My Community of Practice

Activity 4: My professional community

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Community of Practice- So, what is it?

‘Communities of practice are groups of people who share a concern or a passion 

for something they do and learn how to do it better as they interact regularly.’ 

(Wenger, 2015, p. 1).

Wenger discusses the three crucial and defining characteristics of communities of practice as being the domain (a shared domain of interest where members are committed to the domain), the community (members interact and learn together) and the practice (members are practitioners whose interaction develops knowledge).

Today I intend to explore and share my community of practice through the following questions:

1. Who are the stakeholders of your professional community? In what ways do they influence your practice?
2. What are the core values that underpin your profession and how?
3. What changes are occurring in the context of your profession at this time? How would you address them?

1). The stakeholders of my professional community are the people who make Willow Park School.  

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They include: 

• Principal
• 2 Deputy Principals
• 27 Teaching Staff
• 6 Specialist Teachers
• 6 Teacher Aids
• 650 Students

Within this community, I believe I am part of a smaller community made up of my syndicate team of 4 year 6 teachers. The above stakeholders influence my practice because we share the same domain of educational interest and the staff are passionate about and committed to this profession. We interact on a daily basis with intent to share experiences and learn off each other. As educators, we are practitioners where our interaction is our main source of knowledge and develops a shared repertoire of resources:

‘experiences, stories, tools, ways of addressing recurring problems- in short a shared practice’ (Wenger, 2015, p. 2)

This community supports me by allowing me to use the group’s strengths to improve and develop my professional practice while supporting my weakness through a shared source of knowledge and skills. 

2). Core values that underpin my practice are positive relationships and acceptance of diversity.

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My teaching philosophy strongly believes in positive relationships with teachers, students and classmates, which leads to a safe learning environment. On top of that, I teach acceptance and tolerance to my students so that there is trust and respect in all forms.

There is no doubt that “relationships between teachers and students are at the core of every classroom” (Bochner, Duchesne, Krause & McMaugh, 2010, p. 507) and that this be a positive one. This positive relationship is the beginning of an effective learning environment that leads to higher levels of student engagement, positive attitudes towards school and investment in class work (Phelan, 1992). Pianta (1999) says that this positive relationship between students and teacher can be characterized by communication, and emotional and academic support. In order to build, maintain and improve this relationship, it is necessary for teachers to learn and appreciate students’ personal interests and their backgrounds and provide meaningful learning by making these connections in class.

These core values that underpin my practice are important to me as an educator in my community because it supports and builds towards the values outlined in the New Zealand Curriculum (Ministry of Education, 2007). These values are excellence; innovation, inquiry and curiosity; diversity; equity; community and participation; ecological sustainability; integrity and respect. I believe I do encourage, model and explore these values to my students and my community of practice.

3). Some changes occurring in the context of my profession at this time are future focused, 21^st century skills and digital competencies.

In this rapidly changing digital world, the importance of effectively integrating digital technologies to educate young minds is widely being recognised. My students today live in a world where their lives are surrounded by technology and to some degree, dependent on them. I believe my generation was the beginning of this change and I strongly support this change in education as it promotes the positive relationship technology has with education and its potential to be used at its best.

As a result, our school now has a unit for Future Focused Learning and professional development meetings to effectively integrate technology in our teaching. Some examples for content delivery are Skoolbo, Studyladder, Mathsbuddy and Matheletics, with sharing and presentating tools such as blogs, Kahoot, Booktrack and more.

To further address this change in my context, I am currently undergoing a Post-Graduate Course at The Mindlab on Digital and Collaborative Learning, which has fed into my classroom and my community of practice.

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Reference:

Bochner, S., Duchesne, S., Krause, K., McMaugh, A. (2010). Educational Psychology

                     for learning & teaching (3^rd ed.). South Melbourne, Victoria,

                    Australia: Cengage

Ministry of Education. (2007). The New Zealand Curriculum. Wellington:

                    Learning Media

Phelan, P., Ann, D., Hanh, L., Cai, T. (1992). Speaking up: Students’ Perspectives on

                    School. Phi Delta Kappan. 695-704.

