Activity 8: Changes in my practice

Critically reflecting on my learning journey

I can do it, as a more mature person I have often thought it was beyond my capabilities therefore I can not let the students do it as I can't, BUT yes, to both.  Having that growth mind set, letting go of the reigns.  Letting the students take ownership and together we can guide the learning.  Often when it doesn't work, then I can step in to find out why, what we have to change within our networking etc to make it happen.

I feel as well, that although students are "digital natives" or confident with technology they are not always much further ahead than myself.  At times they still need direction.  

Criteria 4: Demonstrate commitment to ongoing professional learning and development of personal progressional practice.   The discussions we have had the colleagues that have also been on this journey have been mind blowing, the support, ideas and practice changes have been a motivation for ourselves and others within our staff.  ii) taking a more active role in the learning opportunities, being prepared to give evidence, ideas of what has and hasn't worked.  Ask others how they are changing or improving on certain areas.  I had a person in my department tell others that he was afraid to open my emails now because it would probably include some new or different technological idea for him to have a go at.  To me it has been more than that.  Some parts I found I still didn't have the skills to work towards eg the robots or coding.  (Could not relate to my classes, as yet.)  But small steps, the idea of engaging the students, keeps coming up, changing things around eg instead of homework sheet for classifying, I now use either kahoots or last 8 minutes pack the class up early and pen to paper quiz, hand in as you leave.

Criteria 5: Show leadership that contirubtes to effective teaching and learning.  Actively contribute to the professional learning community.  Undertake areas of responsibility effectively.  Both of these I have continued to approach with a positive, lead by example and don't be afraid it not quite right, with critical reflections after we are able to change or reshape what we are doing going forward.  Using student voice as well to see what has worked with pedagogical developments and better ways to present both our curriculum and the key compenancies.  To the stage of increasing the overall usage of chrome book and ipads within the department that we are now requesting more.  And the good news is they are not just being used for research but collaboration, effective display, connections outside the school, breaking down the silos one step at a time.

Future Professional Development

Taking my literary Review Topic and going further, being able to make, present gamification that is engaging, exciting and educational.  Where I would start with this I am not sure.  I think I will needed more in the line of coding/computer wizz support.

Letting the students lead, giving them tasters so that it draws them in and seeing how they take this further eg presentation apps, 

Solo Taxomony and the way forward, being able to work the students at their own pace with incorporated flipped lessons, talks, exercises and having progressions to show what they know and where to next.

Gamification build on it,
have the students engaged in learning,
have the students confident to move between classroom and the world regularly

Activity 7: My interdisciplinary connection map

From my studies, we trialled in 2016 commerce a unit that crossed over boundaries.  We started breaking down silos,  having students work in different class groups, environments, and develop new skills.  It was successful with the students in peer support, students starting to transfer the skills. This year our principal is looking to us to extend this, the students planning a real life trip to Wellington and then we go. (Teaching was just commerce.) The School runs a year 10 interdisciplinary technology programme over three days with many voluntary staff.  Commerce crosses boundaries with Economics, Accounting, Business Studies, Financial Literacy environments and sustainability.  The Flatting Assignment covers Mathematics, Social studies, Economics and financial literacy.

The coggle above is a start point for interdisciplinary connections (dream), to include  transferable skills.   To start communicate my idea with other like minded on the staff, gauge interest.  Bring together an action group to plan (my coggle starting point only).

One potential connection could be the Maori department, local iwi and support.  Being culturally responsive is a school wide goal.  The benefits: local knowledge, local beliefs, Maori culture, leading to 'koha' food preparations.  Consequences: giving up content time. 

Step 2:

We need to work within the timetable confines to start.  Planning stage would include communication and development of outcomes. Find like minded teachers prepared to give it a go. (An example all options run at the same time so could use those classes to move around learning relevant skills then in groups and present the project.  Learning criteria and Success Criteria 'nutted' out, with a real life goal.  After development, regular short (standing meetings) to answer questions. Have  plan presented at HOD meeting to gain senior management and technology support.  Environment: classrooms in some parts, opening up A2, A3, big space, Whanaui, art space, foods room. All spaces would be available if students.  

Start with my plan - those interested could use PLG inquiry for 2017, it is building on our school goals, covers required areas and gives real purpose.  Term 1 (and 2) meetings devoted to decision-making, goal-setting and planning.  Term 3 the time block and actually giving it a go.  Year 10s are good at trying new ideas and concepts.  To complete cycle, Term 4 should be critical reflection. What worked, what didn't, changes for 2018, other involvements. Moving towards the concepts shown in the video "Ross Spiral Curriculum: An Interdisciplinary Approach to Science".  All learning integrated, engaging, real life - what a dream?

A conceptual model for Interdisciplinary Collaboration May 2015