Activity 2: Reflecting on changes in my future oriented teaching practice: Create a reflective entry to critically reflect upon how you have positively changed your practice during your postgraduate journey. Your reflections should be based on a suitable reflective model of your choice.
"good learning requires active engagement in the "whole game"The more people learn, the more they are capable of learning" (Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. 2012)
Description: I am currently a Pou leader (syndicate leader at Te Kura Māori o Porirua) and also leading the kura pāngarau programme, prior to my appointment at TKMP I was a Pāngarau (Maths) facilitator, this is were my interest in blended learning began. My intent is to continue this journey, hence my motivation for wanting to complete the MindLab postgraduate programme. The following I would like to make changes to my practice and leadership by the end of the year,
Feelings: I'm still at the beginning stages of my journey. I have facilitated two workshops with kaiako centered around SAMR model. After these workshops I have observed a shift in a couple of teacher's practice, as they are starting to integrate seesaw into their pāngarau programme. I have also used seesaw as a way to engage children with pāngarau . Below is an example of work from a students in my class, as you can see this student has applied what they have learnt in the classroom and related it to a real life context (measuring butterflies at our butterfly enclosure)
I have found connecting whānau with seesaw challenging. I currently have half of my whānau connected to seesaw, during this process I have been disappointed with the slow up take.
Evaluation: It has been rewarding to observe kaiako intergrating seesaw into their pānagrau programme. However whānau connecting and engaging with seesaw has been a slow progress. At the beginning of the year I gave QR codes to whānau members. I naively thought after giving parents QR codes that they would automatically connect with Seesaw. Therefore I had to continue to send out QR codes to parents throughout the term, one parent a week would connect. My next challenge is trying to get parents to engage with their child's work.
Analysis: Connecting and engaging whānau with seesaw has been challenging. I believe that I should have made whānau connect to seesaw when they were at the interviews. Then I could have guided them through the process. I could have also asked whānau at the parent interviews if they had access to a device or internet? this will be my next step at the next parent interviews. I also needed to model to whānau how to engage with their child's work eg giving them sentence starters and teaching how to use simple functions of seesaw.
Conclusion: Through this journey I have learnt alot about the importance of whānau engagement, if we want to fully equip our ākonga for the 21st century whānau need to change mindset of the role of a kaiako
" teachers should not be positioned as experts who know, but rather the pedagogical leaders and facilitators who can develop and draw on their network of relationships" (University of Waikato 2013)
Action plan: My next steps is talk to whānau about any barriers they have connecting with seesaw, teaching them some of the common functions eg turn on notifications. In terms of personalising learning, I need to continue to research new resources, apps, ideas above and beyond traditionally resources currently used at kura. This also means that I need to keep myself current with new technology, apps etc..
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
Gibbs', ( 2016, March 2), Gibbs' Reflective Model. Retrieved from: http://www.powtoon.com/youtube/ -
University of Waikato (2013),Reclaiming and reframing teacher education Volume 18 issue 1 2013: Faculty of Education, The University of Waikato
"good learning requires active engagement in the "whole game"The more people learn, the more they are capable of learning" (Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. 2012)
Description: I am currently a Pou leader (syndicate leader at Te Kura Māori o Porirua) and also leading the kura pāngarau programme, prior to my appointment at TKMP I was a Pāngarau (Maths) facilitator, this is were my interest in blended learning began. My intent is to continue this journey, hence my motivation for wanting to complete the MindLab postgraduate programme. The following I would like to make changes to my practice and leadership by the end of the year,
- Kura Wide: Encourage kaiako to integrate SAMR model into pāngarau programme
- Pou (syndicate): Goal for 2018 is to have 100% of our whānau to be connected and engaging with seesaw.
- Akomanga (class): Personalise child's learning and making learning available to parents at all times.
"must move away from an Industrial Age "one-size-fits-all" model" (Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. 2012)
I have choosen the Gibb's cycle of reflection model, as a model to reflect on my practice;
Feelings: I'm still at the beginning stages of my journey. I have facilitated two workshops with kaiako centered around SAMR model. After these workshops I have observed a shift in a couple of teacher's practice, as they are starting to integrate seesaw into their pāngarau programme. I have also used seesaw as a way to engage children with pāngarau . Below is an example of work from a students in my class, as you can see this student has applied what they have learnt in the classroom and related it to a real life context (measuring butterflies at our butterfly enclosure)
I have found connecting whānau with seesaw challenging. I currently have half of my whānau connected to seesaw, during this process I have been disappointed with the slow up take.
Evaluation: It has been rewarding to observe kaiako intergrating seesaw into their pānagrau programme. However whānau connecting and engaging with seesaw has been a slow progress. At the beginning of the year I gave QR codes to whānau members. I naively thought after giving parents QR codes that they would automatically connect with Seesaw. Therefore I had to continue to send out QR codes to parents throughout the term, one parent a week would connect. My next challenge is trying to get parents to engage with their child's work.
Analysis: Connecting and engaging whānau with seesaw has been challenging. I believe that I should have made whānau connect to seesaw when they were at the interviews. Then I could have guided them through the process. I could have also asked whānau at the parent interviews if they had access to a device or internet? this will be my next step at the next parent interviews. I also needed to model to whānau how to engage with their child's work eg giving them sentence starters and teaching how to use simple functions of seesaw.
Conclusion: Through this journey I have learnt alot about the importance of whānau engagement, if we want to fully equip our ākonga for the 21st century whānau need to change mindset of the role of a kaiako
" teachers should not be positioned as experts who know, but rather the pedagogical leaders and facilitators who can develop and draw on their network of relationships" (University of Waikato 2013)
Action plan: My next steps is talk to whānau about any barriers they have connecting with seesaw, teaching them some of the common functions eg turn on notifications. In terms of personalising learning, I need to continue to research new resources, apps, ideas above and beyond traditionally resources currently used at kura. This also means that I need to keep myself current with new technology, apps etc..
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
Gibbs', ( 2016, March 2), Gibbs' Reflective Model. Retrieved from: http://www.powtoon.com/youtube/ -
University of Waikato (2013),Reclaiming and reframing teacher education Volume 18 issue 1 2013: Faculty of Education, The University of Waikato
I wonder Tania...are your parents and whānau more connected via Facebook and those types of platforms? Is it possible that they are unsure about Seesaw? What is your hunch about the slow up take from your whānau? How could you inquire into this OR what problem solving situation could you initiate with whānau and your tauira? Hope this is helpful rather than passing judgement.
ReplyDeleteKia ora Tania, A good read. Preparing whanau to engage as we expect seems easy heoi, it is our core mahi in the first instance. Access, navigation, understanding the purpose, time, appreciation of the practice are NORMS to us.. we have to take our whanau with us - allow your tamariki to explain to whanau, to share their skills, knowledge and understandings. We have found that this practice has encouraged whanau to be more interactive. Another thought, is seesaw the best tool to use - what other options are there to be explored?
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