Activity 3: Contribute of Teacher Inquiry Topics to my Community of Practice
Create a reflective entry where you critically reflect on how two potential and inspiring digital and/or collaborative learning related teacher inquiry topics would contribute to your Communities of Practice. Your reflection should be based on reflection model of choice.
With your food basket and my food basket, there will be ample
I will be using Jay and Johnson's 3 steps of reflection to structure my critical reflections
Description: The following are my two potential inquiry topics:I want to persevere with connecting whānau with seesaw and then teaching them how to engage, as I want to embed principal 4 from Rukuhia, Rarangahia (2014) into my teaching practice;
“Haumi e, hui e, tāiki e!” Kua tūhono, kua whakakotahi, kua tau! Ko te whānau te pū mātauranga o te ākonga, nō reira, me whakaauaha te taiao hapori, hai tautoko".
My second potential inquiry topic: I want to personalising children's learning programmes
.... the "logic" of education systems so that the system is built around the learner, rather than the learner being required to fit with the system. Green, Facer and Rudd (2005, p. 3).
So what is a community of practice? according to Knox (2009) "A group of people who share a passion for something they know how to do and who interact regularly to learn how to do it better"
However teaching in Māori Medium can be isolating, as the pool of kaiako is smaller than main stream. This means that sometimes we are limited in the types of external CoL we can participate in. However below I have developed a table of potential CoL I could participate in.
Comparative: As a pou (syndicate) we have just started to connect whānau with seesaw, as mention perviously engaging is our next step. Other kaiako are also on the same journey and I regularly engage with professional conversations with colleagues. I have found being part of the Mind Lab community valuable and I have used some of the participates as sounding boards, how I can move forward with whānau engagement.
Critically Reflection: However moving forward to the next phase I would love to be part of a external CoL, this would broaden my perspective of my current practice. It would be nice to find a like minded group that share the same interest's and passion as myself. I have enjoyed reading other people's blogs, they have been inspirational.
APA Referencing
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Knox, B.(2009, December 4). Cultivating Communities of Practice: Making Them Grow.[video file]. Retrieved from https://www.youtube.com/watch?v=lhMPRZnRFkk
Create a reflective entry where you critically reflect on how two potential and inspiring digital and/or collaborative learning related teacher inquiry topics would contribute to your Communities of Practice. Your reflection should be based on reflection model of choice.
Nou te rourou, Noku te rourou, ka ora ai te iwi
I am really excited about this phase of our Mind Lab journey, as I am able to continue to research the benefits of blended learning in kaiako pāngarau (maths) programmes.
I will be using Jay and Johnson's 3 steps of reflection to structure my critical reflections
Description: The following are my two potential inquiry topics:I want to persevere with connecting whānau with seesaw and then teaching them how to engage, as I want to embed principal 4 from Rukuhia, Rarangahia (2014) into my teaching practice;
“Haumi e, hui e, tāiki e!” Kua tūhono, kua whakakotahi, kua tau! Ko te whānau te pū mātauranga o te ākonga, nō reira, me whakaauaha te taiao hapori, hai tautoko".
Central in a child’s education is whānau. Making and staying connected with whānau and communities ensure their dreams and aspirations are able to be realised.
My second potential inquiry topic: I want to personalising children's learning programmes
.... the "logic" of education systems so that the system is built around the learner, rather than the learner being required to fit with the system. Green, Facer and Rudd (2005, p. 3).
So what is a community of practice? according to Knox (2009) "A group of people who share a passion for something they know how to do and who interact regularly to learn how to do it better"
However teaching in Māori Medium can be isolating, as the pool of kaiako is smaller than main stream. This means that sometimes we are limited in the types of external CoL we can participate in. However below I have developed a table of potential CoL I could participate in.
Inquiry Topic One: Engaging whānau with seesaw
|
Inquiry Topic Two: Personlising children’s learning.
| |
Communities of Practice I can engage in to
support my learning and share my knowledge. |
Pou (Syndicate)
G+ Community
Wellington Mind Lab community
Pouako (Leadership) team
|
Pou (Syndicate)
G+ Community
Wellington Mind Lab community
Pouako (Leadership) team
|
Comparative: As a pou (syndicate) we have just started to connect whānau with seesaw, as mention perviously engaging is our next step. Other kaiako are also on the same journey and I regularly engage with professional conversations with colleagues. I have found being part of the Mind Lab community valuable and I have used some of the participates as sounding boards, how I can move forward with whānau engagement.
Critically Reflection: However moving forward to the next phase I would love to be part of a external CoL, this would broaden my perspective of my current practice. It would be nice to find a like minded group that share the same interest's and passion as myself. I have enjoyed reading other people's blogs, they have been inspirational.
APA Referencing
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Knox, B.(2009, December 4). Cultivating Communities of Practice: Making Them Grow.[video file]. Retrieved from https://www.youtube.com/watch?v=lhMPRZnRFkk
Wenger, E.(2000). Communities of practice and social learning systems. Organization,7(2), 225-246.
