Reflective entry #8: Reflect on how you have changed your practice during your Postgraduate DCL journey

The Postgraduate DCL journey. 

On reflecting so far, I can see I have up-skilled in the knowledge of coding and STEAM as a practice and the importance of developing a hands on approach to learning through developing play based methods. 

Assessment has been evidential through videos and children self and peer reflecting rather than traditional formative test formats. Osterman and Kottkamp (1993)

In this model, the Cycle of Experiential Learning, is recommended by Osterman and Kottkamp (2015, p.70) in their “Reflective Practice for Educators”

(Osterman and Kottkamp, 2015, p.70)

Stage 1: Problem identification

The problem articulated was that children's literacy needed to be improved as a whole school, as well as, a classroom setting, with new and modern methods of engagement such as coding. 

1.  The problem that arises in practice is facing that learners are entering into a new global market and that many of their jobs may be replaced by robots in the future.  Myself as a teacher therefore needs to teach in relevant ways to meet these demands. 
2.  It is important to implement the change to be better service leadership for the learners under my care. 

Stage 2: Observation and analysis

  I have gathered data that shows evidence that through coding; children's literacy can increase in a greater fluency. Therefore; the insights I have gained is that students, when engaged and self driven in their learning, can aquire greater results of achievement. (a bit like teachers really) 

Stage 3: Abstract reconceptualization

New theories in coding and research that suggests the benefits of coding across all curriculum areas helped to implement change in my inquiry.   The global trends on robotics for the future, were also perspectives that needed to be considered. 

I have found that by adapting the circle of inquiry myself and seeing the benefits to the learning process.  My teaching practice has changed as it has become more a process of inquiry.  It has adapted the 21st Century skills and more aware of global trends that are occurring in education. 

 pp.87-88 of “Reflective Practice for Educators” (Osterman & Kottkamp, 2015)

In “Our Code, Our Standards”.  The key change in my professional practice links to the commitment to the teaching profession where we look at 

1. demonstrating a commitment to providing high-quality and effective teaching

• In my inquiry I have provided high quality and effective teaching through using coding with 6 year olds to engage in the STEAM process.  It has helped to achieve whole school aims also as well as in the community of learning to raise literacy.  • This linked with the spiral of inquiry; "It is specifically designed to change outcomes for learners in important areas" Kaser, L. & J. Halbert. (2017)
• I would like to, in the future, build on this further with continuous PD on STEAM practices and incorporate them into my teaching. I have taken a staff meeting to teach other staff the makey-makey and supporting my peer teachers on how to use in their classrooms also. This achieves the code of conduct on peer leadership.  I would like to continue also linking these practices to the A in STEAM as being the music unit holder of the school, to have a strong leadership in this area.

Stage 4: Active experimentation

After applying a metacognitive lens towards my initial goals which were to up-skill in the latest technology and to be knowledgable in the latest teaching styles, to be a contemporary learner and to inspire to inquire.  I can see that  goals have and are continually being achieved. It has been a learning journey and I have recognised significant changes to my teaching approach. 

Overall; I have implemented the new practice of play based learning and STEAM practices for juniors.   Through this, I have learned that hands on learning means children become more engaged and the benefits to success across curriculum areas is greatly improved also. 

References

Bolstad, R. & MacDonald,J.(2016). An analysis of participant blogs supplemented by teacher interviews. Wellington:New Zealand Council for Educational Research.

Kaser, L. & J. Halbert. (2017). The Spiral Playbook: Leading with an inquiring mindset in school systems and schools. C21 Canada. Retrieved from http://c21canada.org/wp-content/uploads/2016/10/Spiral-Playbook.pdf

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Corwin Press, Inc. Retrieved from hhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing. “Reflective Practice for Educators”

Ministry of Education (2017). Our code, our standards. Retrieved from

https://educationcouncil.org.nz/content/our-code-our-standards

Reflective entry #7: Evaluate how your inquiry impacts on future inquiry/practice

Evaluate how your Inquiry impacts on future Inquiry/practice

My reflection, based on a reflective model such as Rolfe's model which we have broken into these three steps below: evaluates how my inquiry on coding to increase literacy impacts on the community of our school and their families that I engaged with, their current needs of enhancing 21st Century skills, and your future practice to further develop this research based teaching practice in daily teaching practice. 

Step 1: What is the actual impact after the ‘Take Action’ phase?

The observed impact of the 'take action' phase, is that children have become better engaged in their learning and are partaking in a pattern of spiral of inquiry themselves.  I have noticed also as the evidence suggests that the children's results in the other curriculum areas, such as science and mathematics have increased also as well as, literacy.  As the research in other countries alerted me to initially.  

The coding at school also has filtrated into other areas of learning and sparked interest in children gaining an awareness of their own potential and the feeling when new doors are opened up.  This is something that cannot be measured, yet just as valid I believe in changing attitudes to become more positive towards education as a whole and teacher practice.  I suppose a spiral of positivity. 

Step 2: How is the actual impact different from or similar to the anticipated one?

My inquiry impacts on the community as children have the attitude to take better ownership of their learning and have a greater enjoyment of school as a result and this type of learning goes home also.  Like on the tki maths example "They wanted their teachers and students to co-design maths learning together".  Four different sets of parents  have commented at parent teacher interviews that they ‘fake’ being well to come to school. I think his is a good indicator of enjoyment.

Step 3: What is the impact on future inquiry/practice?

What I would do differently is have better confidence in myself and the research to take bigger risks earlier on.  I ask he questions as in research; 
Do teachers always set tasks? 
Do learners feel they have choice about who they learn with? for greater owner ship of learning. 

To have the growth mindset myself to think I can do it, I may fail, yet do it anyway. Instead of treading lightly in the name of research.  Get a gradual change is more concrete in the long term results.  To foster the culture of inquiry in students.  I would also set up better STEAM I already have a 6 year old wanting to create an ancient civilisation made from junk in the holidays (next terms concept). She wants to add makey-makey sounds of the people when she comes back to school.  We will see where this goes! 
As it says in Stoll (2015)  Spirals of Enquiry is a different way of approaching enquiry which confronts, challenges, shifts paradigms and energises!

References

Halbert, J., Kaser, L., & Koehn, D. (2011). Spirals of Inquiry: Building Professional Inquiry to Foster Student Learning. Paper presented at 24th International Congress for School Effectiveness and Improvement. Limassol, Cyprus. Retrieved from http://www.icsei.net/icsei2011/Full%20Papers/0053.pdf

Ministry of Education (n.d.). Primary school teachers use maths assessment to increase student agency. Retrieved from http://elearning.tki.org.nz/Teaching/Snapshots-of-Learning/Spirals-of-inquiry-Maths-assessment

Ministry of Education (n.d.). Stories from the field. Retrieved from http://www.educationalleaders.govt.nz/Leading-learning/Spiral-of-inquiry-leaders-leading-learning/Stories-from-the-field

Stoll, L., and Temperley, J. (2015). Narrowing the Gap with Spirals of Enquiry: Evaluation of Whole Education’s Pilot. Whole Education, UK. Retrieved from http://thesendhub.co.uk/wp-content/uploads/2016/09/narrowing-the-gap-with-spirals-of-enquiry.pdf

Reflective entry #5: Discuss how ethical issues are being addressed while you are taking action (20%)

Reflective entry 5: Discuss how issues of ethics are being addressed while you are taking action 

The ethical issue that I want to focus on in this entry is the mis use of internet use.  That the 6 year olds were looking up zombie clips when meant to be looking up 'scratch'.  

Due to the New Zealand context of our classrooms.  I have found the simple questions as asked in the Waikato reading; Hall (2001) to make the following ethical questions on my inquiry and to reflect that there is a dilemma for inquiry if we do not use implications.  

Which community members should be given priority?  

It is the children in my care and their families.  Why ? because it is my commitment for learners and their whanau as a professional responsibility stated in the code of conduct for teachers. 

2.4 In the conception, design, conduct, reporting and dissemination of the research there should be thoughtful concern for the rights and interests of all the individuals, groups and institutions involved and affected by it. 

What restrictions are there to your actions? I set up of class with any computer internet access facing the teacher desk. I have linked the Ipad use to the daily 5 programme and the target groups which I work 1 on 1 with.  I therefore had to consider that we are using the internet for the set purpose. .

Which courses of action are possible?

The consequence of this is that I had to take action. I should ask myself. Like having the computers facing me when working with a small group and checking in with internet gurus to monitor that all is well on the googling of scratch.  I have limited apps on the IPads and there are whole school bans on sites however, safari opens up a new world that a 6 year old child can access in a blink of an eye, zombies, that maybe appropriate at home for some, cause a new level of offense to others.  It is also a question of staying on task and adapting good work /study habits.

How should the course of action be implemented? 

I looked at the whole structure, as well as the class and then the individuals involved, as well as the wider whanau. At parent interviews, I have had to listen to the parental concerns and with others explain the internet guidelines as a school. In class; set up new guidelines of freedom in the inquiry process.   To monitor carefully the internet history.  I chose to initially talk to the whole class about appropriate internet use and linked to the analogy of diet, that we choose to feed our bodies healthy food for healthy bodies, likewise with our minds.  The monkey see no evil, hear no evil, fits in with our special character, yet also is a learning curve for all children as the internet and how to use it responsibility is a skill,  they all can use.  It is also good to talk one to one with those concerned on the specifics. 

I re-looked at the internet policy of the school reading it out in child speak so that the small group of children involved are aware that these are rules in a wider sense created by the school as a whole for all. 

It caused me to reflect when digital learning happens in the classroom there is an internet etiquette on when is the time and what kind of questions to ask myself from this reading by Hall (2001) 

References

Connecticut’s Teacher Education and Mentoring Program. (2015). Ethical and Professional Dilemmas for Educators: Facilitator’s Guide: Understanding the Code of Professional Responsibility for Educators. Connecticut, US: Author. Retrieved from http://portal.ct.gov/-/media/SDE/TEAM/Module_5_Supplemental_Scenarios-Facilitator_Guide_January_2015.pdf?la=en

Education Council. (2017). Our Code Our Standards.Retrieved from: https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf

Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794

Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. In IIPE Conference, Brisbane.

New Zealand Association for Research in Education (NZARE). (2010). NZARE Ethical Guidelines. Retrieved from http://www.nzare.org.nz/portals/306/images/Files/NZARE%20EthicalGuidelines2010.pdf