Week 3

The two inquiry topics are. 1. How can I use digital tools to encourage students to be self-regulated
learners? 2. How will blended learning improve students motivation to collaborate and talk
about their learning?

Descriptive

According to Wenger-Trayner & Wenger –Trayner (2015), “Communities of practice are groups
of people who share a concern or a passion for something they do and learn how to do it better
as they interact regularly” (p 1). Our team syndicate is an example of a “CoP” where we have a
shared interest in our Year 3 & 4 learners. We learn from each other and share ideas during our
weekly meetings that will benefit our own practices as well as our learners. We are all lifelong
learners and regularly collaborate as we have all embarked on this Mindlab journey together.

What makes working with our “CoP” such a rewarding experience is the way we engage and
participate as a group. According to Bozarth (2017). A true CoP is a “Community” were the
participants are not just attending meetings but are passionate, have a shared interest and are
engaged in contributing and wanting everyone to succeed. There is always someone who is
able to share their time and offer advice. The Syndicate team I work with all have digital tools
and are motivated to using these tools to enhance self-regulated learners. We are also motivated
to include blended learning to help our students to talk and write about their learning. I realise
that I need to continue to reflect on the success and failures of incorporating blended learning
to ensure that the students are motivated, working collaboratively and they are able to
articulate this.  

Comparative

To help improve student motivation it is important for teachers to include blended learning in
the classroom according to Parsons (2011), blended learning is a combination of face-to-face
learning and some form of technology. Through the use of technology the children will be
required to work collaboratively therefore encouraging student talk and communication.
This is an opportunity for the teachers in our syndicate to plan tasks using the 21st Century
rubric so our students are working to level 5 of the rubric. According to Voogt and Roblin, (2010).  
The 21st Century rubric aims to develop skills such as listening to other people's ideas, and
integrating ideas with the aim of working together so that the team will succeed. I aim to
regularly use this rubric to help improve my lesson plans and my own teaching practice.
 According to Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012), it is
necessary for the education system to change and move away from the more traditional forms
of education. It is important to continue to plan blended learning tasks where students
are required to work collaboratively and share their ideas. I will need to reflect and research
and share successes and areas that I need to improve on with my co-workers in my CoP.

Critical reflection

Having the opportunity to share my two inquiries with my “CoP” is a great way to communicate
my ideas with like minded people, it is also important to have an audience to share my trials
and tribulations with who will critique my work and offer suggestions that would help with
my development and the inquiries. As stated by Wenger. E (2000) “Communities of practice
deepen their mutual commitment when then they take responsibility for a learning agenda,
which pushes their practice further”. P 232. I would also hope that sharing my inquiry may
also be of some help to the members of my “CoP”.

Reference

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting
future-oriented learning and teaching — a New Zealand perspective. Report prepared
for the Ministry of Education. Retrieved from
 https://www.educationcounts.govt.nz/publications/schooling/109306

Bozarth, J (2017). A true CoP is a “Community” were the participates are not just attending
meetings but are passionate, have a shared interest and are engaged in contributing and
wanting everyone to succeed.

Parsons, D. (2011). Foreword. In A. Kitchenham (Ed.) Models for Interdisciplinary Mobile
Learning: Delivering Information to Students. Hershey, PA: IGI Global.

Voogt, J. & Roblin, N. (2010). 21st Century Skills Discussion paper. University of Twente. Retrieved
from http://opite.pbworks.com/w/file/fetch/61995295/White%20Paper%2021stCS_
Final_ENG_def2.pdf

Wenger, E.(2000). Communities of practice and social learning systems. Organization,7(2), 225-246.

Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Introduction to communities of practice: A brief overview of the concept and its uses. Retrieved from http://wenger-trayner.com/introduction-to-communities-of-practice/

Reflecting on changes in my future oriented teaching practice

       

Reflecting on changes in my future oriented teaching practice

What happened: Beginning Mindlab I realised that I needed to update my skills and move on from traditional teaching and incorporate more 21^st century learning into the classroom. As outlined by Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012. Due to learning demands in the Twenty-first century there is a shift from traditional roles or “scripts” of the teachers and learners. I wanted to implement student centred tasks which would encourage the innovators to work with the early & late majority and the laggards. According to Robinson (2009), When innovators are trusted peers adopting new technology becomes easier for other users.  The innovators focused on student centred technology tasks such as the makey makey and shared these skills with the other students in the class. My goal was to encourage the children to work collaboratively and engage in problem solving and student talk.

Feelings – I was worried that the children's personalities might clash or they may go off task and start talking or doing something else entirely. I wondered if the children found the task too hard, would they lose interest and I may have to oversee the whole process. I was actually very proud of the way the innovators worked with the students they were able to share the technology. The innovators encouraged the other students to try to set up the technology tasks themselves and helped peers who needed extra support. Eavesdropping on the student discourse I realised that the students needed to work on their questioning skills.

Evaluate – The children were really open to the student centred tasks and they enjoyed the challenge of discussing and solving the problems by themselves. Children have shared their stories with their parents how they have been using technology in the classroom and working on tasks independently. Parents have been supportive of the student centred learning tasks that the children have used in class. Students engagement increased through the use of tasks such as the makey makey and talked about their learning.

Analysis –The independence gained from working on student centred tasks had a positive effect on the children. It is very important to select innovators that are able to work really well together and encourage their peers. The activities not only developed student independence but also increased student engagement. “Students must learn not to depend on the teacher to supply all their learning  needs. This includes not only learning from the teacher but also learning from their peers”  (Spooner, E 2015, p 19). Moving from teacher centred tasks will not make the teacher obsolete. By developing a Student centred environment the teacher has a coaching or facilitator role and the students are more responsible for their learning. Crumly, C. (2014).

Conclusion – The children enjoyed working on student centred tasks and are developing confidence working independently. Some students have shown their leadership skills by working with the early and late majority and the laggards. The students are developing questioning and problem solving skills.  According to (Bolstad et al., 2012) I should not confine learning in terms of being “teacher driven” or “student centred” in a simple umbrella term, instead I along with the learners need to work towards a “knowledge building” learning environment.

Action Plan -  As a facilator I will continue to work alongside the students and develop a “knowledge building” environment were the students are designing their learning. I will continue to provide opportunities for the students to collaborate, problem solve and ask questions about their learning so that these skills are embedded into our everyday lives.

References

Crumly, C. (2014). Pedagogies for student-centered learning : online and on-gound. Retrieved from https://ebookcentral.proquest.com

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306

Spooner, E. (2015). Interactive student centered learning : a cooperative approach to learning. Retrieved from https://ebookcentral.proquest.com

Robinson, L (2009). A summary of Diffusion of Innovations. Changeology. Retrieved from https:www.enablingchange.com.au/Summary_Diffusion...