Po Marie tatou,
Chipping away at my Research: Literature Review around "What types of digital engagement help to maintain and accelerate the biliterate and bicultural student?"
Weeks 20 - 25 of the mindlab course.
Tuesday, 18 September 2018
I will be using the Reflective Model of Jay and Johnson (2002)
Inquiry 1: 21st Century Skills
“Implementing 21st Century Skills to improve and develop all student learners?
Inquiry is a common strand throughout all schools. How it is taught, perceived and understood lends itself to student learning and knowledge gained among other things.
The way ICT is delivered brings up different issues surrounding teachers and the way those skills are applied. If teachers are not taking the time to upskill themselves and understand the implications of lack, then they may find themselves subject to being student led in a digital day and age. This might differ from teacher to teacher if the more traditional approach is the first preference.
The view here is relatively simple. How are we enabling, preparing, and guiding the student as successful life-long learners.
Supporting students through explicit teaching, explanation and understanding and how that applies to everyday life cannot be overlooked. If we are to provide those things then there should be room for any biased opinion or thought or toward the low literacy skill of any student. Our practice needs to be inclusive of the student regardless of lack with a strong reflective sense of how the student might be supported through scaffolding progressions, ITL Research (2012).
Inquiry 2: Student voice: “What areas of student voice do we take on?”
Are we selective in the way we listen to student voice? Is this proactive to ensure that students have input into their own learning and to what degree? Are we too-over sensitive in the way we allow things to happen?
If we continue to be controlling over our learning environments then are we raising a generation of compliant learners destined for things taught (imposed) on them and not innovative and 21st Century learners. Regulating and monitoring has become the norm but it does not have to become the norm of future learners.
It was agreed upon as a collective staff that we would first survey and gather student voice around their engagement, teacher and student feedback-forward and students agreed if it was negative or positive.
What that looked, sounded, and felt like from the learner’s perspective.
Staff took the time to share ideas and experiences with each other around what worked/ what didn’t go so well and why, and made suggestions on how things could be tweaked. What we discovered was that we could identify with the goal and we also identified other ways of approaching from colleagues that we didn’t take into consideration
It isn’t surprising that the above areas of inquiry fall across our local and national Ece, Primary and Secondary schools. It also isn’t a surprise that all experience financial lack however still manage to provide, support, maintain and progress the learner regardless.
Something we shouldn’t take our eyes off. If we are successful in instilling skills of the 21st Century that are complementary to our schools, learners, communities, and global nations then we have surely set them up to be successful and life-long learners (TMoA p.8).
To conclude with and in my opinion teacher reflection needs to become a basic need of profession. What we do in the domains of our classrooms cannot be left to chance that if we give our best then that’s all we can do, on the contrary the seconds, minutes, hours, days, weeks, months, and years we spend with learners should reflect our passion unconditionally.
If we look at an overhaul of the way we plan, carry out tasks, structure our lessons, assess, collate, use data both of the traditional and flipped classroom then there is hope for the student/ teen/ adolescent/ adult/ senior.
Rachman, R. (1987). Student Centred Learning. Practice, 1(2), 173–189. https://doi.org/10.1080/09503158708416841
Tangney, S. (2014). Student-centred learning: A humanist perspective. Teaching in Higher Education, 19(3), 266–275. https://doi.org/10.1080/13562517.2013.860099
French, S. (1989). Teaching Methods: 3. Student Centred Learning. Physiotherapy (United Kingdom), 75(11), 678–680. https://doi.org/10.1016/S0031-9406(10)62402-9
Finlay, B. L. (2008). Reflecting on ‘ Reflective practice .’ PBPL Paper 52, (January), 1–27. https://doi.org/10.1016/0260-4779(91)90031-R
McNeill, W. (2009). Reflective practice in practice. J Bodyw Mov Ther, 13(3), 272–275. https://doi.org/10.1016/j.jbmt.2009.04.002
Friday, 31 August 2018
My blog entry will cover the Gibbs Reflective Cycle from Findlay (2008).
Scenario: Total Immersion Maori students/ chromebooks/ one to one digital classroom.
21st Century Skills was the hype around progressing the student to a level of competency in today’s education. Taking that and finding ways to instill those using digital learning was both interesting and eye opening. Even when I thought I had an IT advantage over my students I was soon to be proven otherwise. However this wasn’t due to a lack of knowledge but purely around the explicit purpose and use of the devise, and how were took a normalised instructed class and added the benefits of collaboration through digital learning.
I was soon to discover the rich resource of the student mind and how that was complimentary to my teaching practice.
I thought that by taking on and engaging in ITC professional development that I would place in a comfortable position as class teacher to determine the best pathway for my learners. To a large degree I was correct in a class of yr1-3 students however in a class of yr4-8 students things took a turn for all of the right reasons.
Looking back at the way things progressed through trial and error and the transformation learning that played it would be fair to say that with some tweaking here and there, things pretty much went according to plan for myself and my learners.
My mixed ability of digital student knowledge moved a lot faster when student led and teacher guided. What instruction I offered was needed to add stability to class routines, however what I thought was movement and progression through my instruction was being adapted by Senior students in the class to the point of processing faster and finding (researching) their own understanding through other multi-modal forms and online resources.
