Activity 8 - Key Change in my professional practice

What?

A key change in my professional practice would be my understanding of how a quality TAI (Teaching As Inquiry) project should be constructed and conducted.(Professional learning - Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.)

Now What? (Osterman & Kottkamp, 2015)

Stage 1 Problem Identification

It is not enough to be handed a model and/or an outline of a task without a working understanding of the building blocks that makes it effective. and it does not build capacity to learn. It is the old adage, give a man a fish, you feed him for a day. But teach him to fish and he can feed himself for a lifetime.
When introducing a new initiative, it is important that leaders manage the change and take the time to educate the participants or help them discover the value of this change so they are able to take ownership of the learning, demonstrate a working understanding and eventually, independently use this tool again in the appropriate context. Fullan & Quinn wrote about connected components. They say, “The first step in making headway in the complex world of subjective coherence, it to train yourself in simplicity. This means taking complex problem, identifying the smallest number of key components ad making them gel. (Fullan & Quinn, 2016, p. 32) They go on to explain that because leaders say “this is the way we are doing a task”, does not mean that the people are convinced of the value of the ideas. They see effective leaders as being able to participate as learners.

Coherence Framework Fullan & Quinn 2016

Stage 2 Observation and analysis

Most of my observations regarding this issue are anecdotal. This includes my own experience and those of others as they express confusion regarding the process or the validity of the inquiry to their practice. The process has been top down directed (driven by National Standards) and linked in with the professional development being offered at the time. Should our TAI be driven by our professional needs for improvement rather than an all encompassing directive?

Stage 3  Abstract re-conceptulisation

Spiral of Inquiry Retrieved from: The Spiral Playbook C21 Canada

I found the book, The Spiral Playbook very helpful in clarifying the stages of a TAI and how each component built upon the other to focus your purpose and execution.  In planning the TAI, it gave the framework clarity and simplicity without compromising the quality of the information. Along with the readings and assignments  set by the MindLab, I have built an understanding of action research (Ferrance, 2000) and how it is best used to effect change in my practice and to make informed decisions regarding effective learning and teaching, especially around the use of ICT technology.

Stage 4 Active experimentation

As a result of the TAI research, when deploying the iPads into the junior school, the emphasis has been on the students creating content. The iPads are seen as learning tools to support the learning and the students are taking ownership of their learning, being given agency to express their ideas and internalise their knowledge in a manner that suits them, allowing students to manipulate, tinker and create. We aim to be working in the upper levels of Blooms (Centre for Teaching Excellence, University of Waterloo., 2018) and the SAMR model (Puentedura, 2013).  As a school we have also adopted Seesaw as our eportfolio platform to again give our students the ability to create content for an authentic audience and create that home/school partnership.

What Next?

The whole process has improved the quality of information gained from my TAI and ensures that any recommendations or decisions made regarding the procurement and utilisation of devices in our school is well researched and informed, thus making the most of our investment in ICT for the betterment of the teaching and learning.
Moving forward, I now have a good working understanding of action research and will be striving to make a tangible difference to the quality of my students learning experiences and their skill sets.

References:

Centre for Teaching Excellence, University of Waterloo. (2018, February 28). Bloom's Taxonomy | Centre for Teaching Excellence. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/course-design/blooms-taxonomy

Ferrance, E. (2000). Action Research (1st ed.). Retrieved from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf

Fullan, M., & Quinn, J. (2016). Coherence Making. School Administrator, 30-34. Retrieved from https://www.scoe.org/files/Fullan_Quinn.pdf

Kaser, L., & Halbert, J. (2017). The Spiral Playbook: Leading with an inquiring mindset in school systems and schools [PDF] (1st ed.). Retrieved from http://c21canada.org/playbook/

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.

Puentedura, R. R. (2013, June 13). The SAMR Model Explained by Ruben R. Puentedura [Video file]. Retrieved from https://www.youtube.com/watch?v=_QOsz4AaZ2k

Activity 7: Indigenous knowledge and cultural responsiveness in my practice

What?

My understanding of being culturally responsive is to respect a person’s upbringing and their personal history. To understand that their view of this world will be different to mine due to their values and beliefs and so through this filter will interpret information and act within our world accordingly.
As a teacher, you are able to capitalise on the diversity within your class to offer all students the ability to connect with the learning in their own way, to have them share their views and in this way everyone is enriched.

So What?

In reflecting on our school’s values and beliefs around cultural responsiveness, I used the Poutama model to map our own culturally responsive journey and the aspects of our practice that is going well and what is a work in progress. If found a lot of information in our charter about building relationships with students, whānau and the wider Papamoa and Tauranga community. Using our values to build trusting relationships and affirm our Māori learners as Māori.
We have done a lot of work in the community. We have a good relationship with our local iwi and through the Nga Potiki programme over the past 2 years, we have been able to support target students and this year, because of the relationships that have been established, this support has continued in some areas. We are bringing knowledge in from the community by having experts support our learners and teach through waiata and Kapa Haka.
The school’s curriculum is built around the connected curriculum and authentic learning (inquiry). There is a culture of engaging with community experts, posing and solving real world problems and empowering the learners to follow their wonderings. This is interweaved with our school values to promote positive living and learning behaviours.

What Next?

