minimum behaviours in their profession or organisation. Adherence to such a Code requires education and understanding of those inside and outside an organisation and profession.</div>
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Think about how the NZ <a href="https://educationcouncil.org.nz/content/about-code-of-ethics" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Code Of Ethics for Certified Teachers</a> governs your practice.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Ethical dilemma</span></div>
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Identifying your personal ethics allows you to understand what drives and motivates you to respond to situations in certain ways. Being able to reflect on your personal views will enable you to more easily set them aside while you make the ethical decisions required in your practice.</div>
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Watch the video “<a href="https://www.youtube.com/watch?v=fGQbLSEPN5w" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Teacher Ethics- Social Media Dilemma”</a> then think about your answers to the ethical problems raised in the video.</div>
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Examine social media policies within your organisation and the Code of Ethics for Certificated Teachers and consider how those documents should be interpreted to assist you in ethical decision-making process. Hall (2001) suggests a set of questions to guide the process including:</div>
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“Which stakeholder should be given priority? Why?</div>
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What restrictions are there to your actions?</div>
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Which courses of action are possible?</div>
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How should the course of action be implemented?“ (p.5)</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Recommended readings:</span></div>
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<li style="box-sizing: border-box; line-height: 1.6;">Henderson, M., Auld, G., & Johnson, N. F. (2014).<em style="box-sizing: border-box;"> Ethics of Teaching with Social Media.</em> Paper presented at the Australian Computers in Education Conference 2014, Adelaide, SA. Retrieved from<a href="http://acec2014.acce.edu.au/sites/2014/files/attachments/HendersonAuldJohnson_EthicalDilemmas_ACEC_2014_0.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://acec2014.acce.edu.au/sites/2014/files/attachments/HendersonAuldJohnson_EthicalDilemmas_ACEC_2014_0.pdf</a>: The authors categorise 4 common ethical dilemma that teachers need to consider when using social media in teaching. The questions are good starting points for teachers to engage in conversations with colleagues or policy makers in their school in this aspect. Unfortunately, the authors do not provide any guideline to deal with the ethical issues.</li>
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<li style="box-sizing: border-box; line-height: 1.6;">Ministry of Education. (2015). <em style="box-sizing: border-box;">Digital technology- Safe and responsible use in school</em>. Retrieved from<a href="http://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf</a>: This is a guideline from Ministry of Education to help school understand and ensure safe and responsible use of digital technology.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Connecticut’s Teacher Education and Mentoring Program.(2012).<em style="box-sizing: border-box;"> Ethical and Professional Dilemmas for Educator: Facilitator’s Guide</em>. Retrieved from<a href="http://www.ctteam.org/df/resources/Module5_Manual.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.ctteam.org/df/resources/Module5_Manual.pdf</a> : This guide compiles several scenarios of ethical and professional dilemmas that teachers may encounter.</li>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Activity 5: Legal and ethical contexts in my digital practice</span></div>
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After reading the Class Notes, create a blog post where you identify an ethical dilemma in your own practice linked to digital or online access or activity.</div>
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Explain the dilemma and discuss <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">either</span>:</div>
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<li style="box-sizing: border-box; line-height: 1.6;">how you would address a potential issue if it occurred in your own practice</li>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">or </span>(if relevant):</div>
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<li style="box-sizing: border-box; line-height: 1.6;">an actual situation that you have knowledge of, and how it was resolved.</li>
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The discussion should be in relation to either the guidelines of your organisation on online practice or the code of ethics for certificated teachers.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Reference</span><br />
<span style="line-height: 1.6;">Collste, G.(2012). Applied and professional ethics. </span><em style="box-sizing: border-box; line-height: 1.6;">Kemanusiaan,19</em><span style="line-height: 1.6;">(1), 17–33</span></div>
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Education Council. (nd). <em style="box-sizing: border-box;">Code of Ethics for Certificated Teachers</em>. Retrieved from <a href="https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0</a></div>
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Hall, A. (2001).<em style="box-sizing: border-box;"> What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers</em>. Paper presented at the IIPE Conference, Brisbane. Retrieved from <a href="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" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">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</a></div>
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<a href="https://vimeo.com/49216520">Establishing safeguards</a> from <a href="https://vimeo.com/educationcouncilnz">Education Council</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
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<a href="https://vimeo.com/49804201">Commitment to Parents/Guardians and Family/Whānau</a> from <a href="https://vimeo.com/educationcouncilnz">Education Council</a> on <a href="https://vimeo.com/">Vimeo</a>.Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com2tag:blogger.com,1999:blog-1581059607248693725.post-49142114061487831772016-06-10T21:59:00.000-07:002016-06-11T14:39:00.447-07:00Indigenous knowledge & Cultural responsiveness in my practice<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit; font-size: xx-small;"><span style="line-height: 1.38;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My third year at University had a profound impact on my belief system about the levels of equality within education. A shift so great that it went against common opinion and is still being slowly translated into my classroom practice. It involved the heady combination of </span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; vertical-align: baseline; white-space: pre-wrap;">Freire</span><span style="background-color: white; color: #181818; font-style: normal; font-variant: normal; vertical-align: baseline; white-space: pre-wrap;">’s </span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; vertical-align: baseline; white-space: pre-wrap;">Pedagogy of the Oppressed</span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (2000) and </span><span style="background-color: white;"><span style="color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">B</span><span style="color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">ourdieu (cited in </span></span></span><span style="background-color: white;"><span style="line-height: normal;">Szeman</span><span style="line-height: 20.28px;"> &</span><span style="line-height: normal;"> Kaposy </span><span style="color: #1d2626; line-height: 1.56;">2010<b>) </b></span><span style="color: black; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">looking </span></span><span style="color: black; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;"><span style="background-color: white;">at the cultural capital passed on by the dominan</span>t class to maintain the status quo. Smashed was my naive view that we all had an equal chance and that success was determined by effort. This was not an equal playing field and it was being maintained by the education system itself. </span></span></div>
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<span style="font-family: inherit; font-size: xx-small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This is obviously something that has been brought to the attention of the education system as noted in Bishop’s Edtalk (2012). He pointed out the disparity of Māori achievement which impacts on our country economically, socially and politically. Under the </span><a href="http://www.teara.govt.nz/en/document/4216/the-three-articles-of-the-treaty-of-waitangi" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Treaty or Waitangi </span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Māori were promised equal rights, opportunities and education. </span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;"><img height="70" src="https://lh6.googleusercontent.com/OaaJixN1vDk1n7bI-NcF_-CauLahV42xKuzDap7D3s_49ywpMTfkJ98TSXE5Igzeos79EXKZCsFLlnNmakDmlBQJo1O1dFtllYLw8sWmctn9xSF1rQ4gRQbRdsXUfgeGW4YHbkhH" style="border: none; transform: rotate(0rad);" width="400" /></span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">But obviously, equal access to education has not translated in equality of success. The common voice might argue that success is based on effort or innate ability and that Māori are failing because they have a cultural defic</span><span style="font-family: inherit; font-size: xx-small;">it. </span></span></div>
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<span style="font-family: inherit; font-size: xx-small;"><span style="background-color: white;"><span style="color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Feuerstein (2010) wo</span><span style="color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">uld </span></span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">argue that there is no ‘deficit’ but that everyone is modifiable. The </span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Priority Learners in New Zealand Schools report states that it is not the learners but the system that needs to be modified. (2002) Our key response needs to be to put the child in the centre. </span></span></div>
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<span style="background-color: white; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="color: red; font-family: inherit; font-size: xx-small;"><br /></span></span></div>
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<span style="background-color: white; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">Ko te Tamaiti te Pūtake o te Kaupapa</span></span></div>
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<span style="background-color: white; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="color: red; font-family: inherit; font-size: xx-small;">The Child – the Heart of the Matter </span></span></div>
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<span style="font-family: inherit; font-size: xx-small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In the</span><span style="background-color: white;"><span style="color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Te Kota</span><span style="color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">hitang</span><span style="color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">a res</span></span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">earch (</span></span><span style="background-color: white; color: #333333; line-height: 24px;">Gutschlag, 2007) </span><span style="background-color: white; color: #333333; font-family: inherit; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">it was suggested that the teacher needs to become the agent of change for our Māori students. To achieve this there are some key changes to be made which will lead to improved learning for Maori </span><span style="color: black; font-family: inherit; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">but I truly believe they are beneficial for all.</span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-family: inherit; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">Build relationships for learning.</span></span></div>
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<li dir="ltr" style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">Adjust the curriculum so it is engaging and values the Māori world view. </span></span></div>
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<li dir="ltr" style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">Use assessment to provide feedback to inform learning and the social nature of co-constructing learning with and between students.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">So what does cultural responsiveness look like on our school?</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">My initial response is to think - wow, we have a way to go in our being culturally responsive in our school of 250, with only 20 Māori students. And while that may be true, we are in the process of taking action but also have some areas of strength.</span></span></div>
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<span style="font-family: inherit; font-size: xx-small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Our school </span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">vision, mission, and core values</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">As a school we have recognised the need to adapt our school vision to make it fit our community and be more culturally responsive. We have asked the local Marae for our Māori name and are building stronger relationships as we begin to incorporate our cultural narrative into the fabric of who we are at Springston School. </span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">We are in the process of developing our new vision, in connection with the <a href="http://www.tetaumuturunanga.iwi.nz/about-te-taumutu-runanga/" target="_blank">Taumutu Marae</a> and with our learning community. The clear difference in our new vision is that it is all about excellence - for all.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">Vision: Inspiring excellence and outstanding character. </span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">This is supported by our goals of ...</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;"><b>Learner:</b> Self motivated role models who demonstrate empathy and resilience.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;"><b>Community:</b> Leading engaged, connected school and community partnerships.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;"><b>Environment:</b> Dynamic, inspirational and nurturing learning environment.</span></span></div>
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<span style="font-family: inherit; font-size: xx-small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">And the final aspect weaving these concepts together is our A+ Characteristics of being </span><span style="background-color: transparent; color: black; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>articulate, accountable, accepting, adventurous and adaptable</b></span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. We have the challenge of unpacking the Māori view of this wonderful representation of our Key Competencies to develop the ‘story’ behind each aspect e.g.</span><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></span></div>
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<span style="font-family: inherit;"><b><span style="background-color: transparent; color: black; font-family: inherit; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Adventurous: </span></b></span></div>
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<span style="font-family: inherit; font-size: xx-small;"><span style="background-color: transparent; color: black; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Li</span><span style="background-color: transparent; color: black; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">ke the tuna, we know our goals and never give up when it gets tough because we are determined and persistent.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;"><img height="279" src="https://lh6.googleusercontent.com/OVXI6f1QhCseswxJaHxO_evz__Z9X_ZhbNHs0WSDncAHAWyjRfiBiZHniITH-jd0IAaZv3C7GlCCXb7Fchy8jX0S6J21Cw_6v6OffRXAstJxwieuzcQAjmoJFFGlkbVFtV-sk6wL" style="border: none; transform: rotate(0rad);" width="400" /></span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">PD leading to school activities:</span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">I want to unpack all the things we are doing well and they don’t really fit into just one category so here goes…</span></span></div>
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<li style="color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="line-height: 1.2;">In 2013 the whole teaching staff made a commitment to learning Te Reo and completed a year at </span><a href="http://www.twoa.ac.nz/Nga-Rohe-Our-Location/Te-Tai-Tonga-Porirua/Otautahi" style="line-height: 1.2;" target="_blank">Te Wananga of Aotearoa (TWoA),</a><span style="line-height: 1.2;"> two staff then took it on for a further year. This has resulted in a confidence and use of Te Reo across the school with daily use in waitata, karakia, whakatouki and speeches at official functions.</span></li>
<li style="color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="line-height: 1.2;">Personally I continued with TWoA with a further year in raranga (flax weaving), which has played a large role in my AKO students teaching others how to weave and preparing putiputi (flax flowers) for a teacher’s wedding.</span></li>
<li style="color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="line-height: 1.2;">The weekly admin meeting begins with a waiata and a new Te Reo phrase to use for the week.</span></li>
<li style="color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="line-height: 1.2; vertical-align: baseline;">Tracking boards are kept where Teams can track the progress of target and Māori students to keep ourselves accountable that we are meeting the needs of our </span><span style="line-height: 1.2; vertical-align: baseline;">Priority Learners. (2012)</span></li>
<li style="color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="line-height: 1.2;">The Kapa Haka team performs in both the Christchurch and local Ellesmere Kapa Haka Festivals.</span></li>
<li style="color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="line-height: 1.2;">Our whole school participated in a powhiri to welcome the new principal, as supported by our local marae, and images were included in their document to explain the protocol for these events. </span></li>
<li style="color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="line-height: 1.2;">Personally, I begin every year with a mini mihi whakatau, where past students welcome the new ones into our learning space, talk about the exciting things that happen there and share kai on the very first day.</span></li>
<li><span style="color: #333333; font-family: inherit;"><span style="line-height: 1.2; white-space: pre-wrap;">Having a student buddy system throughout the whole school that reflects the reflecting tuakana teina</span><span style="line-height: 17.6px; white-space: pre-wrap;"> </span></span><span style="color: #333333; font-family: inherit;"><span style="line-height: 1.2; white-space: pre-wrap;">relationship where the older students mentor, support and and help run ‘starting school parties’ for the little ones. </span></span></li>
<li style="color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="line-height: 1.2;">Senior students are given responsibility and can develop leadership skills in the areas of hospitality, build-teams, bus monitors, librarians and other areas. </span></li>
<li style="color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="line-height: 1.2;">Student voice and action is harnessed through our newly established student council. </span></li>
<li style="color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="line-height: 1.2;">Our local marae is beginning to be use more frequently as a learning resource with visits to Lake Ellesmere to unpack the importance of the tuna (Longfin eel) and unpacking protocol by spending time on ‘our’ marae.</span></li>
<li style="color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="line-height: 1.2;">Being an enviroschool and playing an active role in student involvement as ‘tamarkik tiaki’ - guardians of our environment. They work in our school garden, are planning to get chickens and have been planting native trees down at our local Chamberlains Ford.</span></li>
<li style="color: #333333; line-height: 1.2; white-space: pre-wrap;"><span style="line-height: 1.2;">Visual evidence of the Maori culture is becoming more evident around our school with the wind garden being created by ECO Team students to represent <span style="color: black; letter-spacing: -0.22815px; line-height: 22px; white-space: normal;">Tāwhirimātea (god of the wind) </span>and pou (wooden posts) with our Key Competencies engraved on them.</span></li>
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</span><span style="background-color: white; color: #333333; line-height: 1.2; white-space: pre-wrap;"></span></span>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">For a school with a very small Māori community, I know we are doing lots of things to make connections with our environment but also, when you list them like this, the list of culturally responsive actions is quite long.The questions is…. are these making a deep and meaningful impact on helping our Māori students and whanau feel like the school is theirs and values Māori knowledge and world-view, or are these actions just superficial?</span></span></div>
<span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">The only way to progress is to keep engaging in korereo with our Māori community and taking action to incorporate their wishes and advice as we continue this journey together. </span></span><br />
<span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;"><br /></span></span><span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;"><br /></span></span>
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<span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;">References:</span></span><br />
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<span style="background-color: white; color: #333333; white-space: pre-wrap;">Bishop, R. Edtalks.(2012, September 23).</span><b style="background-color: white; color: #333333; white-space: pre-wrap;"> A culturally responsive pedagogy of relations.</b><span style="background-color: white; color: #333333; white-space: pre-wrap;"> [video file].Retrieved from https://vimeo.com/49992994</span></div>
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<span style="background-color: white; color: #333333; line-height: 24px;">Bishop, R, Berryman, M., Cavanagh, T. & Teddy, L. (2009). Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. </span><em style="background-color: white; box-sizing: border-box; color: #333333; line-height: 24px;">Teaching and Teacher Education, 25</em><span style="background-color: white; color: #333333; line-height: 24px;">(5)734–742.</span></div>
