Mindlab - Putting it all Together

Activity 8: Changes in my Practice

Evidence for Applied Practice in Context -MindLab

This MindLab postgraduate certificate  journey has been both inspiring and challenging. This experience has further opened up the world of online learning. I consider myself as a life long learner. I am always eager to learn and experience new concepts.  I love networking with other educators outside my own practice, in Auckland, nationally and globally. It has definitely made me think and see outside the box!

I have thoroughly enjoyed meeting the lecturers and admin staff at the MindLab in Auckland. This journey has not been easy. Initially,  I had signed up to the Postgraduate course in July 2015. Due to personal reasons I had to ask to be deferred to the November intake. The staff at MindLab have been supportive and sensitive to my needs as well of other fellow students I know of.  Since November I have been able to fully engage and enjoy this learning community and am so blessed to have been given this '2nd chance'. 

Assignments have been achievable and flexible.  With a full-time teaching load again the MindLab administration have been supportive and taken into account the 'busyness' of our jobs. I have felt like I have been chasing my tail for the last 32 weeks.The flexibility to submit assignments using video, photography and blogs have been exciting as we have not had to document our learning through traditional documentation - Essays!  The feedback I received for the assessments were great. Initially, I had a few that brought me down and nearly to a halt. Through the MindLab Google+ community, I was able to share my experiences with others and gain support and motivation to persevere. This enabled me to push through and try new techniques, manage my time effectively and stay focused.

Two key changes in relation to the Practising Teacher Criteria

 PTC 7 - Promote a collaborative, inclusive and supportive learning environment

PTC 8 - Demonstrate in practice their knowledge and understanding of how akonga learn.

My MindLab experience has given opportunities for my learners which is engaging and future focused.  Learners are given the opportunity to risk take and take ownership of their own learning and behaviour.  I have been encouraged to implement a collaborative learning environment.  In Technology, my learners work in groups to solve problems, design and develop their products.  Learners use google docs, slides, drawings and blogs for collaborative planning and discussions.

I believe my MindLab experience has been deployed well into my classroom. Learners have been given opportunities to learn in different contexts. This term my classes have been developing their digital fluency supported by tricks and tools I have shared with them e.g. enforcing learning using Kahoot quiz, recording learning reflections using blogger. I have bought a class set of Makey Makey and we have been using this during term 2. I have taken my learners to MindLab for a visit to learn how to build flight controllers for a flight simulator.

Visit to MindLab

Learners have experienced the Marketshare board game. We were very lucky to have Nick Hinsdon visit us at our school giving learners a different context to learn within.

Futher to support PTC 8: provide opportunities and support for akong to engage with, practise and apply new learning to different contexts, I invited Angela Lee to share her knowledge and 'toys' with me and my learners. 

 We spent the afternoon exploring Google expeditions where learners experienced a virtual reality experience and visited different parts of the world.  Learners were given the opportunity to create apps using bitsbox.  The most exciting and engaging 'toy' they experienced was how to programme control robots Ollie and Sphero.

Next term I will be running a code club. Learners will be developing their computational skills using Scratch.

PTC 4 - Demonstrate commitment to ongoing professional learning and development of personal practice.

I have been actively contributing to various professional learning communities are  shared in my  social networks blog and My community of practice blog. 

 My dream regarding future professional development

• I will continue to share my practice using online tools and social media such as Twitter,Facebook and google+ communities to keep me informed with the current 21st Century practices. 
•  In the next 6 months I plan to achieve google certification Level 1 and continue with further certification for Google Apps for Education.

References:

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 fromhttp://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/Registered-Teacher-Criteria-and-e-learning

Mindlab - Professinal Context - Crossing Boundries and Creating Connections

Activity 7: My Interdisciplinary Connection Map

Evidence for Applied Practice in Context - MindLab

“Reflection as a slogan for educational reform also recognises that the process of learning to teach continues throughout a teacher’s entire career, a recognition that no matter what we do in our teacher education programmes, and no matter how well we do them, at best, we can only prepare teachers to begin teaching.” (Carlgren et. al., 1994)

The teaching profession and its practice are changing at a rapid pace.The boundaries between disciplines are changing and new disciplines are being created at a remarkable rate and the boundaries between disciplines are becoming more connected.

An interdisciplinary environment as described by Jacobs (2004), is the delivering of a curriculum that "presents content, skills and thinking processes, and assessments through exploring connections among the disciplines." 

Today and in the future, practitioners will be asked to support people who will be skilled in the ability to work across disciplinary boundaries.

Joyce's Interdisciplinary Connections

Benefits and Challenges

As a Technology teacher, I believe  the Technology curriculum enables our learners to develop into people who will be skilled in the ability to work across disciplinary boundaries and this is supported by Jones (2009). He states that students are provided with opportunities for 'lifelong learning' skills and this is valuable for their future and also to encourage them to pursue their passion for becoming 'lifelong learners'.

Technology is a learning area that interdisciplinary. The curriculum strands urge learners to access relevant knowledge and skills from other disciplines. For example, learners working with materials and or food technology will need to refer to science and maths and learners working on an architectural project will find that the understanding of art history is invaluable. Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities. Adaptation and innovation are at the heart of technological practice. Quality outcomes result from thinking and practices that are informed, critical, and creative.

The attributes for Technology education is not dissimilar from project-based learning (PBL) as it also lends itself to interdisciplinary learning. PBL is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Learners can drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge.  As described by Solomon, 2003, PBL enables learners to "work in groups to solve challenging problems that are authentic, curriculum-based, and often interdisciplinary. Learners decide how to approach a problem and what activities to pursue".

Although I am in favour for interdisciplinary learning and connections there are some challenges that may need to be considered. An Interdisciplinary approach can be time-consuming. To collaborate and plan effectively time is required. Educators will need to consider how this will fit into the timetable of the currently structured school system? Implementing interdisciplinary connections will require resources such as a collaborative space for learners and facilitators. Access to Technology may also be a challenge.

Future Goals:

The two potential connections from my map that are my near-future goals will be to continue to explore  Google Apps for Education GAFE and

 work towards achieving Google certification for educators.  

This more for a personal reason so that I can continue to network and collaborate with like-minded educational learners.  Secondly,  I would like to continue to embed culturally responsive pedagogy within my practice. Lynch (2012) describes "culturally responsive pedagogy is a student-centred approach to teaching in which the students’ unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student’s cultural place in the world".

References:

Carlgren, I.,  Handal, G. & Vaage, S. (Eds.). (1994). Teachers' Minds And Actions: Research On Teachers' Thinking And Practice. London, UK: The Falmer Press.

Jacobs, H.H. (2004).  Concept to Classroom: Workshop: Interdisciplinary Learning in Your Classroom. Educational Broadcasting Corporation. Retrieved from http://www.thirteen.org/edonline/concept2class/interdisciplinary/index.html#sbs  

Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI, 7(26), 76-81. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai

Matthew, L. (2016). What Is Culturally Responsive Pedagogy?. Retrieved from http://www.huffingtonpost.com/matthew-lynch-edd/culturally-responsive-pedagogy_b_1147364.html

Solomon, G. (2003). Project-Based Learning: A Primer. Retrieved July 9, 2016, from http://pennstate.swsd.wikispaces.net/file/view/pbl-primer-www_techlearning_com.pdf

David Wiley - An Interdisciplinary Path to Innovation. TEDx Talks (2001, April 6). Retrieved from https://www.youtube.com/watch?v=5ytjMDongp