WEEK 32 ACTIVITY 8 REFLECTIVE PRACTISE-CHANGES IN PRACTISE

WEEK 32                   REFLECTIVE PRACTISE-CHANGES IN PRACTISE


ACTIVITY 8

In reflection these past 32 weeks of doing this course and study in the Post Graduate Certificate in Digital and Collaborative Studies, has enabled and taught me to apply research, theory and ideas to my own practise.  To help me improve my teaching practise and be more informed of technological implications now and what this might mean for my teaching practise in the future.  I have been able to use what I have learnt to share with others, online and in my work place.

Collaboratively and with a better understanding of different topics and resources that are available to use in my own teaching in the classroom e.g. blogging, using different theories and research and apply these to my own teaching practise. As well as games and apts like Quvier, coggle, makeymakey, tinkercad, sculptur etc

As a student with mindlab I have learnt and still learning about writing essays, referencing and writing a literature review.  I have learnt about different researchers and their models of teaching e.g Te Whare Tapa Wha this heatlh model was developed by Professor Mason Dury and Kotters 8 Steps of Change, which I used both as a guide in my practice and with my colleagues about introducing the playgroup and new ideas about the implementation of this in my current place of employment and the wider community. My knowledge of technology  jargon and e-learning vocabulary has improved.

I think my reading and time management skills have improved, because of the work I put into my assignments and the readings I did, contributed to this.

Using the Mindlab site with Unitec has been a huge learning goal and learning curve. The study in the last 32 weeks has been rewarding,hard work and I would like to think that my teaching and learning practise has improved because of my effort and determination.

That the people that I work with, especially the children have and will continue to benefit from what I have achieved and have implemented in my job and in the new change initiative I have started and plan to do.

Some of the disadvantages of e-learning is that some people like myself (because this is what I am also use to) prefer the contact of having a person present and therefore on line learning does not have face to face learning.  I sometimes needed encouragement and motivation to complete my tasks especially reading the required material for our assignments.

I tend to learn when discussing in groups face to face,as oppose to reading messages on G+ community as my knowledge of how to use some of the computer skills necessary was limited.  This however illustrates why I think my reading skills have had to improve.

Lack of flexibility when it comes to time management and organising other activities alongside working online.

I have used Rolfe's model to illustrate my reflections and tie this in with the two key teacher criteria I have chosen.
                                   

                           
                               

Two key changes in my own research informed practise in relation to Practising Teacher Criteria in e-learning are:

1. Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice. 

 I have definitely achieved this and overcome some big challenges to get some of my assignments in on time. I could therefore learn at my own pace.

My knowledge and skills of how to use a computer and how to use this to participate in distant learning and collaborative practise has improved. I have gained in confidence, this was due partly to the benefits of e-learning.

I have been able to concentrate and complete tasks in my own time and when I could manage to this especially when something unexpected came up in my family and I could come back to my studies and my course when I could.

I could also learn anywhere in the country, when I had to go back home to help with a family matter I could take my lap top with me and study etc in my own time.

I felt more at ease if I failed an assignment that I had that choice and opportunity to resubmit.



2. Criteria 7: Promote a collaborative, inclusive, and supportive learning environment

My literature review about mindfulness in education and the work force was an opportunity to share with others their ideas, knowledge of this area.  I could include others in this topic by the questions we discussed putting a survey together to find out more of this research topic. This I could use to inform users of our service and parents to help them with everyday life and activities.

This is the key for me to reflective practise-not just looking back on what was done but what I hope and plan for the future to help teach our tamariki and learners to move foward for a more positive and constructive future. Not only for educational purposes but for gaining employment and a meaningful job(s). According to Osterman, K. & Kottkamp, a reflective practise approach enables teachers to solve problems together and therefore is more self-directed. We can observe, analyse the teaching experience and then reflect upon it or in a shared way other colleagues together can problem solve. As an inquiry we can see our role in the problem more clearly and how we can improve.(1993 pages 6,8)

What next       My next dream regarding my future professional develop
My next dream regarding my future professional development is too continue to implement some of the knowledge, skills, strategies in helping others learn about the changes in education, technology and the way we work together in an e-learning world.  Look at ways I can encourage people to learn about e-learning and in particular encourage girls to feel confident about STEM learning. Science, technology, engineering and mathematics.  Even if this means starting at pre-school level. How Te Whariki framework can be utilised alongside the The NZ National Curriculum to help our teachers cope with the huge changes happening in education, how this will change the jobs and careers our young learners are facing. I would like to continue my future professional development where I can be of help to others especially teaching our tamariki not only about what e-learning is but what they can do to build on science technology and become e.g. designers, creators of new devices, apts, electronic gezzmo that could be the next life saving technology for all kind.

Reflective practise is important to create significant change for our tamiariki and their learning.  Especially as there are many changes already taking place.
These past 32 weeks has been a long learning journey I have been so lucky to be a part of this with Mindlab and Unitec.  Thank you and kia ora to everyone involved. Particularly the Post Certificate Mindlab team. 

I was so privileged at a presentation last night here in Whakatane, where I met Frances Valintine. Just in case you do not know, she is the founder, inventor and brainwave behind Mindlab.  What an inspiration to meet her and hear her talk about technology and education etc.  What a fantastic way to finish off, actually to start my digital and collaborative studies.