Our school is building a culturally inclusive environment by being trilingual (including sign language) and gradually renovating the environment to be more inviting to a wider community. The curriculum acknowledges the benefit of catering to students on a multicultural level and uphold inclusive practices including students with behavioural and/or learning challenges.
Assessment (not just at our school) is an area that is being held fast in the 19th century. With whole school assessment and still steeped in the reading and writing model (in any subject area), this excludes almost 20% of our students from being assessed on what they know, not what they are able to recall and record.
The fact is that we still need to be able to plot progress and considering our need to be active researchers, this entire facet of our practice is long due for an overhaul.
Therefore the ‘Assessment’ section of my model is based on our beliefs in learning and I see these as being the basis for moving forward with our assessment. That our curriculum is flexible and students are given a variety of opportunities to learn from. The students are assessed through their reflections and can provide evidence of a learning journey (e-portfolios) and finally that their new skills are applied back into the learning cycle of building upon successes and iterate to practice and test out new found skills.
Changing how we assess students can be a more accurate measure of their learning success and as such be more culturally inclusive by giving students the agency to show their progress that is in tune with who they are.

References:

Skilton, M. (2018) Tahatai Coast School Charter 2018 - 2020 and 2018 Annual Plan Retrieved from https://docs.google.com/document/d/15nfjcjk7iAnbI3e1iJr5FrTHCrTlA6GG6wlWbp9J1us/edit

Unitec. (n.d). Learning and Teaching at Unitec Institute of Technology. Retrieved from U008817 Learning and Teaching Booklet.pdf

Activity 6: Contemporary trend in New Zealand or internationally

What?

There is a major trend with an ageing workforce population. (National Intelligence Council (U.S.), issuing body, 2017, p. 08)  With a younger population, There has been a trend in increased violence and instability. Workforce trends also a foresee a lack of opportunities for women (South Asia, Africa) and a disproportionate increase in the male population (Middle East, East & South Asia) due to sex-selective family planning, creating a lack of diversity. It has been recommended that the focus be on education and employment.(National Intelligence Council (U.S.), issuing body, 2017, p. 10) . There needs to be a focus on 21st Century skills to succeed in the workforce, which also includes emotional intelligence.  (Organisation for Economic Co-operation and Development. issuing body. Centre for Educational Research and Innovation. OECD iLibrary, 2016, p. 17)

In a study comparing the older workforce with their young compatriots, JPL noted that the difference in the quality of the skills being brought to the workplace appear to be due to the difference in their childhood experiences. Previous generations were tinkerers and makers, pulling things apart and reassembling or repurposing materials. (Hlubinka et al., 2013, p. 03)

These trends are both interconnected and important because as educators, we are wanting our students to be successful in the workplace and as the ageing workforce moves on, we are needing to see that young adults are equiped to take on the challenges and be adaptable in our fast changing world.

So What?

In a research report from NMC and COSN, they found these key trends in accelerating technology adoption:
    ▪    Over the next one to two years, STEM is becoming a higher priority and is already being morphed into STEAM to include the arts. Coding is being encouraged to be treated as a literacy, a part of the curriculum.
    ▪    In the next three to five years, it is forecast that there needs to be a redesign in the learning spaces to accomodate the move to a more student focused pedagogy.
    ▪    In the next five or more years there is a focus on cultures of innovation and deeper learning approaches. (New Media Consortium & Consortium for School Networking, 2017)

This means schools and teachers are moving to change their pedagogical practise to be more student focused. Spaces are more flexible to support the change in curriculum delivery. The student’s graduate profile will include 21st Century skills to equip them in an unknown working environment to be entrepreneurial, with the ability to be self taught and to work in teams.

Now What?

Enter the Makerspace movement. This is constructionist or constructionism which is the philosophy of hands-on learning. (Kurti, Kurti, & Fleming, 2014, p.08)  Here the students learn to fail, iterate, collaborate, problem solve andinnovate, based on curiosity and play. (Kurti, Kurti, & Fleming, 2014) (Hlubinka et al., 2013) This has been evolving amongst New Zealand schools and the movement appears to have gained traction.

This is bringing us back to more play based learning and giving our students the opportunity to develop those skills evident in the older workforce in the JPL research. The collaborative and social emotional skills learned through working in teams, sharing their learning, failures and successes, will hopefully address the trends involving violence and instability by educating young people in emotional intelligence. With the opportunity for all students to be involved in making and tinkering, it is hoped that girls will develop the “I can do anything” mindset which is synonymous with the Maker Movement, addressing the lack of diversity in the STEM workforce.

Importantly, to create a successful Makerspace, it is more about the mindset. Having a growth mindset, be willing to be self-taught, be collaborative, celebrate failure and expect breakages. Share the student’s learning and solutions. Don’t be the expert, ask more questions than answers given and encourage other students to take on mentor roles. (Kurti, Kurti, & Fleming, 2014, pg 11) Give the students the opportunity to exercise perseverance, personal excellence, integrity, responsibility and respect, within an engaging and fulfilling educational environment.

References
Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., … McGuire, D. (2013). Makerspace playbook. Retrieved from http://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf
Kurti, R. S., Kurti, D. L., & Fleming, L. (2014). The Philosophy of Educational Makerspaces. Teacher Librarian, 41(5), 8-11. Retrieved from http://web.a.ebscohost.com.libproxy.unitec.ac.nz/ehost/detail/detail?vid=0&sid=6a8d93c2-3c33-439f-9c97-ef0fd5de0cc7%40sessionmgr4006&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=96678445
National Intelligence Council (U.S.), issuing body. (2017). Global trends: Paradox of progress. Retrieved from www.dni.gov/nic/globaltrends
New Media Consortium, & Consortium for School Networking. (2017). Horizon Report: 2017 K–12 Edition. Retrieved from https://www.nmc.org/nmc-horizon-news/nmc-and-cosn-release-the-horizon-report-2017-k-12-edition/
Organisation for Economic Co-operation and Development. issuing body. Centre for Educational Research and Innovation. OECD iLibrary. (2016). Trends shaping education 2016.