Kia ora Tania, both of you ideas for further inquiry sound exciting . Blending this thinking with good practices in Pangarau will create the authentic context to the questions.
ReplyDeleteI enjoyed reading your blogs. Do consider what your CoP for your kaupapa of inquiry will look like? who will be in this CoP, their roles and contributions and how or who will navigate the pathway. Good luck and happy blogging
Thanks for the provoking questions KL, I totally agree I need to continue to promote BES practice in Pāngarau. Your questions have made think a bit deeper of what type of CoL I would like to belong to, even though they might be directly involved in my inquiry, at least the CoL may broaden my perspective's eg re-joining the Wellington Maths association. Ngā mihi hoki ki a koe, e hoa.
DeleteTēnā koe Tania me ōu whakaaro! I understand the feeling of isolation in CoP- especially at kura. I found Twitter was quite a good forum for discussion with like minded educators for Seesaw. I found this to link to be quite helpful for parents: https://web.seesaw.me/parents/
ReplyDeleteI was just wondering how would you personalise students learning? Would you consider planning with the students?
Kia ora Tania, I am an RTLB working mainly in rumaki reo settings in our cluster. I too have felt isolated and at times, not sure what to do in this Mindlab thing. As I posted before, your are keen to persevere with connecting your whanau and increase their engagement with Seesaw. I wondered...how familiar are your tauira with Seesaw? Could they then become part of your Community of Practice where they are involved in a tuakana-teina approach with their mātua/whānau in terms of famiiarising them with Seesaw for mahi kāinga? He whakaaro noa iho tēnei.
ReplyDeletePersonalising tauira learning - I looked at this theme for future focused learning in Bolstad's report. The table 4 about 'shallow and deep personalisation' may be of some use for you. Particularly about authentic contexts. How could you utilize Seesaw as the digitial tool for your tauira to create an authentic learning contexts that connects home and school. Could Tōku Whānau be a easy kaupapa for whanau and tauira to collaborate on???
Kia ora ano Tania, As I stated I am using your blog excerpts as my 2 pieces of evidence for my Assessment 1. I am hoping you are ok with this.
ReplyDeleteAccording to Bolstad et (2012) The idea of “personalising learning” is simple and familiar “in the sense that it is about trying to build learning around the needs of individual pupils, something that has been practised by many good teachers for years”. However, it is much more complex when interpreted from a 21st century perspective. (p.17)
This is your journey that you are pursuing for your ākonga - again it is one that I am also sympathetic with too. The 21st century perspective is the context you are positioning your inquiry? You have already identified a key point from Bolstad about 'the system is built around the learner, rather than the learner conforming to the system' (p.17)
Personalised learning means differentiated provision to meet differentiated needs. All the resources available for learning—teachers, parents, assistants, peers, technology, time and buildings—have to be deployed more flexibly. What does he mean about 'differentiated provision to meet differentiated needs? He suggests that they are 'deployed more flexibly'. In a previous post, I suggested that Table 4 on p.20 is a summary of both shallow and deep personalisation may be useful in reflecting on what is currently in our classrooms and what we may be aspiring to. The river metaphor information also provides reflective information these being:
Forked River - traditional system 2 pathways - academic and/or vocational.
Braided River - different pathways. The rapids - the qualification structure.
Rescue Stop - stop off points with some students who have differing needs/additional needs
Network campground - personalised approach, develops competencies in everyone; builds on strengths.
You may be thinking what does this all mean? I think you may actually be able to identify at which part of the River metaphor your journey is currently at and also where you wish to go.
I was also thinking about your 2 inquiry areas:
Seesaw (ICT skills for 21st century learning). In the chapter on Personalised Learning, there is reference to your goals and aspirations - developing every person's potential (p.18). I wondered how you may have considered whānau and ākonga as 'co-investors and co-constructors' within your inquiry. Bolstad et al (2016) identify that both these concepts are linked to motivation, aspirations, ongoing relationships and interactions that support learners to raise their aspirations (P.19). The notion that co-investment and co-construction can also include authentic, relevant and real-world contexts for ākonga, as well as ākonga being involved in decision making. These are all considered as deep personalisation learning activities by Bolstad et al (2016). I too have been guilty of the shallow personalisation activities - learning determined by me - things for students to learn that I have decided on. Ultimately, Bolstad says that this can lead to a lack of co-investment. I think you have alluded to this in terms of whanau engagment. I found a pdf on google - 'continuum of engagement' . I will post it up on the Mindlab site for you to consider. I think you would need to adjust and personalise it for your authentic context.
I am hoping that you find this information helpful to motivate and inspire critical reflection on what I have written about - you may acutally disagree with what I have presented.
Nei ra te mihi Tania.
Noho ora mai
Puti