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<span style="font-family: inherit; line-height: 1.56;"><span style="background-color: white; color: #1d2626; line-height: 1.56;">Education Review Office, (2012)<b> Evaluation at a Glance: Priority Learners in New Zealand Schools.</b> </span></span><span style="font-family: inherit; line-height: 1.56;"><span style="background-color: white; color: #1d2626; line-height: 1.56;">Downloaded from </span></span><span style="color: #1d2626; font-size: xx-small;"><span style="line-height: 20.28px;"><a href="http://www.ero.govt.nz/publications/evaluation-at-a-glance-priority-learners-in-new-zealand-schools/" target="_blank">http://www.ero.govt.nz/publications/evaluation-at-a-glance-priority-learners-in-new-zealand-schools/ </a></span></span></div>
<span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;"><span id="docs-internal-guid-06ea5180-3dbf-0dd2-33e9-5f49031a41f4"><span style="background-color: transparent; vertical-align: baseline;"><span style="background-color: transparent; color: #222222;">Feuerstein, R., Feuerstein, R. S., & Falik, L. H. (2010). </span><span style="background-color: transparent; color: #222222; font-weight: 700;">Beyond smarter: Mediated
</span></span></span></span></span><br />
<span style="background-color: white; color: #333333; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;"><span style="background-color: transparent; vertical-align: baseline;"><span style="background-color: transparent; color: #222222; font-weight: 700;">learning and the brain's capacity for change. </span><span style="background-color: transparent; color: #222222;">New York: Teachers College Press.</span></span></span></span><br />
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<span style="background-color: white; color: #392529; line-height: 20.28px; vertical-align: baseline; white-space: pre-wrap;">Freire, Paulo. (2000) </span><span style="background-color: white; color: #392529; line-height: 20.28px; vertical-align: baseline; white-space: pre-wrap;"><b>Pedagogy of the oppressed</b></span><span style="background-color: white; color: #392529; font-style: italic; line-height: 20.28px; vertical-align: baseline; white-space: pre-wrap;"> /</span><span style="background-color: white; color: #392529; line-height: 20.28px; vertical-align: baseline; white-space: pre-wrap;">New York : Continuum</span></div>
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<span style="font-family: inherit; font-size: xx-small;"><span style="background-color: white; color: #333333; line-height: 24px;">Gutschlag, A.(2007). </span><b><a href="https://app.themindlab.com/media/23922/view" style="background-color: white; box-sizing: border-box; cursor: pointer; line-height: 24px; outline: 0px; text-decoration: none;" target="_blank">Some implications of the Te Kotahitanga model of teacher positioning</a><span style="background-color: white; line-height: 24px;">. </span></b><em style="background-color: white; box-sizing: border-box; color: #333333; line-height: 24px;">New Zealand Journal of Teachers’ Work, 4</em><span style="background-color: white; color: #333333; line-height: 24px;">(1), 3-10. Retrieved from http://www.teacherswork.ac.nz/journal/volume4_issue1/gutschlag.pdf.</span></span></div>
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<span style="font-family: inherit; font-size: xx-small;"><span style="background-color: white; line-height: normal;">Szeman</span><span style="line-height: 1.56;">, I.,</span><span style="background-color: white; line-height: normal;"> Kaposy</span><span style="line-height: 1.56;">,</span><span style="line-height: 1.56;"> T. (2010</span><span style="line-height: 1.56;">) </span><span style="background-color: white; color: #1d2626; line-height: 1.56;">2010<b>, </b></span><span style="background-color: white; line-height: 1.56;"><b>Cultural Theory: An Anthology</b>. </span><span style="background-color: white; color: #1d2626; line-height: 1.56;">Wiley-Blackwell</span></span></div>
Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com5tag:blogger.com,1999:blog-1581059607248693725.post-81135932069566623132016-06-06T23:22:00.002-07:002016-06-10T21:28:07.344-07:00Week 28 - APC - Indigenous knowledge & Cultural responsiveness<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Aotearoa New Zealand Today</span>Today Aotearoa New Zealand is often viewed as a Pasifikanation, and is increasingly culturally diverse. Those of European origin only make up 67 percent of the population. Maori comprise 14.6 percent with the remainder being made up largely of Pasifika nations (6.9 percent), Asians (9.2 percent) and various others (1.7 percent) (Findsen, 2012). The fact that this is now a multicultural society places Māori, as Tāngata Whenua (people of the land) as possibly in an even more marginalised position.</div>
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However the Treaty of Waitangi placed Māori in a particular position within Aotearoa whereby they are afforded due consideration in accordance with the agreement made with the British Crown when the two parties signed the treaty. The crown guaranteed partnership in mutually negotiated endeavours (such as education, conservation, health and wellbeing). The crown also pledged the right to full participation in society. Although it was hard fought, and not fully recognised until the 1970s, Aotearoa New Zealand is now a bicultural nation within which resides a multicultural society. The treaty of Waitangi is significant in policy and the principles of partnership, participation and protection are central features of policy (Findsen, 2012). </div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Culturally responsive teaching practice</span>Culture is not exclusive to race and/or ethnicity. It also refers the unique features of a community; its demographic makeup, including location, age, gender, language/s spoken, local history, industry and economics.</div>
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Understanding the specific cultural characteristics of a community is critical for achieving positive outcomes.</div>
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The social and cultural makeup of our societies is changing as people have become more mobile.There are huge populations of people who have relocated or become dislocated from their social groups as a result of war, employment, natural or environmental disasters.</div>
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As a consequence, societies are becoming more and more culturally diverse. There is a continual interplay between the political issues involved in provision of services to diverse groups and the social realities of their lived experiences as ‘culturally located’ individuals living and operating in cross-cultural contexts.</div>
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In Aotearoa New Zealand The Treaty of Waitangi provided a platform for authentic engagement with Māori as the indigenous people of New Zealand. This has had a significant impact on how diverse groups of people are catered for in the health and education sectors through the provision of culturally appropriate services.</div>
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At Unitec, the embedding of mātauranga Māori is one of the characteristics of its Living Curriculum. The <a href="http://www.unitec.ac.nz/ahimura/publications/Poutama%20for%20Distribution%20and%20Publication.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Poutama</a>* is used as a guide to establish a three-stage progression to consider the alignment between the Matauranga Maori and the Living Curriculum <a href="http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">(Unitec,n.d)</a></div>
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(*<a href="http://www.unitec.ac.nz/ahimura/publications/Poutama%20for%20Distribution%20and%20Publication.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Poutama </a>is the stepped patterns of woven tukutuku panels are a metaphor for scaffolding knowledge - Unitec Glossary).</div>
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You can use the <a href="http://www.unitec.ac.nz/ahimura/publications/Poutama%20for%20Distribution%20and%20Publication.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Poutama</a> to guide your reflection on the cultural responsiveness in your organisation.</div>
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Culturally responsive pedagogy is defined by Gay (2001, p.106) as “using the cultural characteristics, experiences and perspectives as conduits for effective teaching”. It is reflected in five elements including the knowledge about the culture diversity, the culturally integrated content in the curriculum, the development of the learning community, the ability to communicating with culturally diverse students and the culturally responsive delivery of instruction (Gay, 2001). Whereas, Bishop, Berryman, Cavanagh and Teddy (2009) emphasises on the importance of student-teacher relationship in culturally responsive teaching. It is suggested that the learners’ culture needs to considered and integrated their learning activities.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Suggested reading:</span></div>
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<li style="box-sizing: border-box; line-height: 1.6;"><a href="http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al.(2011).<em style="box-sizing: border-box;">Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki</em>. Wellington: Teaching Learning Research Initiative</a>. Retrieved from <a href="http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf</a>: This action research report is brief but provides a clear discussion on the implications for teachers in implementing culturally responsive pedagogies with specific illustrative examples.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Savagea,C, Hindleb, R., Meyerc,L., Hyndsa,A., Penetitob, W. & Sleeterd, C.(2011). <a href="https://app.themindlab.com/media/23160/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;" target="_blank">Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum</a> .<em style="box-sizing: border-box;">Asia-Pacific Journal of Teacher Education, 39</em>(3), 183–198: (Available to download from Unitec Library) This is a report evaluates Maori student experiences in the NZ classroom whose teachers underwent Te Kotahitanga trainings. The authors discuss the implications for teachers to when implementing the Te Kotahitanga to address the culturally responsiveness in their practice.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Gutschlag, A.(2007). <a href="https://app.themindlab.com/media/23922/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;" target="_blank">Some implications of the Te Kotahitanga model of teacher positioning</a>. <em style="box-sizing: border-box;">New Zealand Journal of Teachers’ Work, 4</em>(1), 3-10. Retrieved from http://www.teacherswork.ac.nz/journal/volume4_issue1/gutschlag.pdf. In this paper, the author critiques the implications of Te Kotahitanga’s ‘teacher positioning model’ and suggests an alternative power relationship between teachers and Maori students.</li>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Activities 4 : Indigenous knowledge and cultural responsiveness in my practice</span></div>
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After reading the Class Notes, create a blog post where you first share your own views on the indigenous knowledge and culturally responsive pedagogy.</div>
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Then critically reflect on how you or your school addresses cultural responsiveness in practice in two of the following areas (preferably you would evaluate one that is done well and another which needs improvement):</div>
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<li style="box-sizing: border-box; line-height: 1.6;">vision, mission, and core values</li>
<li style="box-sizing: border-box; line-height: 1.6;">policies,</li>
<li style="box-sizing: border-box; line-height: 1.6;">goals,</li>
<li style="box-sizing: border-box; line-height: 1.6;">communication methods,</li>
