Week 32: Changes in Practice and Future Plans

Week 32: Changes in Practice and Future Plans

I have learnt an incredible amount through my involvement in Mindlab. It has truly been a journey of discovery. 

Using Rolfe's Model of Reflection (Rolfe et al., 2001) and the Cycle of Experiential Learning (Osterman and Kottkamp, 2015), I will critically reflect on a key change in my professional practice. This key change is related to being 'responsive' which is one of the themes from the Hack education research. 

Step 1 (What): 

Pre-Mindlab, I was exploring student agency, had begun to use iPads in my new entrant classroom, started a professional blog, completed some learning inquiries and was leading a team of teachers. I also had many questions and wonderings about the things I was doing, how effective I was and where to next. 

Step 2 (Now what):

Problem identification

My problem was I thought there could be a better, more effective way to do the things I was doing but I didn't know what or how. 

My students were using digital devices but were they using them as effective tools for learning. My professional blog read a bit like a 'Dear Diary', my leadership seemed to lack real substance, and I was looking for ways to accelerate my students' learning.

Observation and Analysis

My learning through Mindlab, particularly in the following areas:

Digital

• 21st Century Skills
• Collaborative, Constructionist and Constructivist Learning
• Agency
• Inquiry Learning 

Leadership

• Research Informed Leadership
• Leadership Theories, Styles and Attributes
• Teacher Inquiry into Student Learning

Research and Community Informed Practice 
Applied Practice in Context

• Reflective Practice
• Community of Practice
• Influence of Law and Ethics
• Indigenous Knowledge and Cultural Responsiveness

have taught me many important skills and given me a wealth of knowledge. 

Stage 3: Abstract re conceptualization
The new skills and knowledge I have developed have enabled me to become a more responsive practitioner as I now have a strong foundation of understanding which underpins my thinking and actions.

Stage 4: Active experimentation

• My new understanding of leadership theories mean I can adapt my leadership to suit the purpose and people I am leading. I can effectively respond to a range of situations.
• My new understanding of reflection and inquiry mean I can respond to current research in ways that will positively impact the learning of my students and impact my own learning.
• My new understandings of ways to use digital devices as tools for learning, my knowledge around a range of digital technologies, and my new learning about 21st century skills/learning means I am able to respond effectively to the needs of my 21st century students.

Step 3 (What next): 
I intend to continue my learning journey. Continuing my reflective practices and keeping up-to-date with current educational research is my aim. 
I would like to further explore the use of digital devices for learning in New Entrant classrooms and continue to work on effective leadership.

References

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

Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical Reflection Model. Retrieved from: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf

Week 31: Indigenous knowledge and cultural responsiveness

Week 31: Indigenous knowledge and cultural responsiveness

Step 1(What): My understanding of indigenous knowledge and cultural responsiveness is very much as defined by Gay (2001, p.106 ) “using the cultural characteristics, experiences and perspectives as conduits for effective teaching”.  However my teaching does not always reflect my understanding. When I view my teaching through the lens of the Action continuum (below), I think it is mostly in the purple range because I do not hold deficit views of non-white learners and actively try to avoid tokenism. I have some understanding of language and cultural content but these are not embedded in my practice and my actions and expectations are often influenced by Whitestream thinking. My actions around cultural responsiveness are growing and I can see that I am but moving towards the green zone as I learn more, try more, and experience more.  

Step 2 (So what): The five elements discussed by Gay (2001) which include knowledge about cultural diversity, culturally integrated content in the curriculum, development of the learning community, the ability to communicate with culturally diverse students and culturally responsive delivery of instruction, are clear indicators of cultural responsiveness. In my practice the elements I have strengths in are communicating with culturally diverse students and development of the learning community. My focus for learning is firmly based in student agency and building and sustaining relationships with my students and their whanau is a key aspect of our learning. 

As I learn more about student agency and get to know my students better I'm finding my delivery of instruction is more culturally responsive. However in regards to knowledge about cultural diversity and ensuring culturally integrated content in the curriculum I do not do as well and know I need to work in these areas. 

Step 3 (now what): I was challenged by Milne’s presentation (CORE Education, 2017). Aspects that particularly challenged me were:

I was also very challenged by a statement a young woman made in Milne's presentation (CORE Education, 2017) when she said, "Where am I in this picture?" in regards to her inability to see herself in the curriculum her teachers were delivering. 

The question for me is 'Where are my students?  - Do they see themselves reflected in our curriculum? In our class environment? In our lessons? In our values? In all aspects of our school?

I was encouraged by Bishop in Edtalks (2012) when he talked about...

References:

Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from http://hdl.handle.net/10289/7868

Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical Reflection Model. Retrieved from: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf

Week 30: Trends

Week 30: Trends Shaping Education Reflection - using Gibbs' (1988) Reflective Cycle

Step 1 (What): Reading the OECD (2016) report about the trends influencing education was interesting. I was particularly drawn to aspects of Family Matters as I wonder if I am seeing the influence of this trend in my new entrant classroom - children lacking resilience, a noticeable increase in low oral language and increasing numbers of children with emotional and social issues.

Step 2 (So what):
With the dominant family model changing so radically in the 21st century, the family structures of the children in our classrooms have changed. Rising divorce rates and declining marriage rates are resulting in more blended and single parent families. Research has shown that this change in family structure can have a negative impact on children. Anderson (2014) gives an overview of some possible impacts, which include, children losing time with each parent, children losing economic security, children losing emotional security and children losing cognitive or academic stimulation. The disruption which these children are experiencing in their family life must surely impact their school lives.
A report from the Australian Early Development Census (2015) stated that one in five (22%) children who enter school is Australia is "developmentally vulnerable in one or more areas, including emotional maturity, communication and cognitive skills (such as memory)."
Over the last 3 or 4 years I have definitely noticed a marked increase in the number of five year olds who come into my classroom with communication and cognitive delays and issues around social and emotional behaviour. I have wondered if some of this can be attributed to a change in family structures and circumstances and the impact it has on children.

Step 3 (Now what): 

The OECD (2016) report discusses "the importance of social background in shaping achievement" (p.20) and mentions that quality education is one way to address inequalities. While I agree with this statement I also think it will take more than quality education to address some of the complex needs our children have. While the school is able to support and encourage social and emotional learning and promote the skills needed for 21st century life  it can not do it alone. What is also needed is action from the government and a range of other providers to have the conversations needed to make a difference for all of our children.

References:
Anderson, J. (2014). Impact of family structure on the health of children: Effects of divorce. The Linacare Quarterly. November, 2014; 81(4): 378–387. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4240051/

Australian Early Development Census, (2015). Retrieved from http://www.aedc.gov.au/resources/detail/2015-aedc-national-report.

OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/trends_edu-2016-en

Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical Reflection Model. Retrieved from: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf