Week 31- Indigenous knowledge and cultural responsiveness in my practice

Today is a reflection based around indigenous knowledge and being culturally responsive in my practice. Again I have chosen to use the Rolfe's model of reflection (Rolfe, 2001) as it is very easy to use and makes me think critically about each area. 

Step 1 (What): To me being culturally responsive is acknowledging different cultures in the classroom and personally making a connection with students and whanau to make them feel welcome and involved in learning. Culturally responsive pedagogy is defined by Gay (2001, p.106) as “using the cultural characteristics, experiences and perspectives as conduits for effective teaching”. When I look into my teaching I believe that our school has very strong sense of cultural responsiveness around the values, vision and schools mission. Our school has developed these with the community and designed it specifically to cater to the families around us. Our school vision is "Growing success together: today for tomorrow. Whakatupu ana i te huarahi pai mo naianei me apopo". In our school we also have four values which we have both in Te Reo and english to cater to the majority of our school. I believe that in my own practice one area that I could work on to be more culturally responsive is with my communication. I feel I try my best to pronounce many words and phrases but at times they are used very simply. My actions are becoming more successful and confident the more I work on them. 

Step 2 (So what):

Above is the Action continuum of Milne (2017). I believe that looking at this our school is in the purple area. We have greatly moved a lot in the last few years so looking back I can see that we are making a shift. Our school does confidently use some language and content throughout the school. This can be our school values and being culturally responsive to other cultures. Our school communicated with community groups when looking into the values and finding uot the correct pronunciation of words and phrases. My focus for learning is firmly based in student agency and building and sustaining relationships with my students and their whanau is definitely a key aspect of our learning and this is also seen throughout the school. 

Step 3 (Now what): 

Looking at the continuum our school is capable of moving to the next colour phase. In order to do this I believe that we need to put students more at the centre and give them more choice with their learning. Gay (2010) defines culturally responsive pedagogy as teaching ‘to and through [students’] personal and cultural strengths, their intellectual capabilities, and their prior accomplishments’ (p. 26). I believe that our school is very successful with this and that we are on the right track to making these this happen.

References:

Gay, G. (2010). Culturally responsive teaching (2nd ed.). New York: Teachers College Press.

Milne, A.(2017).Coloring in the white spaces: reclaiming cultural identity in whitestream schools. New York: Peter Lang Publishing, Inc.

Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user's guide. Basingstoke: Palgrave.

Week 30- Mindlab Reflection Trends

Today I am going to reflect on a trend outlined in OECD (2016) that is most relevant to my practice using the Rolfe's model of reflection (Rolfe, 2001).

Step 1: (What):Identify one trend that is most relevant to your practice.

Daggett (2014) discussed five potentially emerging trends in education. The one that I am focusing on is the impact of digital learning as I feel that it is the one that is the most relevant in my practice. This trend relates to what I have learn't and looked at during my time studying with the mindlab. I have become more aware of the technologies within education and how the can be incorporated effectively into my teaching in the classroom. 

Step 2 (So What): Analyze how the identified trend impacts global and New Zealand education.

Daggett (2014) states that 71% of high school students used texting to communicate and 3 out of 10 students used Twitter. This shows that statistics about digital technology show that this trend is here to stay. Many classrooms now are becoming modern 21st century classrooms using devices and man students are able to digitally give feedback/feed forward and complete lessons all with the click of a button. Digital learning within classrooms has its benefits and challenges both in my own classroom and for many other teachers in New Zealand education. Hanna et al. (2010) stated that ‘The pedagogic model underlying too many schools and classrooms is still aimed at preparing students for the industrial economy, and is very different from the activities at the heart of knowledge-based organisations, societies and economies’ (p. 10). They also explained that ‘Students should become self-directed, lifelong learners, especially as they are preparing for jobs that do not yet exist, to use technologies that have not yet been invented, and to solve problems that are not yet recognized as problems’ (p. 9). So these quotes alone in turn align with the theory that this trend is here to stay. 

