Kleinwright Mind lab Journey

Week 31 - Indigenous Knowledge and Cultural Responsiveness  I am going to use Rolfe's model of reflection to support me in explaining my own learning around Cultural responsiveness.  My focus will be on: goals,  communication methods,  decision-making,  What does it mean to have a culturally responsive pedagogy?  As stated by (Gay 2001) cultural pedagogy is defined by our response to life. In society, we interpret our world by our interaction with others and we use our own cultural lens (Milne 2013) to make sense of it. First we need to know our own cultural identity. Each of us has our own culture coming from our ancestors, upbringing, schooling and experiences. I believe that all cultures have equal value and I appreciate that the merging of these can provide a rich and interesting community. With this I agree with Ellerbrock, et al (2016) who states that "Teachers who are culturally responsive and who use the cultural knowledge, prio...

Week 30: Contemporary trend in NZ or Internationally   I have used Rolfe’s reflective model based on three simple questions: What? So what? Now what? (Rolfe, Freshwater, & Jasper, 2001).  What:  I have looked at the trend of future oriented learning and teaching The New Zealand Council for Educational Research (NZCER) has complied ten years of national and international research on the future of learning. This research identified key themes for a connected and coherent future-oriented learning system. Those key themes include: commitment to personalising learning curriculum that uses knowledge to develop learning capacity rethinking of learners’ and teachers’ roles forging of new partnerships with the wider community (Ministry of Education, 2012) We are moving away from traditional forms education and adapting our teaching styles to the 21st century environment. The students of the 21st century need to develop skills that will help them engage an...

Week 29: Using social online networks in teaching or professional development Using Jay and Johnson's (2002) reflective model, I explored using online social networks in teaching and professional development. Step 1: Descriptive Stage I always thought that when I was using social media, even though I was looking for resources I was wasting time, it didn't occur to me that it was valuable to my teaching and learning. During the Mind Lab course I began to realise that online networks are places that you can grow professionally and share your learning. I started to use different social media platform in my teaching and professional development: Facebook and Google+ - to access, share and discuss context related topics with peers in the education sector. Seesaw - to share content and discussions with families of the children in my class. It is an accessible online platform in which parents, students and myself can access 24/7. Blogger - to share my assignmen...

TML Wk 28: Influence of Law and Ethics in Practice My post this week relates to the Influence of Law and Ethics in Practice.  In response to this I will be reflecting on a previous experience with a teacher in my team and the use of social media. I will discuss this using Rolfe’s (2001) reflective model to unpack it.  Taking the form of three simple questions, “what”, “so what” and “now what” As teachers we try to control the way we are portrayed online, by allowing students access to our social media accounts we lose an element of that control. According to Resnik (2015), the most frequently accepted definition of ‘ethics’ is “norms for conduct that distinguish between acceptable and unacceptable behaviour.”  People who are often described as having integrity or a good character, may be considered ethical people. As teachers, the NZ Education Council’s Code of Ethics are guiding principles to: What: An ethical dilemma that teachers are faced with is social med...

Week 19- Communities of Practice.   Community of practice is sometimes defined by three distinct elements: joint enterprise, mutual engagement and shared repertoire (wenger, 2000).  • joint enterprise: is a shared domain which is the “collectively developed understanding of what the community is about”.  • mutual engagement: the members engage through interactions within the community, building mutual trust in the relationships.  • shared repertoire: is “the communal resources” that the community of practice produce (wenger, 2000, p.229)  Descriptive/Comparative  Jay, J.K. and Johnson, K.L. (2002). POSSIBLE INQUIRY QUESTIONS  1. Supporting teachers to use assistive digital technology for students who “can’t get words on to paper”, our more vulnerable students.   As part of my role as an RTLB I would like to use a COP to enable me to draw on the resources of the other more experienced RTLB to consider  • The learners n...

Week 18 / Reflecting on changes in my future oriented teaching practice    Description   For this week's reflection, I will be using Gibbs reflective cycle. I read the theme extracts 1: personalising learning, 2: new views of equity, diversity and inclusivity, and 4: changing the script - rethinking learner's and teacher's roles (Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012)  In my role as an RTLB I took on a case of supporting teachers with students who struggle to write. With the changing technology I myself needed to change how I can see writing. Writing or communicating ideas can be done in various ways not in the traditional way. It was challenging for a lot of teachers, a comment I have had is “Can't they just write one sentence on paper and the rest on the computer.” My goal was to support teachers to implement technology into a literacy programme. I had developed new knowledge around assistive technology. Then the next goal was to s...