Week 10: Real World Problem Solving and Crowdsourcing
The idea of researching real world problems relevant to our children, their families and community and taking a part in finding solutions to meeting these problems sounds not only difficult but exciting at the same time! Engaging our children to take an interest in helping to solve problems, find the how and attempting to organise ourselves in executing these are achievable as long as the goal is not wickedly out of reach and the students are able to achieve a part, if not all and sustain this. Engaging our students in having a real interest in the world around them (locally and not so locally) may seem difficult but is it really?
Week 9: Empathy
Week 8: Where am I a local?
After viewing the TEDTalk Taiye Salesi's , "Don't ask me where I'm from but where am I a local?"
I thought on one hand, we're over-thinking the question, "Where are you from?" because in many cases, people would like to genuinely know where is 'your name' from, 'your ethnicity' from and on the other hand, they only just want to know 'where are you from' in location - end of story.
My Dad is Samoan with a french derived name - Lafaele / Rafael (we are supposedly meant to have the German name 'Smit' but somehow ended with the one I was born with!).
My Maternal-Great-Grandfather is Indian from the province Gujarati.
My Maternal-Great-Great-Grandfather was from Scotland.
I was born in Wellington, New Zealand with my Mother being from Whakatane. My maternal Grandmother was brought up in Tauranga-Moana area while my maternal Grandfather was brought up in Ngai Tuhoe with his Grandparents. I don't know much about my Paternal family except for, my father came to NZ in his late teens and has been here ever since.
When I think of someone from another country, I also think of 'When will you go back?' and I am meaning 'visit' but I am also thinking of how one may return to one's country of ethnicity. Why? Well I think of Maori returning to their homeland or the part of NZ they are connected too but not by birth but by descent. We have friends in Australia who have just buried their oldest son in Melbourne and they have also bought their plots for their future deaths but the mother is from the Urewera and the father was born in Samoa but had lived most of his adult life in Kawerau. The thought of this family already preparing to die and be buried in a country that isn't really their ancestral land with ancestral connections made me sad but also saddening is the part that the father is not really happy there as he had been in NZ. They are there for their moko and adult children...but who is to say that one day, they may want to return to their ancestral home in the Urewera but have made that choice difficult by burying one there already.
Again...when I think of 'When will you go back?' - even if one has not been born there, when will you go to the place your ancestors once came from is a natural question as your ancestral links connect you to a land and ethnicity identity.
But with saying this...where I'm from is where I was born as well as where I live.
Week 7: Flipped Classrooms
Well, this week we were talking about flipping classrooms. Quite an interesting discussion especially when thinking about how could I flip a Year 0-1 class? So flipping the classroom doesn't sound that intimidating but finding how to do it and with what...does a little.
I already use video clips in the classroom but I hadn't thought of using video clips with embedded instructions or questions to provide as a group activity! This is one example of flipping activities in the classroom. Leaving my children to watch a video for 5 minutes doesn't sound too hard...does it? Another example is after viewing a video, allowing children to complete an activity using say, an ipad app (eg make a picture poster - story book).
Here is one of my tasks using 'TED-Ed Puzzle' (a video clip with questions or notes inserted at different times):
Here is the video clip before I inserted questions and statements:
A group activity we were given was to...
The 'Blended Learning Model' our group chose to create was based on 'Rotation Grouping', where groups like normal groups, rotate to different stations with 2 or more activities based on using digital technology to help support the lesson (eg YouTube video playing a video clip relevant to the learning, an activity based on the video and learning).
Tweet...Tweet...Tweet!
As a final task, our class engaged in a twitter session and learnt how to 'tweet' and survive during one such session! Many of us downloaded the app 'tweetdeck' and then took part in a twitter session with the Gisborne and Auckland intakes. Alex (Rotorua) and Lynley provided the questions (and the etiquette!) for us beginners to learn how to tweet correctly (including hashtags).
Week 6: Creating an Infographic Poster
Well, here's my attempt at creating an 'Infographic Poster' for Jeanette. We were meant to interview our unknown buddy (sorry, I know Jeanette) and she filled out a few 'bits n pieces' of info for me to include in the poster. We needed to include information regarding 'Learning Network' and 'Personal Learning Environment' and I used the website 'Easel.ly'. I might have a go using the website 'Piktochart' later.
Week 5: Coding
This week we get to play with Makey Makey and I'm thinking, Yippee-Yigh-Ay! I've seen a few video clips featuring Makey Makey but I haven't had the chance to play :)
The Task:
The Gear (well, the essential parts anyway!):
The enthusiasm:
The 'Tutu-Factor' (or frustration):
The 'Show-Off' Display:
So...where to next?
Our 'where to next?' involved Ma and I reviewing the ITL rubric we were given a few weeks ago and to decide:
- What did our particular activity involve us doing compared to the rubrics? (ie Knowledge Construction, Collaboration, Problem Solving in Real Life Issues)
- What level were we behaving out?
- How could we adapt this activity to operate at a higher level on the rubric scale?
Another task we had on our list for this week was 'Fixed and Growth Mindset' but this can we viewed in the LDC Tasks (or notes...you pick, I can't remember at the mo), but here are a few pics of what we had been discussing.
This is my son who always sees the positive side of things and often wants and will, give things a go. A natural 'growth mindset'...which brings me to thinking, our children must have all been born with a natural and open way of looking and learning new things but are also born with characteristic disposition to leaning one way or another!?! But our nurturing over time can strengthen or develop a growth mindset? But what about the nurturing family who strive to say "Yes you can! It's only a mistake and we learn from our mistakes!" to the child with a strong disposition to saying "I can't do it!", and find looking on the positive side a little too hard?
Week 4: Learning Theories
This week, we discussed different 'learning theories' and how these support teaching practices and learning
To find out our group's particular theory to present via a stop-motion movie clip, we chose from a hat! Our specific theory was Vygotsky's theory of 'Constructivism'.
Vygotsky theorised learning was very much a socially-interactive affair. If students in a group relied upon the knowledge they bring, through interaction, this knowledge could be built upon and added to. Through the group discussing and working through a problem using these different knowledge pieces, the group may be able to find resolution from different aspects or at best, complete the task.
Our 'spin' on constructivism was using the popular TV show, 'Wipe Out' and having contestants complete a course but with one contestant helping the other with the intention - 'two brains are better than one', or in Vygotsky's terms, 'two aspects of knowledge is better than one'.
The movie will be uploaded at a later date :)
Week 3: The New Reality
This week we kick off with discussing 'The New Reality', more specifically, 'Which sectors/industries have recently been disrupted?'
Thoughts flying:
Education in all sectors including Preparatory school (kindergarten), medical sector, industries such as trucking services (eg documenting cargo coming in/out)...after some discussion and a long quiet moment trying to think of jobs which will not be taken by robots or machines...teachers and jobs requiring 'empathy' and 'compassion' were the most least likely jobs to be taken by these machines! I had written off educators thinking, a robot could educate children and could mostly do a pretty good go of it (if the programming was geared up for this).
Here's the link if you would like to see for yourself!
http://www.bbc.com/news/technology-34066941
Here's the link if you would like to see for yourself!
http://www.bbc.com/news/technology-34066941
What changes have come about with technology we never would have preseen?
Skyping, types of smart-phones, internet, connectivity, wi-fi, TV via the internet, 3D printing where scientists are even experimenting with creating organs etc
Reflective Question #1: 'Which sectors/industries have recently been disrupted?'
Reflective Question #2: 'Does your choice of career path mean you don't need to learn about technology?'