Step 3 (Now What): Critique and evaluate practice in the context of different audiences (local, national and/or international) and their perspectives
This means that as teachers and communities we need to be looking together about what the curriculum is asking of us and how we can deliver it in a modern way. Technology aims to make whanau communities and people closer together but this in itself is a task that needs a lot of work in my opinion. Many on lookers may think that devices are being used as a way to keep children busy and on a task quietly but that is not the case.  I also know of this to be true with several of my colleagues and we need to change this mindset as the positives of incorporating digital learning into our pedagogy vastly outweigh the negatives, Daggett (2014) summed this up with this quote ‘Digital learning is a catalyst for college and career readiness.



References:

Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved fromhttp://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

Devaney, L. (2015). 100 districts that are digital learning innovators. Retrieved from https://www.eschoolnews.com/2015/12/11/digital-learning-546/

Hanna, D., David, I., & Francisco, B. (Eds.). (2010). Educational research and innovation the nature of learning using research to inspire practice: Using research to inspire practice. OECD publishing. Retrieved from http://www.oecd.org/education/ceri/50300814.pdf

OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/trends_ edu-2016-en Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from  http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutu reChallenges.pdf

Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user's guide. Basingstoke: Palgrave.

Sherry, P. (2015). BYOD: What Training Professionals Need to Know. Retrieved from https://elearningindustry.com/byod-training-professionals-need-know

Learn, Create, Share

We have been involved in Manaiakalani so far this year. One of the main ideas of Maniakalani is to learn and then create something, and then share it online. In the classroom we have been using Ipads to investigate about our learning around oceans which is our inquiry topic. Students love to search for information and use the ICT to help them. One thing that they need to work on is pulling out the main ideas from sites and readings instead of just copying word for word.
Our create activity this week was to create a 3D cube that displayed different pieces of information on each side of the cube. The students loved this activity as they could choose their own sea creature and then display it.
The students then were asked to share a photo of their learning onto Seesaw which is our class learning site until we use blogger. They needed to explain what they did and what the activity was about.
My class is thoroughly enjoying the learn, create, share as they can go back and see what they are learning and they are able to get feedback from other students in the class and feedback from their whanau.
I need to go onto Seesaw and give the students feedback as it will give the task more purpose and meaning for the students.

Week 29- Professional Online Social Networks

I am going to critically reflect on the use of social media in my teaching using the reflective model of Jay and Johnson (2002).

In my classroom I use the social media tools Seesaw and Youtube. Seesaw is an app that allows students to share their work either by using photos, videos, notes and links to their whanau at home. Seesaw can also be used as a teaching tool where the teacher can assign activities for students to complete either in class or at home. We use Youtube for researching around topics involving to our inquiry and any writing activities relating to our learning. The videos help us to research and investigate about new ideas.

I found the video of Karen Cassidy interesting as it was great to see students younger than the ones I teach using technology and how important it is becoming. I also liked her use of blogs as students can use it as a way to display their learning and receive feedback from others. 

I am interested in blogging as a way to allow students to become collaborative and they would have a portfolio showing their work for families and peers. It would also show progress and students could look back at all the work that they have achieved in previous years. As our school is joined in the Manaiakalani cluster we are currently having our ICT updated and being put onto blogs for each class. Students would have their own blog and this is something I am interested in getting to know how to use to make learning successful. 

In Karen Cassidy's video she also had her students using blogs which was a way for students to show their learning and receive feedback from others. It aligns with what we are doing towards Manaiakalani and with what research says. We are aiming to use our devices socially to Learn, create and share. So when completing a writing activity we are able to learn something new, create the task and then share it using our chosen social media tools like Seesaw or Blogger. They say that "using social media in the classroom allows students opportunities to learn how to be productive citizens in the digital world...also while learning and practicing grammar, punctuation and spelling which are all essential for communication" (Magette, 2014).