<li style="box-sizing: border-box; line-height: 1.6;">decision-making,</li>
<li style="box-sizing: border-box; line-height: 1.6;">planning and assessment,</li>
<li style="box-sizing: border-box; line-height: 1.6;">learning activities,</li>
<li style="box-sizing: border-box; line-height: 1.6;">school-wide activities,</li>
<li style="box-sizing: border-box; line-height: 1.6;">resources</li>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">References</span></div>
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Bishop, R, Berryman, M., Cavanagh, T. & Teddy, L. (2009). Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. <em style="box-sizing: border-box;">Teaching and Teacher Education, 25</em>(5)734–742.</div>
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Findsen, B. (2012). <em style="box-sizing: border-box;">Older adult learning in Aotearoa New Zealand: Structure, trends and issues</em>. Presented at <a href="http://www.waikato.ac.nz/php/research.php?mode=parent&doc=Adult+Community+Education+%28ACE%29+Conference" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Adult Community Education (ACE) Conference</a>.</div>
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Gay, G. (2002). Preparing for culturally responsive teaching. <em style="box-sizing: border-box;">Journal of Teacher Education, 53</em>(2),106-116.</div>
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Shaw, S., White, W. & Deed, B. (2013) (Ed.). <em style="box-sizing: border-box;">Health, wellbeing and environment in Aotearoa New Zealand</em>.South Melbourne, Australia:Oxford University Press.</div>
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Unitec. (n.d). <em style="box-sizing: border-box;">Unitec Learning and Teaching Booklet</em>. <a href="http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf</a></div>
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Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com1tag:blogger.com,1999:blog-1581059607248693725.post-38572944935960307152016-06-01T03:25:00.000-07:002016-06-01T03:25:00.875-07:00Week 27 Issues facing Education<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My first year teaching was in a small rural school over 25 years ago when teachers had purple fingers from the banda machine and computers in the classroom was just a dream. One of my biggest challenges was how to draw a term plan onto an A3 piece of paper by hand and learning what a floppy disc was. Oh how life has changed and continues to change at an ever increasing pace. What I do know, is that if I continued to be the same teacher I was back then, I would not be of any value in the classroom today. The last 20 years of my teaching career has be one of constant change and professional growth.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">‘If we teach today’s students as we taught yesterday’s, we rob then of tomorrow.’</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">John Dewey 1859 - 1952</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">According to US National Intelligence Council (2012)’s “Global trends: Alternative Worlds” and KMPG International’s (2014) “Future State 2030” the challenges facing us internationally are that of empowering individuals and the ubiquity if digital technology. Although computers were a rarity when I began teaching, they now invade our homes, schools and our person with wearable technologies as we rely on them for increasingly more. This access to technology allows students to search out their own knowledge from experts around the world. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Bruce (2016) and Robinson (2010) both point out that to prepare students for the 21st Century, we must be developing the skills of creativity, innovation and collaboration. No longer will ‘batch taught’ content focussed, compliant workers meet the needs of the market place and if this is the case, we must look closely at what is really going on in our classrooms. What are we valuing and spending our time testing? </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="269" src="https://lh3.googleusercontent.com/WIIDPJ2WgJrfVqZ8NmhAX18c0LmKxXOQhcC3xmo456dPKJ73HLCDaacH1RwZYchk3mFIJnvo-k0G39MGpANVXKWQMofYFWkbs1Jm4WX6Xu4M1Y1W7hnpQTsUJdddXExFQHm-CPni" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="396" /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Image from Robinson in RSA 2010 </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Education Review Office (2012) suggested that here in New Zealand the focus needs to be on developing student centred learning, a responsive and rich curriculum and assessment for learning. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The huge changes across education at the moment incorporate all of these points with the need to meet the challenge of working in modern learning environments (MLE’s) or innovative learning environments (ILE’s) to provide child centred learning, ubiquitously using technology to meet learning needs and scaffold independence in learning. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I had the privilege of hearing </span><span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Neill O'Reilly, principal of Waitākiri School explain their philosophy behind child centred learning within flexible learning spaces. He suggested our biggest challenge is that schools have a shared belief of effective pedagogy, learning is child centred and teachers collaborate to use the learning space and technology effectivelly to enhance learning. The Horizon Report (2015) would agree with O’Reilly (2016) for child centred learning to take place, collaboration is key. We need to begin to unpack what skills teachers might need to make this happen. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The question is how will I address these trends and issues in my classroom and within my learning community.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Is our learning space child centred?</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My co-teacher and I are beginning to ask those hard questions…. what evidence is there in our learning space that it is student centred? While we still follow the ‘hands up’ rule, success criteria are co-constructed and clearly unpacked with students, their learning is purposeful and where possible embedded in real life challenges such as planting to bring back the Tui to our area or improving our waterways to support the longfin eel. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Students are given choice in the form of workshops or inquiry focus groups along with where to work and who to work with but not yet when to work. In the past we have included an element of mixed ability grouping in reading and writing but in the process of moving into our new flexible learning space and catering to the needs of our ORS students, we have slipped into some old habits. We do focus lots of having a positive mindset and using a range of strategies to get out of the 'Learning Pit'.</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Target setting is both by the students and with the teacher but also supported by buddy conferencing and peer editing. We have a focus of AKO in our class where we have 57 teachers not just two. Students run their own learning conversations, confidently sharing their targets with parents, progress and helping determine new targets. We are great at teaching ICT based skills and giving students choice about how to share their learning with the wider world. Contracts are being made in writing where individuals select the genre, topic and then request appropriate workshops after conferencing with the teacher. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We are gradually changing our role from teacher to someone who scaffolds learning, learning coach and mentor but this is an ongoing journey that needs constant reflection. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Is our learning space collaborative:?</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It is clear to my co-teacher and I that moving into our flexible learning space has required many adjustments and has needed to develop in small steps. Is is not ‘my class’ and there is no ‘my space’ but is shared by all learners. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We are great at targeted teaching where workshops are held in parallel and the co-planning of inquiry but it is clear that there are a much wider range of approaches that could meet the needs of our students, such as using a learning coach to conference or scaffold, using one teacher to observe for student engagement or a specific teaching strategy. We need to shift our focus from how the system is working to investigating the strategies that will support the learning needs of specific students of groups of learners. This is what will make our learning space more student centred and collaborative.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">To improve my collaborative skills, the top questions I need to ask myself in the next few weeks are:</span></div>
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<li dir="ltr" style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Do I pause after asking a question to allow others to respond?</span></div>
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<li dir="ltr" style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Do I pause after others speak to reflect before responding or try to interrupt with my point of view?</span></div>
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<li dir="ltr" style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Do I pose questions to explore perceptions, assumptions and interpretations?</span></div>
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<li dir="ltr" style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Do I present specific, measureable and observable data rather than making generalisations?</span></div>
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</ol>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This challenge of collaboration is going to be a personal growth opportunity. Teacher training was always about how to work with students, but should have been as much about how to interact with adults. (O’Reilly 2016) If I am to remain effective within today’s classroom, I have to meet this constant change by always reflecting on my assumptions and question why and how I meet the needs of my students. </span></div>
<b style="font-weight: normal;"><br /></b><br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Bruce, Bryan (2016). World Class Inside New Zealand Education A special report (2016) May 23rd TV 3. Retrieved from </span><a href="http://www.newshub.co.nz/nznews/should-we-be-worried-about-nzs-education-system-2016052317#axzz49c1lscAk" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.newshub.co.nz/nznews/should-we-be-worried-about-nzs-education-system-2016052317#axzz49c1lscAk</span></a></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Data- driven organisations. (2016). Retrieved from </span><a href="http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2016/data-driven-organisations" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2016/data-driven-organisations</span></a></div>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #333333; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Education Review Office. (2012). </span><span style="background-color: white; color: #333333; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evaluation at a Glance: Priority Learners in New Zealand Schools</span><span style="background-color: white; color: #333333; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Retrieved 18 May 2016, from</span><a href="http://www.ero.govt.nz/publications/evaluation-at-a-glance-priority-learners-in-new-zealand-schools/" style="text-decoration: none;"><span style="background-color: white; color: #1aaf5d; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">http://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-N</span></a></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved from</span><a href="http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/</span></a></div>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #333333; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">National intelligence council.(2012). </span><span style="background-color: white; color: #333333; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Global trends: Alternative Worlds</span><span style="background-color: white; color: #333333; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. National Intelligence Council: US. Retrieved from</span><a href="https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf" style="text-decoration: none;"><span style="background-color: white; color: #1aaf5d; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf</span></a></div>