Thus began a positive (with minor flaws) pathway to the interacting with my students. I must admit that I was using a pc laptop while my students were chromebook. I was creating work, templates, at times, assignments through google apps. Initially in the beginning stages, student learning was by the norm through group instruction followed by activity and then an extended activity of research. Through student voice we arrived at a place of learning where students wanted to trial working more collaboratively together before any group instructed. It took a little getting used to but what I was able to do was spend more one to one time with my target group students and on other occasions, just check in with because they were working more collaboratively with their own age peers or tuakana-teina (older-younger sibling, buddy). Although we had learners who may have not been socially inclined, we did have a majority by-in by the class.
The notion around how I was improving my teaching practice in this case was student led. We don’t always have the right answer to the perfect learning class and environment. We do however have an idea about how this might look, sound and feel like but as I understood this to work out, I needed to be at times willing and unconditional around the way students were taking their learning and fashioning it in a slightly different way. (Bolstard, Bilbert, McDowall, Bull, Boyd and Hipkins, 2012)
It allowed me to think critically around how I might do things differently, if that meant taking the teacher directed approach or whether I would share that with the student. The latter was a no brainer as my class of students took their learning to a more inclusive and collaborative level. What they have today is something we could have done with in the past. Nevertheless self and teacher regulation is ongoing and interestingly enough positive feedback-forward is allowing change in student engagement where it’s okay to make mistakes because we have the collaborative voice of others.
In reflection of the above, the learning journey saw the use and timely application of scaffolding processes for both myself and my students. In some degree we were able to upskill ourselves in not only ICT but also in the way that the students were able to transition skills from one curriculum area to another with minimal intervention from myself.
My target groups remained intact but the difference was that they were following the lead of peers who were showing them more ways to carry out and complete tasks with understanding.
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
Boud, D., Keogh, R. and Walker, D. (1985) Promoting reflection in learning: a model. In D. Boud, R. Keogh and D. Walker (eds.) Reflection: turning experience into learning. London: Kogan Page.
Finlay, L. (2009). Reflecting on reflective practice. PBPL. Retrieved from 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
Hobbs, V. (2007) Faking it or hating it: can reflective practice be forced? Reflective Practice, 8(3), pp.405- 417.
ITL Research. (2012). 21CLD Learning Activity Rubrics. Microsoft Partners In Learning. Retrieved from http://www.kasc.net/2010/21CLD%20Learning%20Activity%20Rubrics%202012.pdf
Schon, D.A. (1983) The reflective practitioner. New York: Basic Books.
Friday, 17 August 2018
Wednesday, 15 August 2018
Monday, 13 August 2018
I have decided to use the Jay and Johnson (2002) Reflective Model.
Past experiences have taught me that in order to be more effective in the classroom, I need to know, and engage with my students at a level where not only do I take on their feedback but also where I can give positive feed-forward. This can be quite arduous but smart application of the way we carry this out becomes more natural and complementary as time goes on and no, "It's not all about the base", "It's all about consistent routine."
What I identified quickly with students wasn't HOW I engaged in instruction, but WHAT and HOW I did it.
Student data was important and how I used that to manipulate change in my class was only one part of many. It was a compilation of dialogue with former, present, and probably future colleagues. It was inclusive of past, present and again probably future reflections and what that looked, sounded and felt like. It was around my own practice, unpacking that and then applying a willingness to change for the sake of the learner. What I lacked in academically I made up through perspectives of my peers and even through family members. I found that feedback and ideas were not just limited to the everyday schooling arena, but a combination of all areas of life. How we choose to employ these can be crucial to our professional development.
The great thing about the digital age is the quick and immediate feed-back-forward we receive from peers and colleagues which again are not limited to local and national voice which is supported by Yang (2009) around sharing reflective practice blogs.
Every aspect around why, how, what, teaching practice is or should be like has now taken its rightful place among the countless search engines of the internet. What was once restricted to professional discussions and planning hard-copies of the past have now become a free find for all.
A current challenge for me is taking the time to identify and apply theories to my own practice. This is something my peers and colleagues do on a regular basis or when faced with a class dilemma or when a lesson doesn’t go so well. I think that’s why I am the way I am. It’s not ignorance toward a proven theory, method, or right fit pedagogy, but sometimes it may be as simple as approach, tone, interaction, which in the end works out better for the student. Finding the perfect equal balance is a life-time goal but what I can do to and how I go about supporting the class and learner in the interim is the daily challenge.
If I was honest about my own teaching practice then I would say that early into my profession establishing relationships with and interacting with the learner was always first and foremost. To this present day that has always remained steadfast. This however does not mean that how we are with one that we apply it in exactly the same way. It is taking the “one shoe fits all” approach and turning it into a multi-faceted one where I take it apart, redesign, reconstruct, decode, encode an understanding, a concept, an aspect.
This is what I need to remind myself about daily. I can justify just about anything I do but if that reasoning isn’t learner based and if I cannot take the time to critique what I would assume to do well, than that would defeat the purpose behind the passion and everyday enjoyment I receive from teaching. Larrivee (2000)
Upon closing sometimes the best theories we apply daily are plain common sense.
Cudina-Obradovic, M. (1999). Games as Foreign-Language Teaching and Learning Strategies Strani Jezici,
Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Larrivee, B. (2000).Transforming teaching practice: becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
Pavlak, C. M. (2013). “IT IS HARD FUN”. Reading Teacher, 66(5), 405–414.
Yang, S., H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11-21.
Yuliana. (2003). Teaching English to Young Learners through Songs. K@ta, 5(1), 62–66.