Happy life learning to everyone.
Mauri Ora
Vera

                                          Frances Valintine and me(Vera Cheffers) 
                                          Monday  3 June 2017 Whakatane at the 
          Legends in Business-Celebrating Sir Peter Blake Leadership Week-Frances gave a presentation and she received another award for her service to Eastbay Whakatane.




REFERENCES:

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


Learning Through Reflections: http://www.ventureteambuilding.co.uk/learning-through-reflection/#prettyPhoto

Rolf Model-2001  https://www.nationalcollege.org.uk/transfer/open/mentoring-and-coaching-core-skills/mccore-s06/mccore-s06-t01.html

WEEK 31 ACTIVITY 7 Professional Context Crossing Boundaries

WEEK 31 ACTIVITY 7
Professional Context Crossing Boundaries

Ross Curriculum is an integrated system of all areas and subjects combined to provide an interdisciplinary approach to learning. 
All subjects are interconnected and involve a system of dynamics, thinking processes.
These systems are also integrated and the approach is complex. 

Students learn skills in different disciplines and examine the world as an interconnected hierarchy of systems both in the natural and cultural world. Students also learn about cultural sustainability inter connectedness in the classroom and on field trips.  These can be referred to as  inter connected experiences.

Science, history, culture and other skills and disciplines are taught 'wholistically' and together to explore many ideas and possibilities.

e.g.The life cycle of a butterfly, if anyone of these systems is affected the whole process break downs and the cycle is no longer achieved or part of that cycle is not completed.Each part is reliant on the other. Taking into account all the variables, conditions, the whole cycle or overall system is affected.

With this in mind, on reflection our playgroup functions and services the community very similar to the Ross Curriculum. All aspects combined, e.g. resources, subjects, people etc provide an inter-disciplinary approach to learning. 

With this way of thinking in mind and implementing the Te Whariki Curriculum (the New Zealand Early Childhood Education Curriculum) can be seen as 'professional context crossing boundaries'.  The framework for this Te Whariki curriculum has just been updated.  Essentially metaphorically, it interweaves the principles and strands which woven together like a mat and describes a holistic curriculum.

Each service, provider and early childhood place of learning, (registered) weaves a local curriculum (or whariki) based on principals, strands, goals and learning outcomes found in Te Whariki.  Teachers and educators take into consideration, the interests, strengths and needs of the children and the aspirations of the parents, whanau and community, when deciding on what areas to focus on in the programme.  

I have discussed with the carers what types of activities they would like to do in the planning, places we might want to visit,(field trips) what ideas would they like included in the programme. Therefore reinforcing their children's interests too. How might they like to put their children's progress and assessment book together, that is their child's own personal learning portfolio as a hard copy. Therefore empowering the child and their child's learning development.  This also encourages parents to engage with their child's learning and interacting with them.

The following map shows those current and potential interdisciplinary connections that our community playgroup needs and uses to help it function and provide a 'wholistic' place of teaching and learning.

Diagram 1: MAP-by Vera Cheffers

"INTERDISCIPLINARY COLLABORATION

What does interdisciplinary collaboration mean?

Andrews (1990) defines interdisciplinary collaboration as occurring "when different professionals, possessing unique knowledge, skills, organizational perspectives, and personal attributes, engage in coordinated problem solving for a common purpose" (cited in Berg-Weger &. Schneider, 1998).

While multidisciplinary collaboration involves paralleled work of several disciplines, interdisciplinary practice may include inter professional interactions in which two or more disciplines collaborate in the process of “joint planning, decision-making, and goal-setting”(American Association of Colleges of Nursing, 2016, p.1)" (class notes week 31 26th June 2017 Practise-Professional Context-Crossing Boundaries)

I implement and operate the playgroup with the help and support from a team and organisation, where I work. We are interdisciplinary collaborators. 

The following model highlights the responsibilities and types of roles that myself and my co-workers use when we work together.

" When all three facets come together, we believe successful collaboration can occur. In the event that one facet is absent or lacking, we believe that collaboration can still function but may be difficult to sustain.

Table 1. Qualifiers for a three-faceted conceptual model for successful collaboration"

Workplace Conditions	Qualities/Attitudes	Common Goals
Regular communication Standing meetings Physical space Administrative support	Cooperative—able to compromise Equitable—respect for roles Trust—perceived competence Shared vulnerability—safe setting to explore, inquire & critique Enthusiasm—desire to continue collaboration	Identify individual strengths Select conference & publication venues that “count” for both, or alternate Establish research “pipeline” & philosophy Articulate/update timelines"

"A Conceptual Model for Interdisciplinary Collaboration"(2015)

Teaching and working in a disciplinary way, will help and empower our children, families, to do this an inter-connective way.  We can inquiry, research and solve problems in our fast changing world in a wholistic way and together, which will continue to benefit everyone and nature globally.  We can build on our strengths, differences, cultures and knowledge together to make the world a better place for every living creature and everything. We are faced with globalisation, climate change, population growth, technological advancement, political change etc and inter-connective, collaborative disciplines is important to achieve harmony and help solve world issues.

REFERENCES

Source: Ross Institute. (2015, July 5). Ross Spiral Curriculum: An Interdisciplinary Approach to Science. [video file]. Retrieved from https://www.youtube.com/watch?v=hHZhkB0FJik

Table 1.

ACRLog. (2015). A Conceptual Model for Interdisciplinary Collaboration. Retrieved from http://acrlog.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration