Week 32: Changes in Practice

My Mind Lab haiku:

The Mindlab journey
Transformational mindshift
A challenge conquered

A lesson we all should learn early in life is understanding the difference between getting what you want and getting what you need.  That life lesson revisited me in March of this year.  I have mentioned this before; I want to win lotto.  (I tell myself it would be so I could teach for fun and not simply to pay my mortgage.)  But Mind Lab was, looking back after these 32 weeks, just what I needed.  For more years than I care to admit, I’ve felt stuck in my job and I didn’t exactly know how to get myself unstuck.  I now refer to that time as BML (Before Mind Lab).

Mind Lab has required me to confront assumptions I have held about teaching and learning and has asked that I test new ideas through ongoing and reflective practice.  Osterman and Kottkamp (1993, p.2) suggest that “reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance”.  I have, as a consequence,  “develop[ed] a conscious awareness of my own actions”.  
Over the past weeks and months these reflections have challenged and changed my views on 21st century education and I have gained insights into some exciting, and perhaps daunting, future educational trends.  This inquiry mindedness is my plan to stay unstuck.  This process revealed that perhaps the problem was, in a word, me!

       

  www.thebluediamondgallery.com

Participating in Mind Lab has transformed my mindset around the significance of building relationships to create positive learning environments.  I have always considered the relationships I build with my students to be a core strength of my teaching practice.  Now I believe, it is important to take the time and focus on enhancing relationships with parents, whānau and with my colleagues both within, and beyond, my school community.

From the Practising Teacher Criteria and e-learning website:

Criterion 1:  Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.

BML (Before Mind Lab) I would post content to the class blog.  I tried to be timely with reminders, include photos and videos of all students and keep it short.  But I know now that I wasn’t building relationships.  I was only sharing content using social media.  I had no idea which parents were using the information unless they left a comment (and few did).     

My journey to have purposeful parent engagement starts with a plan to gather feedback from my parents and whānau by creating an online survey (paper based for those who may need it) next year.  Who knows?  A class twitter account may feature as a means to keep parents aware of what their children are up to during the day. That is, if the community sees it as a way to enhance our class learning environment.

Many families will need support and encouragement as they learn to become more engaged in their child’s learning.  Offering to provide time and assistance will be a top priority.  I would like to broaden the idea of family to include siblings, grandparents, aunties and uncles.  Some have already grasped this simple notion … I would like to ensure everyone knows they are welcome.  The African proverb, ‘It takes a village to educate a child” is a  relevant concept to keep at the fore when trying to make a positive difference for student learning.

Today I envision greater two-way communication that would be a blend of face-to-face and digital content that is culturally inclusive whilst being sustainable by all those involved.  I have learned that if I truly want to increase home involvement in my student’s learning then I need to give my community authentic opportunities to contribute their ideas and opinions.

BML (Before Mind Lab) I didn’t make a deliberate effort to become part of an online community of practice.  For me, this is an area for exponential potential growth and professional development.  I owe much of my educational renaissance in this area to educational theorist,  Etienne Wenger.  I have spent years observing within various online communities without actively participating.  I recognise that now I have to change my approach and consider what I have to offer to my online community rather than just taking information.  My new mantra will be: If I know something I will share it.  

For the past eight months I have taken the time to be a learner myself.  Bit by bit I have tried to put as much of what I have learned into practice in my classroom.  I have shared these ideas with colleagues at school and I am starting to slowly develop these professional learning communities.  These relationships have given me the opportunity to connect with others, share my ideas, find resources, stay up to date with trends in education and provide feedback and support.

So what’s next?  Mind Lab has reminded me how much I enjoy being a learner again.  I am definitely making plans to finish off my master’s degree.  Decisions about timing and the exact direction of my studies still need to be decided.  Overall, I have enjoyed linking the ideas around leadership with my previous business degree.  It may take some time to figure out how and what I want to accomplish but I am certain that further study is my path.  One thing I am sure of, this has been one heck of a ride.   

Perhaps a new slogan for 2017?  Mind Lab:  A defibrillator for your brain!

References:

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Cornwin Press, Inc. Retrieved on 23rd Octover, 2016 from http://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/

Week 31: Practice: Crossing Boundaries

Real Life is Interdisciplinary

There are days I wish real life came in boxes.  I could open a box of ‘my car is making a funny noise’ and then on another day open a box of ‘my cat is making a funny noise’.  But it never happens that way.  For me, my car makes a funny noise the exact same day as my cat.  My point is, no one experiences life in compartments … yet schools are still often set up that way.  Anyone used STAR or the maths PAT this year?   