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<span style="background-color: white; font-family: Arial; font-size: 14.6667px; line-height: 20.24px; white-space: pre-wrap;">O'Reilly, N (2016) Personal notes and handout from workshop. </span><br />
<span style="font-family: Arial;"><span style="font-size: 14.6667px; line-height: 20.24px; white-space: pre-wrap;"><br /></span></span><span style="background-color: white; color: #333333; font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">The RSA.(2010, Oct 14). RSA Animate - Changing Education Paradigms. Retrieved from https://www.youtube.com/watch?v=zDZFcDGpL4U.</span>Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com6tag:blogger.com,1999:blog-1581059607248693725.post-29015500917183927892016-05-27T19:23:00.001-07:002016-05-27T19:23:24.461-07:00Week 27 - APC - Broader Professional Context<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">Global context</span></div>
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US National Intelligence Council (2012)’s “Global trends: Alternative Worlds” and KMPG International’s (2014) “Future State 2030” provide an insight into the megatrends that will shape the future of the world’s politics and enconomies. Understanding the global contemporary trends and issues will help you see the bigger picture your practice is situated within and the trajectory your practice should be heading toward.</div>
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One of the trends that both publications point out is the empowerment of individuals and the game-changing role of technologies in every aspect of society. In education, it is reflected by the ubiquitous presence of digital technologies integrated in the learning and teaching space.</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">International context</span></div>
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In the era of globalisation, your professional context is no longer confined within the boundaries of a local community. Over the last decade, technology has moved so swiftly that teachers are increasingly connected across a variety of platforms and in a variety of settings.</div>
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21st century learners are digital device and platform users. Their learning goes beyond passive receipt of knowledge towards actively seeking knowledge and their learning extends beyond the classroom walls to the digital learning environment. These changes in learning behaviour are a global phenomenon and not confined to a specific country or region. It is within this interconnected world that your context of practice needs to be able to respond to changes in technology and new educational paradigms.</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">The New Zealand education context</span></div>
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New Zealand is among the high quality education performers globally, but also faces critical issues that need to be addressed. A report by the Education Review Office (2012) indicated that New Zealand’s education system needs to pay more attention to three key aspects including i) students-centred learning, ii) responsive and rich curriculum, and iii) assessment used for students’ learning.</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">Suggested readings:</span></div>
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<li style="box-sizing: border-box; line-height: 1.6;">National Intelligence Council.(2012). <em style="box-sizing: border-box;">Global trends: Alternative Worlds</em>.National Intelligence Council: US. Retrieved from<a href="https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf</a>: This publication discusses the macro-scale mega trends in an accessible manner. The future envisage is made convincing with visualised statistical data.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Education Review Office. (2012). <a href="https://app.themindlab.com/media/23906/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;" target="_blank"><em style="box-sizing: border-box;">Evaluation at a Glance: Priority Learners in New Zealand Schools - Education Review Office</em></a>. Retrieved 5 May 2015, from http://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-N: This report drawing from the data of previous national evaluation and reports specifies and analysed in-depth the 3 key issues that facing New Zealand’s education system and what should be done to address the issues.</li>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">Supplementary readings:</span></div>
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<li style="box-sizing: border-box; line-height: 1.6;">Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). <a href="https://app.themindlab.com/media/23908/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;" target="_blank"><em style="box-sizing: border-box;">NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium.</em></a>Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf: This report drawn from the panel of experts around the globe provides informative and easy-to-access reading around technology trends that impact on the educational practices and what plan and actions should be done to effectively address the changes.</li>
<li style="box-sizing: border-box; line-height: 1.6;">OECD. (2016). <em style="box-sizing: border-box;">Trends Shaping Education 2016.</em> OECD Publishing:Paris. DOI: <a href="http://dx.doi.org/10.1787/trends_edu-2016-en" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;" target="_blank">http://dx.doi.org/10.1787/trends_edu-2016-en</a> (this publication can be read online by following its DOI’s hyperlink): This document compiles the analysis of the global trends affecting education and raises relevant questions for education policy makers and practitioners to consider how to act towards those trends.</li>
</ul>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">Activity 3: Contemporary issues or trends in New Zealand or internationally</span></div>
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After reading the Class Notes, create a blog post where you identify and evaluate two contemporary issues or trends that are influencing or shaping NZ or international education, which you find most relevant to your practice.</div>
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Elaborate in your own words how you would address those issues or trends in your context within your learning community or professional context.</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">References</span></div>
<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
Education Review Office. (2012). <em style="box-sizing: border-box;">Evaluation at a Glance: Priority Learners in New Zealand Schools</em>. Retrieved 18 May 2016, from <a href="http://www.ero.govt.nz/publications/evaluation-at-a-glance-priority-learners-in-new-zealand-schools/" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-N</a></div>
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KPMG International. (2014). <em style="box-sizing: border-box;">Future state 2030: the global megatrends shaping governments”</em>. KPMG International Cooperative: USA. Retrieved from<a href="http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/future-state-government/Documents/future-state-2030-v3.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/future-state-government/Documents/future-state-2030-v3.pdf</a></div>
<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
National intelligence council.(2012). <em style="box-sizing: border-box;">Global trends: Alternative Worlds</em>. National Intelligence Council: US. Retrieved from<a href="https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf</a></div>
Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-7499971073772266672016-05-21T16:02:00.004-07:002016-05-21T16:02:49.181-07:00Week 26: Issues facing our School Community<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Visiting teachers love coming to our school and say that our staffroom is a happy and welcoming place. What gives our school school its ‘feel’ as you walk in? </span><a href="https://youtu.be/n_8Bjz-OCD8" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Wilson</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (2016) defines this as the school culture or the </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">‘the beliefs and priorities that drive the thoughts and actions of the people in that place’. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So what is it that we do and say that defines Springston School? </span></div>
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<a href="https://1.bp.blogspot.com/-aqPwRj86ewk/V0Dn4G2usFI/AAAAAAAAGmk/y5JNvqp68rs5Q2Q6trJMg1lIHOwKyJIPACLcB/s1600/Screen%2BShot%2B2016-05-22%2Bat%2B10.54.11%2Bam.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="100" src="https://1.bp.blogspot.com/-aqPwRj86ewk/V0Dn4G2usFI/AAAAAAAAGmk/y5JNvqp68rs5Q2Q6trJMg1lIHOwKyJIPACLcB/s400/Screen%2BShot%2B2016-05-22%2Bat%2B10.54.11%2Bam.png" width="400" /></a></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Wilson (2016) identifies the principal as the keeper of the beliefs, which are then echoed amongst the staff, pupils and wider community. He states that there must be unity and that staff feel empowered to collaboratively make their vision become reality. I believe this requires the building of strong learning relationships, which </span><span style="background-color: white; color: #333333; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Stoll (1998) defines as one of the three dimensions of school culture. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Wilson (2016) lays out a simple process to clarify and focus our school culture…</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Identify what I bring to the school because we are both influenced by and influence our community. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My belief system as a teacher has developed over 20 years and looks very different to when I started as at 19 years old. Honestly, my first priority was to survive and hopefully help kids learn. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">After having taught in the UK for eight years, recently training in the Feuerstein Method and participating in the Mindlab Postgraduate Certificate in Applied Practice, I am beginning to clarify what is at the foundation of my pedagogy.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Building relationships</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - with students and whānau that show value and understanding of culture.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Modifiability</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: All students can succeed socially and academically because they are modifiable. We can identify the potential of students and use tools to build cognitive function. (Feuerstein 2010)</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Student independence: </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Focus on metacognition and strategies that grow a positive mindset and independence. </span><span style="background-color: transparent; color: black; font-family: 'Helvetica Neue'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Dweck </span><span style="background-color: transparent; color: black; font-family: 'Helvetica Neue'; font-size: 15.333333333333332px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">2006</span><span style="background-color: transparent; color: #333333; font-family: 'Helvetica Neue'; font-size: 15.333333333333332px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">) </span></div>