I can see the benefits of using a social media platform in my classroom as a means for my students to connect with others and improve their literacy and communication skills. I do see challenges with using social media in the classroom. These challenges include different websites with conflicting information, inappropriate sites and ads and just general issues around cyber safety. I would like to continue to pursue more into blogger and allowing students to get more feedback from their whanau and from the outside world around their learning.

References:

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

Magette, K. (2014). Embracing social media : a practical guide to manage risk and leverage opportunity. Rowman & Littlefield Publishers.(Available in Unitec library).

Week 28- Mindlab reflection : Law and Ethics

My post this week analysis an ethical dilemma in my teaching practice. To analyse this dilemma I have used Rolfe's (2001) model of reflection and Erlich et. al's. (2011) ethical decision making model.

Step 1 (What): 

After school one day a child was picked up by another family member that did not have custody of this child. As it was only recent I the teacher did not know that this child was not supposed to be picked up by this family member. I was not the teacher that was told the child had been picked up but I was notified later that this had happened and it shouldn't have. 

Step 2 (So what):

Using Erlich et.al. (2011) ethical decision making model, I was able to notice the legal and ethical issues in this dilemma. Looking also at the Education Council, Our Codes Our Standards (2017) my professional responsibility is to:

• demonstrate a high professional behaviour in different situations, 
• I need to make sure I am respectful and collaborative with colleagues and other members of the wider community. 
• I need to promote the well being of learners and make sure that I am protecting them from harm. 
• engage with whanau and families in a professional and respectful manner. 

I understand that I need to act professionally and respectfully regarding this ethical dilemma as I need to make sure that I am in line with the standards and am being professional. I need to make some choices about what to do:

• I have a responsibility to the child to ensure that he/she is protected from harm and as I know now that the parent does not have custody of this child I need to consider that there are legal issues around this and it could affect me professionally if it continues. I also have to consider that there may be issues around his/her safety as to why this parent does not have custody
• It is my role to act with professionalism and honesty- I know I have to speak to the parent who has custody of this child to state that I was not aware of the agreements.
• In a professional and respectful way I need to also let my other colleagues know the information around the custody so that it does not happen again and they do not make the same mistake as myself

Step 3 (Now what):


To address the dilemma, I could...

• Ensure that when office staff find out this information it is immediately passed onto classroom teachers
• Make sure that teachers discuss with whanau about these arrangements and discuss professionally that when they know outcomes to let the teachers know of agreements
• speak to the family and make sure that the child is safe and let them know there was mis communication and that not all teachers were aware.

REFERENCES


Education Council. (2017). Our Code Our Standards. Retrieved 11th March, 2018 from: https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf


Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794

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

Netball

On Wednesday 6th June I took 8 teams to Kaitaia for netball, this was relating to professional relationships with students and whanau. Learner's needed to be focused with their learning around netball and I was making sure that I was trying my best to make new relationships with whanau and students that I hadn't seen out before. I had to make sure that I was communicating effectively with whanau and students so that I didn't have students leaving the grounds and that behaviour was maintain. Today was a fun day and all students had a great time.

Learning the new standards

There are now 6 teaching standards

-Te Tiriti o Waitangi partnership: Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.
Eg: matariki, whakapapa, maori myths and legends, reflections

Professional Learning: Use inquiry,collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
Eg: mindlab, literacy leadership, obs and feedback, teaching as inquiry

Professional relationships: Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
Eg: site, admin, collaborative planning,

Learning-focused culture: Develop a culture that is focused on learning, and is characterised by respect, inclusion,empathy,collaboration and safety.
Eg: Photos, learning setting(quiet area), group work, why have you set up the classroom that you have, groupings

Design for learning: Design learning based on curriculum and pedagogical knowledge,assessment information and an understanding of each learner’s strengths,interests,needs,identities,languages and cultures. Eg: formative assessment, needs analysis, Te Reo planning, specialist teaching (Alim), planning,

Teaching: Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
AKO
Takes responsibility for their own learning and that of Māori learners
Eg: technologies, learning activities, assessment, same as first 2, need written reflections in each