Kleinwright Mind lab Journey

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...

Week 17 / My Reflective Practice “Unless teachers develop the practice of critical reflection, they stay trapped in unexamined judgements, interpretations, assumptions and expectations. Approaching teaching as a reflective practitioner involves fusing personal beliefs and values into a professional identity” (LArrivee 2000, p.293) This quote resonates with me as an RTLB as we need to be open minded, not pass judgement on the stakeholders we are dealing with. Encouraging teachers to be reflective, the RTLB role is about enabling others to reflect on their practice. My new role as an RTLB has meant a shift in the way I approach my role in education. I have had to make a change in my teaching practice and also the way I reflect. As I can’t reflect on my actual practise in the classroom with the children I now reflect on the way I interact with teachers, SENCO, senior management parents and other support people. My role is more of a collaborative approach as I am working within a tea...