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<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As an individual I influence Springston School through my actions as I share resources, ideas, and ask challenging questions. I also blog frequently to share my learning journey, assignments and conference notes with my wider CoP. I bring a balance of experience and the benefit of eight years teaching in the UK as I also encourage colleagues to make wider connections through tools like Twitter.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Who we are as a school and what do we want to become?</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This is the challenge facing Springston School. After having five years of huge change with a dynamic principal, we are now taking stock of what is working and what needs adjusting. We love some aspects with our Key Competencies being developed into the </span><a href="http://www.springston.school.nz/a-learners.html" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Springston A+ Learner</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> but other aspects of ‘The Springston Way’ have fallen by the side. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A Springston Learner is </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Adventurous: “Take a risk” ...</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> because we value </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Curiosity</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Challenge</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Accepting: “Respect and value others” … </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">because we value </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Cooperation</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Diversity.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Articulate</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Express yourself” … </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">because</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">we value </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Effective Communication</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Adaptable: “Willing to change” … </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">because we value </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Flexibility</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Innovation</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Accountable : “It’s up to me” … </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">because we value</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Personal Responsibility</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A new vision is being developed that focuses on excellence and success which is balanced by the characteristics that will empower our students into the 21st Century. We are committed to develop are A+ students but want them to aspire to excellence as we support them to success. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Make a plan to help Springston School become what we want to be.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So how does this vision become “</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">the beliefs and priorities that drive the thoughts and actions of the people’? </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We need to embed it and spread it from the principal, through into the community. What does it mean to be a Springston Kid? What does it mean to be part of Springston School? What do we value? </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Our initial steps have included the gift of our cultural narrative by <a href="http://www.tetaumuturunanga.iwi.nz/" target="_blank">Te Taumutu Runanga.</a> We are developing an image in which to layer the A+ characteristics using a Māori lense. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As a school we already celebrate the development of the Key Characteristics but our challenge now is to develop an expectation of excellence and celebrate that alongside the Springston A+ Characteristics.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Here are </span><span style="font-family: Arial; font-size: 16px; line-height: 1.38; white-space: pre-wrap;">some initial ways we are focussing on success and excellence:</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Set up progress boards and individual action plans or ‘focus students’.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Trial a new initiative to develop the cognitive function of students - The Feuerstein Method.</span></div>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Building a school culture and embedding beliefs and values in every heart takes time. This action is taking Springston School on the next step in our journey. We are aware of the areas we need to focus on and are taking action so that we can be described by Stoll (1969) as “Moving”. A school that works together to boost students achievement, knows where we are going and is developing a plan and the skills to get there. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">References:</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Dweck, C. S, (2006). </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Mindset: How you can fulfil your potential.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> London: Constable & Robinson Ltd</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Feuerstein, R., Feuerstein, R. S., & Falik, L. H. (2010). </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Beyond smarter: Mediated learning and the brain's capacity for change.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> New York: Teachers College Press. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span></div>
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<span style="background-color: white; color: #333333; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Hongboontri, C., & Keawkhong, N. 2014</span></div>
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<span style="background-color: white; color: #333333; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ministry of Education (2009). </span><span style="background-color: white; color: #333333; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">School Leadership and Student Outcomes: What Works and Why. Best Evidence Synthesis Iteration (BES). </span><a href="https://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/60180/BES-Leadership-Web-updated-foreword-2015.pdf" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/60180/BES-Leadership-Web-updated-foreword-2015.pdf</span></a><span style="background-color: white; color: #333333; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: #333333; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Stoll (1998). </span><span style="background-color: white; color: #333333; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">School Culture. </span><a href="http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture</span></a><span style="background-color: white; color: #333333; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<br />Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com4tag:blogger.com,1999:blog-1581059607248693725.post-77113913929192883742016-05-20T02:02:00.000-07:002016-05-20T02:02:59.866-07:00Week 26: Class Notes - Community of Practice and Situated Learning<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
<span style="line-height: 1.6;">Understanding the concepts of community of practice and situated learning, you will now consider the interaction and learning you have within your professional community and how to become an active participant who contributes to the shared identity of your community.</span></div>
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It is therefore important to explore different aspects of your community of practice and how these impact on you. Those aspects include shared assumptions, values, beliefs or, in other words, the organisational culture within which you operate socially and professionally.</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">School Culture</span></div>
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Stoll (1998) defines school culture as three dimensions, the relationship among its members; the organisational structure including the physical environment and management system; and the learning nature.</div>
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The organisational culture is an invisible powerful force that influences the members’ behaviour. Hongboontri and Keawkhong (2014) show that the school culture impacts on teachers’ beliefs and instructional practices but this relationship is also reciprocal. </div>
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Stoll (1998) places the importance of understanding school culture as the starting point for leading change towards school improvement. Some internal and external factors that shape a school culture include the school history, the student socio-economical background, external contexts such as national educational policies, and societal changes (Stoll, 1988).</div>
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Stoll and Fink (cited in Stoll, 1998) identified 10 influencing cultural norms of school improvement including:</div>
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“1. Shared goals - “we know where we’re going”</div>
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2. Responsibility for success - “we must succeed”</div>
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3. Collegiality - “we’re working on this together”</div>
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4. Continuous improvement - “we can get better”</div>
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5. Lifelong learning - “learning is for everyone”</div>
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6. Risk taking - “we learn by trying something new”</div>
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7. Support - “there’s always someone there to help”</div>
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8. Mutual respect - “everyone has something to offer”</div>
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9. Openness - “we can discuss our differences”</div>
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10. Celebration and humour - “we feel good about ourselves”” (p.10)</div>
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So, as a teaching professional, how does the organisational culture affect your practice? and how can you help to foster a positive environment in your community of practice?</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">Suggested reading:</span></div>
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<li style="box-sizing: border-box; line-height: 1.6;">Stoll (1998). School Culture. <em style="box-sizing: border-box;">School Improvement Network’s Bulletin 9.</em> Institute of Education, University of London. Retrieved from<a href="http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture</a>: In this work, which is recommended on the Ministry of Education’s website, Stoll points out the role of culture in school improvement. There is also practical advice to help practitioners and leaders observe and analyse the school’s culture and changing stages.</li>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">Activity 2: Your professional community</span></div>
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After reading the Class Notes, create a blog post where you provide a critical discussion of your professional community of practice in relation to any two of the following questions:</div>
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<li style="box-sizing: border-box; line-height: 1.6;">What is the organisational culture (collective values/principles) that underpins your practice? How would you contribute to fostering a positive professional environment in your community of practice?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What are the current issues in your community of practice? How would your community of practice address them?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What are the challenges that you face in your community of practice? How would your community of practice address them?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What changes are occurring in the context of your profession? How would your community of practices address them?</li>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">References</span></div>
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Lave, J. (1991). Situating learning in communities of practice. In L. Resnick, J. Levine, and S. Teasley (Eds.). <em style="box-sizing: border-box;">Perspectives on socially shared cognition</em>. [E-reader version](pp. 63-82). Retrieved from <a href="http://www.ecologyofdesigninhumansystems.com/wp-content/uploads/2012/12/Lave-Situating-learning-in-communities-of-practice.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.ecologyofdesigninhumansystems.com/wp-content/uploads/2012/12/Lave-Situating-learning-in-communities-of-practice.pdf</a></div>
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Hongboontri, C., & Keawkhong, N. (2014). School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices. <em style="box-sizing: border-box;">Australian Journal of Teacher Education, 39</em>(5), 66-88. Retrieved from <a href="http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2332&context=ajte" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2332&context=ajte</a></div>
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Stoll (1998). School Culture. S<em style="box-sizing: border-box;">chool Improvement Network’s Bulletin 9</em>. Institute of Education, University of London. Retrieved from<a href="http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture</a></div>
Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com0tag:blogger.com,1999:blog-1581059607248693725.post-20482461207006134642016-05-13T23:00:00.001-07:002016-05-13T23:00:37.186-07:00Week 25: My Community of Practice<span id="docs-internal-guid-a132724b-add6-ae66-d089-738af581aa27"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="color: #333333; font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">I'm @kiwiallana and have enjoyed growing as a teacher at </span><a href="http://www.springston.school.nz/" style="text-decoration: none;"><span style="color: #1155cc; font-family: Arial; font-size: 18.6667px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Springston School</span></a><span style="color: #333333; font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;"> for 10 years. </span></div>
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<span style="color: #333333; font-family: Arial; font-size: 18.6667px; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Who is my community of practice'? </span></div>
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<span style="color: #333333; font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">According to </span><a href="https://youtu.be/qjw0YoqpEq8" style="text-decoration: none;"><span style="color: #1155cc; font-family: Arial; font-size: 18.6667px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Wenger</span></a><span style="color: #333333; font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">, everyone participates in a range of communities of knowing or practice (CoP). They share a passion and interact on a regular basis to promote a common goal. This is where new learning is brought to challenge and develop the growth of the community. My CoP focus on education and include school, cluster</span><span style="background-color: white; color: #222222; font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">, Wananga of</span><span style="color: #222222; font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;"> Aotearoa, Twitt</span><span style="background-color: white; color: #222222; font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">er, Feuerstein, and colleagues on the </span><span style="background-color: white; font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">Mind Lab course. </span></div>
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<span style="color: #333333; font-family: Arial; font-size: 18.6667px; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">The purpose and function of my practice </span><span style="color: #333333; font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">is education, including the promotion of Te Reo, effective use of ICT and best learning outcomes for students.</span><span style="color: #333333; font-family: Arial; font-size: 18.6667px; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="color: #333333; font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">Within school we discuss student learning needs but I find my most effective exchanges to be within groups that have formed for a specific purpose: The Feuerstein Method, The Mindlab Course and most effectivelly - Twitter. </span></div>
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<span style="color: #333333; font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">While colleagues in my </span><a href="https://twitter.com/kiwiallana" style="text-decoration: none;"><span style="color: #1155cc; font-family: Arial; font-size: 18.6667px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Twitter </span></a><span style="font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">CoP are scattered around the world, they challenge me to question my practice, read current books and apply theories to improve my teaching with our common goal of improving outcomes for all students. </span></div>
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<span style="font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">My best ideas come from Twitter and include Daily 5, Positive Mindset, The Learning Pit, and blogging. While I feel more like a lurker, I do share reflections, </span><a href="http://te-reo4springston.blogspot.co.nz/" style="text-decoration: none;"><span style="color: #1155cc; font-family: Arial; font-size: 18.6667px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Te Reo Resources</span></a><span style="font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">, conference notes and am becoming more active in discussions about educational issues. Twitter leads to great connections at the #educhatnz conference and #educamps - a place to meet many current Mindlab students. </span></div>
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<span style="color: #333333; font-family: Arial; font-size: 18.6667px; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">So why reflect?</span></div>
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<span style="color: #333333; font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">Part of being in a CoP is to reflect on my practice against the lense of colleagues and educational theories. Finlay (2009) suggests that being critically aware means identifying and challenging my assumptions - essential for lifelong learning. Schon (in Finlay 2009) suggests it takes place after an event but also when I actively reflect and adjust my actions during an event. This core belief fits well as I explicitly teach students to reflect using the language of learning. Reflection is the foundation of recognising that all cognitive function and behaviour are modifiable and that we can achieve anything that is broken into achievable steps. This belief system forms the foundation of the Feuerstein Method. My practice also depends heavily on Dweck’s (2006) positive mindset and utilising a range of learning strategies to help both teacher and student work their way out of Nottingham’s Learnin</span><span style="color: #333333; font-family: 'Helvetica Neue'; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">g Pit. (2013) The joy comes in seeing that the beliefs I have about effective learning for students also apply to my own life. </span></div>
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<span style="color: #333333; font-family: 'Helvetica Neue'; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">There are heaps more key belief systems that pervade my teaching such as </span><a href="http://akoallana.blogspot.co.nz/search/label/Kaitiakitanga" style="text-decoration: none;"><span style="color: #1155cc; font-family: 'Helvetica Neue'; font-size: 18.6667px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Kaitiakitanga</span></a><span style="color: #333333; font-family: 'Helvetica Neue'; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;"> and building relationships, but we have run out of space to discuss them. </span></div>
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<span style="color: #333333; font-family: 'Helvetica Neue'; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">Reflecting in the form of a blog has always helped me organise my thoughts, be accountable for my intentions and share the journey with my CoP. </span></div>
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<span style="font-family: Arial; font-size: 18.6667px; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">References:</span></div>
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<span style="color: #0e042e; font-family: Arial; font-size: 18.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Dawson, P. Reflective Practice. Retrieved from </span><a href="https://www.youtube.com/watch?v=r1aYWbLj0U8" style="text-decoration: none;"><span style="color: #0000e9; font-family: Arial; font-size: 18.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">https://www.youtube.com/watch?v=r1aYWbLj0U8</span></a></div>
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<span style="font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">Dweck, C. S, (2006). </span><span style="font-family: Arial; font-size: 18.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Mindset: How you can fulfil your potential.</span><span style="font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;"> London: Constable & Robinson Ltd</span></div>
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<span style="color: #0e042e; font-family: Arial; font-size: 18.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Finlay, L. (2009) Reflecting on reflective practice. PBPL. Retrieved from </span><a href="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" style="text-decoration: none;"><span style="color: #420178; font-family: Arial; font-size: 18.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf</span></a><span style="color: #0e042e; font-family: Arial; font-size: 18.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="font-family: Arial; font-size: 18.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Nottingham. J, (2013), </span><span style="font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">The Learning Pit, in</span><span style="font-family: Arial; font-size: 18.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;"> Challenging Learning retrieved </span><span style="font-family: Arial; font-size: 18.6667px; vertical-align: baseline; white-space: pre-wrap;">Janurary 12, 2016</span><span style="font-family: Arial; font-size: 18.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">, from the World Wide Web:</span><a href="http://www.jamesnottingham.co.uk/phpmedia/docs/6f5f268913a78d598e6e93cddd1c3e49.pdf" style="text-decoration: none;"><span style="color: black; font-family: Arial; font-size: 18.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="color: #1155cc; font-family: Arial; font-size: 18.6667px; font-style: italic; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.jamesnottingham.co.uk/phpmedia/docs/6f5f268913a78d598e6e93cddd1c3e49.pdf</span></a></div>
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<span style="background-color: white; font-family: Arial; font-size: 18.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Wenger, E.(2000).Communities of practice and social learning s</span><span style="font-family: Arial; font-size: 18.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">ystems.Organization,7(2), 225-246 </span></div>
</span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="color: #333333;"><span style="line-height: 24px;"><span style="color: #0e042e; font-family: Arial; font-size: 18.6667px; font-style: italic; white-space: pre-wrap;">Wenger, E., & Trayner-Wenger, B. (2015). Communities of practice: a brief introduction. April 2015, 1–8. http://doi.org/10.2277/0521663636</span><span style="line-height: 1.6;"> </span></span></span></span>Allana Thttp://www.blogger.com/profile/13794373268721064965noreply@blogger.com8tag:blogger.com,1999:blog-1581059607248693725.post-40910416729343785582016-05-09T02:40:00.000-07:002016-05-09T02:40:23.909-07:00Week 25 - Reflective Practice<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;"><b>Reflecting on practice</b></span>Reflecting on practice is an active learning process whereby <span style="background-color: #cfe2f3;">practice is analysed in its applied context.</span> This is the point where <span style="background-color: #cfe2f3;">theory and practice meet</span> and are refined and developed. This reflective practice is underpinned by the notion of reflection-on-action, and continual learning for improved outcomes. However, Finlay (2008) called attention to the “bland, mechanical, unthinking ways” (p.1) of reflective practice, especially for time-constrained professionals. Without critical reflection, superficial thinking might simply reinforce existing assumptions. Therefore, it is important that reflective practice be cultivated and fostered to become effective. It can then be a <span style="background-color: #cfe2f3;">“powerful tool to examine and transform practice” (Finlay, 2008, p.10)</span>. Critical reflection looks at individual concerns within a wider perspective, “connecting individual identity and social context” (Fook & Askeland, cited in Finlay, 2008). It should be done in a systematic manner, be challenged by<span style="background-color: #cfe2f3;"> differing angles and be informed with reliable sources.</span> Adopting a suitable model of reflection could enhance the quality of your reflective practice. For example, Gibb’s six basic stages of the cycle of reflection (cited in Finlayson, 2015, p.726) has some similarity with the Teaching-as-Inquiry model from the Ministry of Education (2009). Alternatively, the more elaborate typology of reflection developed by Jay and Johnson (cited in Finlay, 2008, p.8) could guide you to scrutinise your practice through a more critical lens.</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;"><b>Keeping a reflective journal</b></span>A reflective journal enables you to integrate knowledge and learning and <span style="background-color: #cfe2f3;">analyse the significance and implications f</span>or your professional practice.</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;"><b>Collaborating through the creation of a reflective journal</b></span>Your reflective journal may also become a space where you can start to gather thoughts, sketches, mind maps, diagrams you have created and collected and readings to inform particular interests you may have. This could become a useful resource for your research projects. Electronic journals are also able to be shared with others, so there are opportunities for you to share and create networks, whānau of interest, and professional communities of practice.</div>
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A reflective journal is an important evaluative learning tool for you as a learner and as a professional. Sharing aspects of your journal and working collaboratively in shared e-reflective journal spaces is part of the reflective process. The feedback you give and receive can be critical for further investigation, reflection, and change.</div>
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In this course, we ask you to create weekly reflective journal entries preferably in the form of blog posts. Each post will provide insights into different aspects of your practice.</div>
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Note: (Important)<br style="box-sizing: border-box;" />Before you create a professional personal blog you need to consider the <span style="background-color: #cfe2f3;">moral, ethical and legal responsibilities you have to your organisation </span>with respect to the content you will create, post and share. Most employment contracts set out your obligations around the use of social media which must be considered when you are creating or sharing views on open online platforms.</div>
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You can find some helpful information on blogging such as the platforms to choose, the privacy concerns, the copyright license, the length and structure of a blog in this <a href="http://howshouldiblog.blogspot.co.nz/" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">“How Should I Blog” blog</a>.</div>
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Once you have created your blog, you can share the address with your fellow students by filling in <a href="http://goo.gl/forms/fi0qD8jcMy" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;" target="_blank">this form</a>. Even if your blog is private, you can always grant the permission to view later.</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;"><b>Defining your practice</b></span>Before you can fully extend your practice you will first need to be able to define it. You can start <span style="background-color: #d9ead3;"><b>your reflective journal by introducing yourself, articulating who you are and what is your professional community of practice</b>.</span> In order to be able to do this effectively you should consider the following aspects of your role:</div>
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<li style="box-sizing: border-box; line-height: 1.6;"><span style="background-color: #cfe2f3;">What is my practice?</span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="background-color: #cfe2f3;">What is my professional context?</span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="background-color: #cfe2f3;">Who are my community of practice ?</span></li>
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Your teaching practice is based on a particular context within the community that you serve. Etienne Wenger first coined the concept of <span style="background-color: #d0e0e3;">“communities of practice”, which are defined as “groups of people who share a concern or a passion or 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).</span> The members of a community of practice are bound by three distinct elements: <span style="background-color: #d9ead3;">the domain, the practice and the community. </span>The community of practice concept is often coupled with the theory of situated learning (Lave,1991), a model of learning that occurs when practitioners interact within the community of practice. A community of practice differs from other group types in terms of learning and knowledge and practice sharing rather than management objectives. In the school context, this occurs through i<span style="background-color: #d9ead3;">nformal learning via daily conversations, lesson reflections and other exchanges </span>(Jurasaite-Harbison & Rex, 2010).</div>
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When reviewing your practice, you should consider your specific learning community and how you are situated within your community. Consider how you communicate with, relate and respond to, and meet the goals and aims of your specific area of practice.</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">Suggested readings</span></div>
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<li style="box-sizing: border-box; line-height: 1.6;">Finlay, L. (2009) Reflecting on reflective practice. PBPL. Retrieved from <a href="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" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf</a> : In this article, Finlay gives you an insight into reflective practice, reminds you of the surface reflection and points out what effective reflection should be. Several reflective models are also introduced and critiqued so that you can select one or more that might be suitable for your own reflective practice.</li>
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Wenger, E.(2000).Communities of practice and social learning systems.Organization,7(2), 225-246 (Available in Unitec Library). In this clearly presented paper, the author explains the concept of communities of practice and the application of this concept with specific suggestions.</div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;"><b style="background-color: #f4cccc;">Activity 1: My community of practice</b></span>After reading the Class Notes, create a post where you first define your ‘Community of practice’ with reference to Wenger (2000)’s definition and then provide a critical discussion in relation to any <span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">two</span> of the following questions:</div>
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<li style="box-sizing: border-box; line-height: 1.6;">What is the purpose and function of your practice? In what ways do you contribute to the community of your practice?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What are the core values that underpin your profession? Evaluate your practice with regard to these values.</li>
<li style="box-sizing: border-box; line-height: 1.6;">What is your specialist area of practice? How does your specialist area of practice relate to the broader professional context?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What are key theories that underpin your practice? Evaluate your practice with regard to these theories.</li>
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Fill in the 'Share your blog's address' form <a href="http://tinyurl.com/shareyourblogsaddress" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;" target="_blank">http://tinyurl.com/shareyourblogsaddress</a></div>
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<span style="box-sizing: border-box; font-family: open_sansbold, Arial, sans-serif;">References</span></div>
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Finlay, L. (2009) Reflecting on reflective practice. PBPL. Retrieved from <a href="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" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf</a></div>
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<a href="http://www.tandfonline.com.libproxy.unitec.ac.nz/author/Finlayson%2C+Alexander" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">Finlayson</a>,A.(2015).Reflective practice: has it really changed over time?. Reflective Practice: International and Multidisciplinary Perspectives, 16 (6), 717-730.</div>
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Jurasaite-Harbison, E., & Rex, L. (2010). School Cultures as Contexts for Informal Teacher Learning. Teaching and Teacher Education,26(2), 267-277.</div>
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Ministry of Education (2009) Teaching as Inquiry. Retrieved from <a href="http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry</a></div>
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Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Cambridge, MA: Harvard Business School Press,</div>
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