Pianta, Robert, C., (1999). Enhancing Relationships Between Children and

                   Teachers. Washington. D.C.: American Psychological Assn.

Wenger, E. (2012). Communities of practice: A brief introduction. Retrieved from

http://wenger-trayner.com/wp-content/uploads/2015/04/07-Brief-introduction-to-communities-of-practice.pdf

Reflecting on Reflective Practice

Activity 3: Reflecting on Reflective Practice

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After reading Finlay’s (2008) article ‘Reflecting on Reflective Practice’, a few interesting points were brought to my attention. Although the term ‘reflective practice’ can often be found describing teachers in action, there isn’t a clear single definition of what it is and how it should be done. Finlay offers different understandings of reflective practice with ideas ranging from deep thinking to critical dialogue with other professionals.

Despite all this, Finlay gives a general definition of reflective practice as ‘the process of learning through and from experience towards gaining new insights of self and/or practice’ (p. 1). My personal opinion is that every individual is different and therefore may reflect differently on different aspects of the same experience, depending on their perspective of the experience and what aspect they might be reflecting on. So this complication in defining reflective practice in action can be seen as understandable, even expected, and therefore very difficult to create a single definition to fit everyone. 

Today I intend to explore the 2 questions:

1. What point(s) in the article captivated my attention and in which way?
2. What reflective model do I find most suitable to use and why?

1). You’ve got my attention!

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Schon (1983) identified two types of reflection, reflection-on-action (thinking after the event) and reflection-in-action (thinking during the event). Schon argues that because of the complexity of professional practice, professionals need to practice both reflection-on-action as well as in-action to revise, modify and refine their expertise. This idea really simplified my understanding of reflection, especially as a PRT. I am constantly reflecting during and after teaching (implicitly and explicitly) but never had the correct terminology to describe it while documenting my progress or observation reports. Further more, Finlay explains how ‘Schon believed that as professionals become more expert in their practice, they developed the skill of being able to monitor and adapt their practice simultaneously, perhaps even intuitively.’ (p. 4). However novice practitioners, lacking the ability to make decisions on their feet and improvise, tend to stick to rules and procedures, making decisions mechanically. Schon suggests novices to ‘step back and, from a distance, take time to think through situations’ (p. 4). As a novice myself, it is clear why this point has captivated my attention. It made me reflect on my reflective practice- whether I reflect both in and on action, and whether I do step back and take the time to make careful decisions. Although I understand the purpose and benefits of Schon’s statement, I also agree with Ekebergh’s (2006) argument that ‘it is not possible to distance oneself from the lived situation to reflect in the moment’ (p. 5), at least not for a high level of reflective thinking.

2) Reflective Model- The most suitable

Retrieved from https://teachsource.files.wordpress.com/2013/05/jay-and-johnson-on-reflection.pdf

The reflective model that I found most suitable to use as a beginning teacher is Jay and Johnson’s (2002) model (table above). The reason for this is because it provides a range of reflective questions which provide starting points and act as prompts to elicit deep reflective thinking. It is an effective tool that encourages and supports a wide audience, not only beginning teachers. The three dimensions of reflection identified are well intertwined and its ability to recognise alternative views, perspectives and research allows for a wide audience to adapt and use. Perhaps another big reason why this model stood out to me is because I use a similar model in my own classroom through questions like these to support and guide my students when teaching deep reflection- and it works. 

‘Let us not forget that the model is a tool, not a mirror’ 

(Gordon, 1984, p. 243, as quoted in Finlay, 2008, p. 7).

I consider Jay and Johnson’s model most suitable to use because, as Gordon points out, it is a tool which can be adapted to best accommodate one’s reflective process. It should be used as a helping tool rather than a set of rules to follow.

To conclude, Finlay’s article has brought to light some interesting points on reflecting on reflective practice. Despite the multiple and contradictory understandings of reflective practice, it is clear that reflection is a defining feature in development and growth as a life-long learner.

