Friday 29 January 2016

Applied Practice in Context - Activity 1

Welcome




This post is the first of ten activities which make up the two assignments for Mind Lab's Applied Practice in Context.  It is my 'welcome' post - a chance to share a little about myself and an overview of my teaching approach and style.

Who I Am

I am fifth generation New Zealander (on both sides of my family) - born and raised in South Auckland.   Being the youngest of four meant that I have learned to be patient, stand up for myself and get used to wearing hand-me-downs!

At the age of 20, I left New Zealand to travel the world.  My first stop was Camp America, followed by a solo journey across America courtesy of the Greyhound bus company.  Having never travelled overseas before, I quickly developed the necessary skills to cope with downtown bus depots and American processed food.  

For almost three more years, I continued my journey across the globe; through parts of Europe, UK and Africa.   On my return to New Zealand, I had a position where I was required to travel up to China a few times a year.   This, along with holidays to Australia and the South Pacific have continued to steadily fill my 'cultural' cup. 

I am the proud mother of two amazing daughters and wife of a very patient husband.   One daughter is beginning her final year at college and the other is about to start her third year of a four year degree in product design.  My husband is a builder, but would much rather be spending his days sailing and supporting any national sporting team (especially if they are playing Australia).  

In my spare time (or should I say 'time out' as no time is 'spare' at the moment), I enjoy spending time in my garden, reading, walking, swimming and dancing (when no one is looking).   I feel so fortunate to be living in a community where the locals smile and say "hello" as I walk by and regular events bring us together to catch up with one another. 




What I Do

2016 has brought about some changes in my career.  After ten fabulous years at Beachlands School (where I was given every opportunity to extend and be challenged), I am now beginning a new teaching position at Ormiston Primary School.  Here, I will be working alongside three other Learning Coaches within a Year 1&2 Learning Habitat with 87 Learners.



This change will enable me to work as a team - to support, observe and be observed in my practice.   It will provide me with learning opportunities that are not accessible in a single cell classroom.   I'm really excited about this change in career although I'm a little anxious about how long it will take me to learn the names of my 87 learners!

Teaching Approach and Style

I endeavour to provide a learning environment that is stimulating, raises curiosity and meets the needs of each learner.   I am not afraid to be innovative and try something new in order to make a difference or help to engage a learner.  To me, this is what makes teaching such a wonderful career.  Traditional methods can be blended with ever-changing technology; a planned lesson can be put on hold in order to seize an opportunistic moment; each day is different to the next and this is what I find so exciting.  

Education is changing.  It's not the same as that which I experienced as a child and at times I feel like everything is moving too fast and I would like to get off the 'bus' to catch my breath.  For some, it would be very easy to stay at that 'bus stop' - a place of familiarity and a sense of calm.  For me, however, I'm in for the journey and can't wait to see what's around the corner.   


Image sourced: http://responseabilitycoaching.com


Tuesday 5 January 2016

Mind Lab: Postgraduate Certificate in Applied Practice

image supplied by themindlab.com



The Mind LabPostgraduate Certificate in Applied Practice (Digital and Collaborative Learning)



I became aware of The Mind Lab and their Postgraduate Certificate in Applied Practice (Digital and Collaborative Learning) during 2014.   What interested me about this programme was the combination of both digital and leadership content - and how the assignments could be directly related to my own class practice.  At that point in time I was an eLearning Leader within my school (as well as class teacher) and was looking for a way to utilise what I already knew and further develop my skills in both leadership and technology.   


Literature Review

Fast forward to January 2016 and I am now half way through what has been both a challenging yet inspirational journey.   Before the end of 2015, I carried out a literature review with the main question being:
How might an innovative learning environment (ILE) enhance the learning of key competencies in a primary school?

The purpose for choosing this topic for my literature review was firstly due to my newly acquired position as Learning Coach at Ormiston Primary School that I would begin in Term 1, 2016.   Ormiston Primary School, which began operating at the beginning of 2015, has flexible learning spaces and consequently is recognised as being able to support the creation of an innovative learning environment (Nikki Kaye, 2015).  Having previously worked in single cell classrooms where I felt I was quite receptive to innovative ways to support my learners, I realised, however, that I had little knowledge in how to make the most of an environment with flexible learning spaces.

Secondly, I was curious about what current research had been undertaken with regards to the key competencies and how they aligned with 21st century skills which, as research suggests, are a necessity for our learners of today, if they are to be ready for the future (whatever that looks like). Also, has consideration been given as to how innovative learning environments and the key competencies benefit Kaupapa Māori and include Te Noho Kotahitanga? 

I found many articles supporting the ideology of today's students meeting the needs of a changing world by learning 21st century skills, e.g. problem solving, critical thinking, creating and collaborating.  These skills align with the five key competencies:

  • thinking
  • making meaning
  • relating to others
  • participating and contributing
  • managing self 

However, researchers advised that educational systems around the world are making changes to their curriculum and assessment instead of inventing a new paradigm that cultivates creativity, entrepreneurship and global competence (Zhao, 2015).   This feeling is echoed by a number of other people in the education arena, e.g. Sir Ken Robinson identified a need to change with his TED talk 'How Schools are Killing Creativity' and 'Changing Educational Paradigms'.   There is also a growing number of local educational leaders calling for change with NZCER's report 'Supporting future-oriented learning and teaching - a New Zealand perspective'.  


Future-Focused

As the hours rolled on by while my eyes scanned over page after page of researched text, I began to form my own wonderings about myself as a future-focused educator.  How can I create a learning environment that encourages learners to be inquisitive and accept that getting it wrong is part of learning, while they are being constantly measured against standardised tests? How do I create an environment where the learner is a creator, not a consumer?  How do I ensure that the culture and values of every learner is integrated within the learning environment?  

I also began wondering about education in Aotearoa. Will there be extra funding to support professional development so that all learners have access to innovative environments?  How do we move from an industrial education system to an agile model?  How do we close the gap between those that do, and those that don't embrace digital technology for supporting learning needs and 'breaking down the classroom walls'?

I have spent time reflecting on my own practice and realise that my planning and delivery of instruction have had a strong focus on the subjects that are measured against standards - reading, writing and mathematics.  The same amount of focus has not been spent on supporting learners to develop creativity, entrepreneurship and global competency skills.  I would like to take the opportunity, in my new role as learning coach within a Year 1-2 habitat, to focus on the growth of each learner as an individual and draw out their creativity and collaborative skills within an innovative learning environment.

Watch this space!



References:  

Kaye, N. (2015).  $17m Ormiston Primary School, Auckland, officially opened.  Retrieved from,
https://www.national.org.nz/news/news/mediareleases/detail/2015/10/23/-17-m-Ormiston-Primary-School-Auckland-officially-opened


Robinson, K. (2006).  Do school's risk creativity?  Retrieved from,
https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?

Zhao, Y. (2015).  A world at risk: an imperative for a paradigm shift to cultivate 21st 
century learners.  Sprinter Science+Business Media, New York.  Retrieved from,
www.nepc.colorado.edu/blog/world-risk