Greek philosopher, Heraclitus is quoted as saying “Change is the only constant in life education”.  I don’t think Heraclitus would mind if I substitute ‘education’ for ‘life’.  As we try to keep up with the demands of the curriculum, technology, expectations of parents and administrators - especially as classrooms are becoming increasingly more diverse and challenging - it becomes glaringly clear that we can’t do everything on our own. “Collaboration means working smarter together, rather than harder alone” (Ministry of Education, n.d.).

Upload.wikimedia.org

I came into the teaching game a little late - after I found time to get a business degree, become a mother of two inspiring kids and then move all of us halfway around the globe. That life experience superseded my classroom inexperience during my first few years and in many ways gave me insights into how to be a more innovative teacher.  I relied on what I knew, combined with what I learned about teaching pedagogy, and I made up the rest.  Somehow it worked.  In fact there are days when I wish I taught more like the person I was before I “figured out” how I was supposed to do it.  I relied on my own diverse perspectives to influence how and what I  taught.  (And for the record, I also used the curriculum...it was quite handy at times.)

As a primary school teacher I have always, to some degree, had to use an interdisciplinary approach to augment my teaching practice. It is not a new idea for teachers to recognise they “need to collaborate with other people and groups who can provide access to specific kinds of expertise, knowledge or access to learning opportunities” (Ministry of Education, 2012, n.p.).  To me, it was important to ensure I had full coverage across the curriculum.  I would regularly rely on the knowledge of others for help - getting advice from teaching colleagues and bringing in parent or community experts.

My school has implemented a concept curriculum that is interwoven through all curriculum areas.  This “interdisciplinary approach synthesizes more than one discipline and creates teams of teachers and students that enrich the overall educational experience” (Jones, 2009, p.1).  Embedded with new  technology, it changed how we planned and facilitated student learning across the school.  Now a key challenge for our school is to decide if, in fact, student learning has been thoughtfully crafted enough to have authentic ‘real world’ activities.  Do these activities truly engage...and are they responsive to needs of the learners as suggested by Barton and Smith (2000)?  Could we (and more importantly, how should we) do more?

c1.staticflickr.com

When analysing my interdisciplinary connections (see diagram below), it is clear that support surrounding my school is impressive. When thinking about how I can make the most improvement and change to my class learning environment, I would like to draw not only on the expertise in my own backyard, but from around the world.  “Educators and other partners from the wider community need … to talk, and to listen to each other—across professional and/or cultural boundaries”  (Ministry of Education, 2012, n.p.).   

I feel this makes Twitter an obvious, and currently under-utilized, choice for me.  It will be possible to engage with a more diverse group to inspire me to new ways of thinking.  It is a way for me to find a community of collaborators that will support and sustain my learning and it is an opportunity of global proportions if I choose to actively participate (Wesley, 2012).  Now I just have to invest my time to see and be seen in the twittersphere.

Teaching is ultimately finding the elusive sweet spot: a combination of experience (been there - tried that), research (someone else has been there and tried that) and community (let’s try that together) … not neat boxes to open...but a kaleidoscope of real life teaching and learning.

Susan’s Interdisciplinary Connections Mind Map

Larger View

References:

Barton, K. C., & Smith, L. A. (2000). Themes or motifs? Aiming for coherence through interdisciplinary outlines. The Reading Teacher, 54(1), 54-63.1.

Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI7 (26), 76-81. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai

Retrieved from: Ministry of Education.(n.d.). TKI Website: Educational Leaders. Retrieved October 15, 2016. http://www.educationalleaders.govt.nz/Culture/Leading-cultural-change/Promoting-collaborative-learning-cultures

Ministry of Education (2012). New Zealand Curriculum Update: Future Oriented Teaching and Learning. Education Gazette. Retrieved From:

file:///home/chronos/u-a5b30192f62c9fee6f9760517f119800de999b7a/Downloads/NZC_Update_26_ONLINE.pdf

Wesely, P. M. (2013). Investigating the community of practice of world language educators on Twitter.Journal of Teacher Education, 64(4),305–318. Retrieved from: https://www.academia.edu/23845234/Investigating_the_Community_of_Practice_of_World_Language_Educators_on_Twitter?auto=download

Week 30: Practice: Professional Online Social Networks

           What is worth my time? vs  What is my time worth?                                                     

                                                                               

                                                                                            C2.staticflickr.com

Two weeks of school holidays may seem like the perfect time to relax on a white sandy beach and to swim in the crystal clear waters of Samoa...but for me, it’s time to take stock and re-organise my professional teaching life.  

Up until now, some may suggest I have taken a rather lackadaisical approach to how I choose to spend my time (and my money) keeping up-to-date with new curriculum resources and upskilling in emerging technology for my classroom.  In the past I would wait for the principal of my school to help me decide/ approve what professional development (PD) he/she felt would be best for the school/ me.