Reference:

·      Finlay, L. (2008). Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

·      Jay, K., & Johnson, K. (2002). Capturing Complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18(3), 73-85. Retrieved from https://teachsource.files.wordpress.com/2013/05/jay-and-johnson-on-reflection.pdf

A Learner's Reflection (Part B)

Activity 2: The change in me

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Key Changes in my Practice

Reflecting on the last 24 weeks of study, I have noticed change in my practice. 

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Going Digital

As a BYOD school, our syndicate looked at the SAMR Model (developed by Dr. Ruben Puentedura) in depth last year, hoping to effectively incorporate the use of digital devices in the classroom. However, despite the professional development and our enthusiasm for change, the results didn't reflect our hopes and intentions. The main reasons for this were due to technical difficulties related to problems with Wi-Fi, students unable to access their account, not enough devices and laptops not responding. However this year, with more students bringing their devices and the school's new lease contract, it has become possible to make more use of technology. The websites and ideas I have gained from this course have made a significant change in my practice. I am incorporating technology on a weekly basis with tasks that range from content learning to blogging. My teaching-as-inquiry project on 'gamification in education' has further developed my knowledge in this area and has influenced my practice. I have become a leader in my own way where fellow teaching colleagues often come to me for tips and advice. The biggest influence this course has had on me is my confidence in using technology at a deeper and meaningful level.

For more reading on the SAMR Model, visit: http://elearning.tki.org.nz/Professional-learning/Teacher-inquiry-into-e-learning/SAMR-model 

Teaching like a Learner

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As a learner myself undergoing studying, I am reminded of the challenges and the complexity of learning. How often as teachers do we create new learning? We spend so much time planning what we are going to teach and how we will teach it that we forget how hard it is to make new understanding. Teachers go on professional development courses to learn helpful tools to help with teaching but not so much new content learning like we expect from our students daily. This learning journey has allowed me to relate to my students and understand the stress and challenges they might be going through, even if it seems so simple in my head. It makes me a patient teacher. 

Every year, I have started the year by explaining to my class that I do not know the answer to everything. I share with them that I am a learner on my own journey as a teacher and that we will learn from each other. In Room 1, we are all teachers and we are all learners. 

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Leading like a Leader

As a beginning teacher, I had considered it normal, even expected, not to be a leader but to sit back, observe and learn. In other words, watch and learn from the more experienced. It began during one of my early assignments on leadership when I learned about myself as a leader in my own way. I have now become a confident teacher whose ability to lead is not determined by the type of teacher registration I hold. I know I have strengths in certain areas, just like I have weaknesses, which I am now practicing leadership in. I am confidently leading syndicate meetings (104 Year 6 students) and I am overall a confident leader, both inside and outside the classroom. My secret fear of leading students on school trips is no longer a problem that I worry about anymore. Now, I lead like a leader. 

A Learner's Reflection (Part A)

ACTIVITY 2: The metacognitive process

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The past 24 weeks has been a tiring yet exciting journey, juggling full time work, PRT requirements and studying, all the while trying to balance my social life. But I don't regret my choice in undergoing this course as it has been a valuable experience- the content and the people I got to know. And it is true that I've spent my weeknights and weekends studying, but as a result I have gained some valuable knowledge that will feed into my professional practice and help build a steady foundation on this journey as a teacher. It keeps me moving forward and stretches my thinking. It is a healthy challenge for me.

Today I intend to reflect on the last 24 weeks of study at The Mindlab. Something I often say to my own class is “there is never an end to learning”, and now I’m really proving it to them. My class have been very supportive and often ask me how I am doing with ‘managing my time’, something else they are practicing through personalised learning. It’s motivating that I am walking the talk, modelling what I teach to my students. In turn, it inspires them to go on their learning journey along side their teacher.

On this journey, I have learnt about myself as a learner.

