Week 32 Changes in my informed Practice.
Changes in my informed practice:
The Mind lab graduate programme has allowed me to re-affirm the importance of ongoing professional development allowing me to test and support my own theories and practices with stronger pedagogy. Making sense of what I had been already practicing with my E-learning and collaborative learning practices and re-assurance that there is a reason to the rhyme. The post graduate course reminded me of the benefits of collaborative learning, the importance of design thinking in course planning, and how important reflection in my own practice and learners voice all contribute to an appropriate learning programme.
Osterman, K. & Kottkamp, R.(1993) believe the reflective practice model only implies a link between theory and practice and that if teaching practices is to improve then we need to examine
the behaviours with our own practices to make positive changes.
the behaviours with our own practices to make positive changes.
Two key changes made to my own teaching practices:
Criterion 6 : Conceptualise, plan,and implement an appropriate learning programme. (Ministry of Education).
Having taught the only year 9 Digital class this year
at KHS has allowed me to further develop my programmes of learning based on initially what evidence the school provided me and my previous experiences with e-learning and blended learning classrooms. I created a learning programme
based on using laptops, office 365, Edmodo, tinkercad and other digital tools and apps that my students had access to. The topics for the term were digital korowai (getting to know my students) and Exploration and Innovation.
at KHS has allowed me to further develop my programmes of learning based on initially what evidence the school provided me and my previous experiences with e-learning and blended learning classrooms. I created a learning programme
based on using laptops, office 365, Edmodo, tinkercad and other digital tools and apps that my students had access to. The topics for the term were digital korowai (getting to know my students) and Exploration and Innovation.
Criterion 9 : Respond effectively to the diverse and cultural experiences and the varied strengths, interests, and needs of individuals and groups of ākonga (Ministry of Education)
At the end of the term 1, I collected student’s voice
through survey monkey and a smaller focus group of selected students, Non-maori and Maori boys and girls and students with varying ability in using digital
technologies, as I wanted to know more about my students, their thoughts of using technology in social studies for learning, what had worked well and where
to for term 2. I was surprised to find that one of my Maori boys from the 10 students in the focus group was a fluent speaker of te reo and found digital
technology so helpful in translating to English and helping him to improve his written and spoken English.
through survey monkey and a smaller focus group of selected students, Non-maori and Maori boys and girls and students with varying ability in using digital
technologies, as I wanted to know more about my students, their thoughts of using technology in social studies for learning, what had worked well and where
to for term 2. I was surprised to find that one of my Maori boys from the 10 students in the focus group was a fluent speaker of te reo and found digital
technology so helpful in translating to English and helping him to improve his written and spoken English.
From the class survey I found that 59% of the class
were keen to use a mixture of paper learning tasks and digital technologies so more of a blended learning style, and 34% were not happy using Microsoft Office and 21% struggled to connect to the internet. Reflecting on term 1 I changed my course to suit my learners, based on feedback, I gave them more choice and flexibility in how they wanted to construct their information, I stopped using
Microsoft Notebook, and got students to set up shared folders in office 365 and if they wanted to construct information in digital notes they could, if they wanted to use google slides or docs rather than Microsoft they could, so long as there was a copy in the social studies folder online. Some students wrote in their books and chose to complete tasks on paper. I allowed students to work collaboratively in pairs and groups, for example Paired Inquiry into the Hawke’s Bay Earthquake, collaborative mapping tasks, Field trip group tasks and paired book evaluations. To respond to my learners and meeting their diversities, strengths and interests.
were keen to use a mixture of paper learning tasks and digital technologies so more of a blended learning style, and 34% were not happy using Microsoft Office and 21% struggled to connect to the internet. Reflecting on term 1 I changed my course to suit my learners, based on feedback, I gave them more choice and flexibility in how they wanted to construct their information, I stopped using
Microsoft Notebook, and got students to set up shared folders in office 365 and if they wanted to construct information in digital notes they could, if they wanted to use google slides or docs rather than Microsoft they could, so long as there was a copy in the social studies folder online. Some students wrote in their books and chose to complete tasks on paper. I allowed students to work collaboratively in pairs and groups, for example Paired Inquiry into the Hawke’s Bay Earthquake, collaborative mapping tasks, Field trip group tasks and paired book evaluations. To respond to my learners and meeting their diversities, strengths and interests.
Professional development would be to observe other schools who work under the thematic /cross curricular system of learning. I’d like to develop the Hawke’s Bay/ Savage Earth cross curricular idea that I wrote about in my post in Week 31. I’d like to continue professional development into implications of BYOD at secondary schools and how this may benefit Maori learners.
References
Source:Osterman,
K. & Kottkamp, R.(1993). Reflective Practice for
Educators.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf
K. & Kottkamp, R.(1993). Reflective Practice for
Educators.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf
Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from http://elearning.tki.org.nz/Professional-learning/
Comments
Post a Comment