To be fair, I’ve wasted a lot of time on social media:  “pinning” for hours creative ideas that I knew I would never have the time or opportunity to use in class; wondering why people’s tweets were in my feed that I don’t follow;  and wishing I had never joined the teachers community on my personal facebook because there are some Saturday mornings I just don’t want to think about school.

Well, that was until MindLab happened to my brain.  I swear, pennies are dropping as I write this.  I have come to the realisation that teachers are ultimately in charge of their own professional learning.  I know some of you are wondering what the heck took me so long to figure out such a simple concept. (In my defence, I also thought penguins mate for life.)  Obviously I was in need a bit of guidance and MindLab opened doors to ideas that now I just can’t (and don’t want to) close. So here I am, spending my last few free days before Term 4 begins, redesigning my professional learning pathway.  And this time it doesn’t involve adding to the list ‘Jobs I’d like Better than Teaching’, or buying lotto tickets from obscure shops around the North Island. (‘Cause we all know those are the lucky shops - going to Te Teko anyone?)

https://teachersandsocialmedia.co.nz/what-social-media

This week I have been trying to wrap my head around how social media, used as a tool for education, is legitimised by Etienne Wenger’s communities of practice (CoP) and Albert Bandura’s social learning theory and why, I have just realised, I have been doing professional social media ineffectively for such a long time.  

The question is, now that I am armed with this new mindset, what am I going to do about it?  And how do I create this professional knowledge and understanding that Melhuish refers to?   Today I have the ability to learn what I want, when I want, from whomever I want and usually for free using social media.   By simply taking a more critical look at how I self-direct my professional learning, I now have the opportunity to take advantage of the ‘collective intelligence’ of the people I choose to surround myself with - be it face-to-face or online.

Wenger (2000) suggests that people learn when they actively participate in communities of practice (CoP) by making connections, co-constructing ideas or solving problems that increase the engagement of the community.  People learn from each other by watching how others participate in the group .  The concept of social learning theory, Bandura (1977),  helps explain why these virtual CoPs can create deeper learning between the teachers who build effective learning relationships with each other .  

Social media platforms like Google +, Facebook, Pinterest, Twitter, YouTube and blogs are informal ways I can, as a teacher, create my personal learning network (PLN) and interact with other educators and experts from around the world creating my own communities of practice.  

http://www.onlinecollege.org/2012/09/24/the-social-media-guide-growing-your-personal-learning-network/

Understanding the importance of fostering peer relationships is imperative as I create my PLN.  I can’t do this alone.  I’ve tried that already . Collaboration and learning are a two way street and in the past have been one of the biggest barriers to me capitalising on making my learning more personal.  My future is going to be full of putting myself out there.  Social media is the toolbox that can connect me on a global scale to help me figure out what I think will help make me a more innovative and relevant 21st century educator.  

Will all this connectivity make me a better teacher?  The Education Council New Zealand’s website says, “A teacher who is both aware of social media and a competent and confident user will be a role model for their learners and encourage them to be good digital citizens”.  My professional obligations have always been to the students I teach.  I believe that as I develop my PLN it will have a positive effect on the way I will teach and how I will incorporate 21st century skills that my students will need now and in the future.

Besides, the idea professional development in my pj’s is undeniably appealing.

References:

Bandura, A. (1977) Social Learning Theory. New York: General Learning Press; Retrieved from: http://www.esludwig.com/uploads/2/6/1/0/26105457/bandura_sociallearningtheory.pdf

Education Council New Zealand  (n.d.).  Commitment to learners .  Blog . Retrieved October 6, 2016: https://teachersandsocialmedia.co.nz/guidelines/commitment-learners

Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrieved From: fromhttp://researchcommons.waikato.ac.nz/bitstream/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=y

Wenger, E. (2000) Communities of Practice: Learning, Meaning and Identity Cambridge UK: Cambridge University Press. Retrieved from: http://wenger-trayner.com/wp-content/uploads/2012/01/09-10-27-CoPs-and-systems-v2.01.pdf

Week 29: Practice:The Influence of Law and Ethics

A Blizzard of Decisions

                            https://pixabay.com/static/uploads/photo/2013/03/09/15/28/blizzard-91902_960_720.jpg

“Everything [we] do, every decision [we] make has ethics at its core driving or motivating [our] actions and decisions” (Mindlab, 2016, n.p.).

So, that got me wondering … how many educational decisions do teachers make in a day? There is very little research but Ferlazzo (2014) and Goldberg (2003) have estimated it can be from 1500 to upwards of 3000 ‘non-trivial’ decisions a day.  Many of the decisions we make, we do automatically, and they reflect our morals, values and beliefs.  Each will have an impact on our students, our school, our community and our careers.  