   I am a Leader

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One of my earlier assignments required me to look at myself as a leader. As a beginning teacher, my first thought was “oh no, I’m doomed!” I did not see myself as a leader; I had leaders all around me but I certainly wasn't one. I was the newbie here and I considered myself unfit to be leading anybody in this profession at this stage. But much to my surprise, that’s not what others thought of me. When I interviewed my students, they saw me as a leader who was fair and provided guidance; my colleagues saw me as a leader by taking on roles and responsibilities for the syndicate, such as planning trips, leading syndicate meetings, sharing resources and knowledge I had gained from my PRT courses and from The Mindlab. Through this experience, I learned that I was in fact a leader, a good one. I realised I didn’t have to be standing at the front of the crowd to be a leader; I was a leader in my own way.

  I am Interpersonal

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I learned that I enjoy learning with others through socializing and meeting people. I enjoy the company and the immediate feedback I am able to get from discussions, and I find satisfaction when my thoughts and ideas are shared and agreed on. It was only later in the second half of the course, which is designed to be self-study, that I realised I’m a social learner. And although I am not a social learner all the time, I can say that I enjoy learning with others most of the time.

Gardner’s multiple intelligences, explained by Lane, identifies an interpersonal learner as some one who is:

“understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.”

For further reading: http://www.tecweb.org/styles/gardner.html

Another interesting read I found was the research on what happens in the brain of interpersonal learners:

·     Social: The frontal and temporal lobes handle much of our social activities. The limbic system (not shown apart from the hippocampus) also influences both the social and solitary styles. The limbic system has a lot to do with emotions, moods and aggression.

You can find more information on this at http://www.learning-styles-online.com/overview/

  I am a Kinesthetic Learner

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I have always been a kinesthetic learner, but it wasn’t until this assignment that I really reflected on myself as a learner. I benefit from active learning and can’t sit still for a long time. I can get fidgety and I know that I have a short attention span. I take multiple breaks when studying or doing my assignments and need to physically take a break, such as walking around or stretching. This is probably why I enjoy learning with others, where I am interacting and not required to sit and listen.

However, I do have a fairly good memory when it comes to learning and I wonder if it’s because I chunk my learning into sections, rather than a whole piece. But that’s just my theory!

If you would like to read more on this type of learner (and more), visit: http://www.hongkiat.com/blog/type-of-learner-infographic/

This reflection reminds me of my own students and how different each of them are. Everyone learns differently and that's why it's important our students learn how to be a learner in their own way. 

Baby steps to blogging!

Kia ora and welcome to my blog! My name is Sally and I am a teacher in Auckland, New Zealand. I have always wanted to have my very own blog but was never confident enough to actually create one. Before this, the furthest I'd been was selecting a blog theme! To be honest, I have the post-graduate course to thank for making this a requirement and giving me a good reason to start blogging. I have always been on the other side of the screen, reading blogs of other experienced teachers. Watching successful bloggers being invited on TV shows to share their experience was like watching celebrities on TV- a different world from mine. But here I am, attempting to blog for the first time in my life, hoping I will be on TV too one day! (Just kidding, although I would like to star in a movie).

This year, I am undertaking a post-graduate course at The Mindlab by Unitec called The Postgraduate Certificate in Applied Practice (Digital and Collaborative Learning). I was first introduced to this course by my senior teacher and soon made up my mind to give it a go. I have to be honest, it was the 3D printing that really got me hooked. Luckily, I was granted a scholarship and that made me pretty happy- because that's one less thing to worry about on top of my student loan!

Yes, I have a student loan. I graduated from The University of Auckland in 2013 and was fortunate to find a job straight after. I am currently a second year Provisionally Registered Teacher (PRT), teaching a class of Year 6 students. Although the school isn't a 'modern learning environment', we have modern furniture to foster for different learner types and to help personalise their learning. I support inquiry learning where students drive their own learning and their voices are heard. I place great emphasis on the key competencies and life long learning skills.

So it is here at this blog where I will share my thoughts on the last 24 weeks of study at The Mindlab. I hope you enjoy it, find it interesting or even useful.

So here starts my journey on becoming a master blogger!