This survey was interesting! After watching all those sci-fi movies, you would think I would have a better handle on what kinds of jobs would be useless for our students in years to come! Well...kind of. Of course, like the rest of us, we could work out quite a few lost future-employments but I wasn't using my head! Jobs that are not in danger of being taken over by a Mr or Miss Virtual Reality robot are jobs requiring empathy. Who would have thought? Well me of course since I watch all those movies and what is one thing robots or non-humanoids lack? Empathy!
The role Key Competencies and Values will play are important aspects of modern learning today (I believe!). Things which students came armed with once upon (to an extent), some students lack today. The NZC has allowed schools to really take ownership of their own school policies and curriculum which can manifest the community heart and core wonderfully with of course the embedding of the key comps and values especially when educators are delving into Inquiry Learning.
Skills I believe students will need in the future, apart from obvious, are:
- caring
- kindness
- TRUMP
- resilience
- understanding of different learning and knowledge and how applied
- respect
- effort
- attitude
- and a whole lot more skills and values and attitudes!
Week 2: What skills do our 21st Century Learners need to thrive?
Here is our learning for the week. My reflections can be found in the "Mindlab - Reflections" tab but here is the result of our survey re: the above question:
OMGosh! Our group (Verbena, Bev, Jeanette and myself) had 45 minutes to create a movie based on 'Knowledge Construction' using a rubric (Interpretation-Analyse-Synthesize-Evaluation) as well as linking these aspects to what 21st Century skills learners need!
Here's the criteria and the time limit!
Here's what we came up with:
We decided to base our interpretation on the '3 Little Pigs' with a twist. Hone the Elephant, living in Rotorua when unfortunately, an earthquake strikes meaning 'doom and gloom' for his house. Hone decides to build himself another one but goes through a process of acquiring knowledge, synthesizing and using knowledge to finally build a house that works...but of course, this final house comes after a series of mishaps where he didn't research, analyse, synthesize and evaluate his first attempt. Thank goodness he learns after attempt 2, that he needs help!
Here we are preparing our information and understanding to create our video representation:
Interpret, plan and synthesize the information we have re-read re: Knowledge Construction and rubric descriptions.
Getting ready and taking our roles seriously!
In the full swing of doing our parts - sign making, looking for further information on the ipad
Find information and use it!
Use prior knowledge and experiences to create an aspect for our final product!
Our finished and final product..finally (OK...our video is pretty short but you can see what we mean!)
Our group...finished with creating, recording, editing, titling, uploading and now relaxing and eating our dinner!
Ba-Zinga! Finito for the weeko!
Well almost...better start on Week 3 readings and video watching!
(Meet my son Ethan!)
Week 1: The purpose of education (Scroll down for my reflections)
On this week's session we are challenging you to think what is the purpose of education. Why do you do what you do? And why is there suddenly such a huge focus on education transformation? What is driving the evolution?
Developing Essential Digital and Innovation Skills for 21st Century Education Delivery
Education is being challenged by the impact of new technologies and unlimited online access to user driven content.Today’s student is increasingly in conflict with the traditional analogue education system and education delivery practices.
While the adoption of technological practice is core to the unprecedented transformation that is taking place, the shift has been further compounded by the need to prepare our students for careers that don’t yet exist. Educators have found themselves in needing new skills and knowledge that blends digital connectivity and collaboration with the converging world of learning innovation, digital pedagogy, online education and global networks.
‘The fact is that given the challenges we face, education doesn’t need to be reformed- it needs to be transformed. The key to this transformation is not to standardise education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions” (Robinson, 2009)
The Purpose of Education - My Reflections
Week 1: The Purpose of Education
What is the purpose of Education? My reasoning is the purpose of education is for students and adults, to learn knowledge and a wide range of skills-set to enable and prepare them for working and living in the present or for a future which is yet to come. Inclusive in this education, are the tools to help equip students to think critically and reflectively for themselves and to realize learning is ongoing and self-sought in order for students to cope with how the world changes.
- What if educators are preparing students for a future vastly different from now?
- What if the jobs available today, will no longer be available later?
- What if students are not learning knowledge and skills-set relevant to a future job market?
- What if the education system and educators do not move evolve fast enough to cater for a more technological world?
http://www.ascd.org/ASCD/images/publications/journals/eu201207_infographic.jpg
I'm sure these were question asked by our 'fathers and their fathers' so-to-speak, but in retrospect, the difference being, the rate of how technology is changing, so too are the types of jobs. We don't really know what is waiting for our children 'around the corner' but maybe we can start to envisage and predict what our children may need based on technology changes today, despite the rapid changes.
The purpose of the traditional structure of education was to prepare students for working in traditional jobs. Today, traditional jobs are still available but so to are jobs not thought of at least 1-2 decades ago (eg telemarketers, online banking assistance) therefore, as the job market starts to evolve and morph, so to must education and the educators. We still must educate our children with the traditional 3 Rs but the methodologies used must evolve too.
The New Zealand Curriculum provides a guideline in the form of the Key Competencies and Values to be embedded into curriculum areas, whilst the eLearning framework provides a starting point for schools and educators to scrutinize their elearning capabilities and begin a plan ahead for implementing digital technologies into the classroom. The methodologies however are a different story. Creativity and innovative digital technological use comes from the professional development and upskilling of educators as well as many opportunities for 'hands-on' practice. Factors favorable for the implementation of elearning capabilities are technical/knowledge support from those equipped to provide the support including 'key players' or 'change agents' within the school staff, internet capability, infrastructure, staff collegiality and the school's elearning plan.
eLearning is only part of the big picture, Having an awareness of what skills-set and knowledge (eg coding) may be needed for the future and beginning to implement these into schools from an early age, may be a starting point hence training how teachers teach in a modern world, must become a necessity too.
Why do I do what I do?
I have been interested in this very question for a long time from a socio-cultural perspective. Why am I here teaching and why do I attach value to what I am doing?
Early on as a beginning teacher, I witnessed a few incidences which helped shape my views as a teacher, the core of these views being - my actions and words impact on the students I teach,positively or negatively.
Therefore with this in mind, I have often pondered why I do the things I do...simply put, I want to make a big impact upon the children I teach and make my actions and words matter in positive and supportive ways. I enjoy my role as educator and I want to know my worth as a teacher matters and that I am doing a good job. In order to be a good teacher, I need to believe my lessons and the activities I use or create are doing the job they were designed for and if something isn't working, what am I going to do to ensure I'm giving the best of what I can give.
I believe a good teacher is a teacher who is:
- Well informed and updated in current knowledge and information for their teacher practice and leveling
- Reflective and critical about their teaching practices
- Seeking how to improve oneself and one's practices and make necessary changes to their practice
- Not afraid to seek help and support when needed
- Share and collaborate ideas and beliefs with colleagues
- Participate in further learning and professional development
At my level, I am the instructivist teacher a great deal of the time but I also strive to teach skills and learning to enable my children to show creativity and innovation when producing artefacts or how they think during 1-1, group or class discussions, therefore I work towards co-construction within my classroom to a degree.
The Key Competencies and the Values are important to me as I believe my students need to work towards these from an early age to better equip how they work, think and learn as they get older. Self-management and independence involving a student to think for themselves, to ensure they are prepared for learning daily or they conduct themselves in responsible ways are just some examples of how Key Competencies and the Values can help prepare students for learning.
How do I report to the wider community?
Our class wikispace is not a blog where Parents and Whanau choose to post comments (they could if they wanted to) but it is repository space where I upload photograph and video files of the children in various states of learning at school (eg fitness, working independently, working with the Teacher, children recording themselves sharing their ideas to the ipad). Also featured are activities I have bookmarked for easy access for my class (eg YouTube clips supporting topics or learning) as well information useful for families (eg calendar). Reporting directly to parents informally or formally can occur daily or at specific times.
Here is an example of 2 students working together on a 'Rich Math' problem while sharing their ideas together and to the ipad.
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