“Generally speaking, New Zealand teachers...show limited awareness of the detail of the codes of ethics of their teacher organizations…” (Hall, 2001, p.6).  If this still remains true 15 years later, (especially in light of new technology and social media changing our teaching practice and in conjunction with what Hall (2001) suggests is a community willing to challenge decisions teachers make) then as teachers, we need to be proactive.  We must work together to develop skills and strategies that will enhance and strengthen our school culture by developing a common understanding of how to approach ethical problems.

My ethical dilemma: If I require my students to post on their blogs set up by the school, especially if the student isn’t happy with their work, am I caring for the identity and privacy of my students?

After completing the reading Ethics of Teaching with Social Media (Henderson, 2012) I was left wondering about an issue that hadn’t occurred to me before this week.  Everyday I ask my students to post on their blogs or to collaborate with classmates using a host of Google Apps. As adults we all know of the possible implications of posting to social media.  Facebook has been the focus of many negative media stories since it began connecting people in 2004.  It never occurred to me to include blogs in that same context.  Finding an audience for student’s work on the wall of the classroom is one thing.  To ask students be brave enough to publish to the web is quite another.

The Education Council Code of Ethics for Certificated Teachers (2003)  states our primary obligation as teachers in New Zealand is to “protect the confidentiality of information about learners obtained in the course of professional service, consistent with legal requirements”.   Also we are to “respect the privacy” of our parents, family and whanau.  So I asked myself, can a blog do that when it is in a public forum?

As teachers we “encourage the creation of texts that extend beyond the control of the authors” (Henderson, 2014, p. 2).  Teachers who use social media in their classrooms argue that these blogs give students an authentic audience and that they are important for collaborative purposes because people can comment on them.   These blogs create another way to engage our families - especially those who live far away.   And teachers are right, blogs can fulfill those 21st century learning objectives and more.

Yet Henderson (2014) got me thinking when he suggested that there are ethical issues that we need to address.  Some of the writing, images and videos students put online are about family, the special things they do, places they visit and things their family members say.  At times these texts describe quite personal feelings or are silly and fun--reflecting the life of a year 5 or 6 student.  Some students will have posts full of fantastic comments acknowledging their learning and others won’t.  Some families will be prepared to share these aspects of their lives, others may not.

There are long term implications when you post online that should be considered as well.  Do students as young as 9, 10 and 11 years old truly understand that their teachers are helping to create their online digital tattoo (a.k.a. digital footprint)?  Do they realize that their blog and all its posts will be part of who they are forever?  I, for one, am immensely grateful that the haircut I have for the grade 2 photo day is relegated to my mother’s photo album.

I am not saying for a minute that blogging for students is a bad idea.  But what I am suggesting is that it needs more than blind acceptance.  We need to involve our entire community. We must revisit these issues often within the year, in light of how rapidly technology is changing and how me might better reflect the needs, privacy and safety of our students.

Students need to be involved and learn to make decisions about what information should go online, what doesn’t and why.  Teachers need to address not only the obvious negative issues, but also how, within the context of school work, can we best protect our students.  Parents, caregivers and whanau need to be part of the dialogue to help support the school, the teacher and their children.  Perhaps signing a consent form at the beginning of the school year isn’t enough.  Food for thought.

In the end I couldn’t put it any better than the Ministry of Education (2015) -  The ultimate goal is to ensure the online safety of all students whilst fostering a positive culture of digital technology use.

References

Goldberg, M. (2003). Keeping Good teachers. Chapter 26: The Qualities of Great Teachers. Retrieved from: http://www.ascd.org/publications/books/104138/chapters/The-Qualities-of-Great-Teachers.aspx

Education Council N.Z. (2003). The Education Council Code of Ethics for Certificated Teachers. Retrieved from: https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0

Ferlazzo, L. (2014). Quote of the Day.  Retrieved from: http://larryferlazzo.edublogs.org/2014/02/22/quote-of-the-day-have-you-ever-wondered-how-many-decisions-we-teachers-need-to-make-each-day/

Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers

Henderson, M., Auld, G., & Johnson, N. F. (2014). Ethics of Teaching with Social Media. Paper presented at the Australian Computers in Education Conference 2014, Adelaide, SA. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/HendersonAuldJohnson_EthicalDilemmas_ACEC_2014_0.pdf

Mindlab. (2016). Week 29 Practice Influence of Law and Ethics. Retrieved from: https://app.themindlab.com/course/release/664-week-29-practice-influence-of-law-and-ethics

Ministry of Education. (2015). Digital technology - Safe and responsible use in schools. Retrieved from http://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf