Create
a blog post where you reflect on your personal 32 week learning journey through
the whole postgraduate programme with regard to the 12 Practising Teacher Criteria (PTC) in e-learning. Think
about which of the criteria you have met and briefly give examples from your
practice. You can also refer to previous (DCL, LDC, R&C or APC) assessments
that you now have as evidence. Plan and justify two main goals for your future
development.
Over the last 32 weeks I have certainly learnt much about my
own practice, and changed my teaching to develop my craft. Meeting other teachers on the course,
discussing and collaborating with them, listening to what they were doing in
their own classroom then trying to implement ideas that I felt would benefit my
own students has all added to the amazing journey.
Creating an environment
where students can develop their digital citizenship skills has been a
highlight. The increased use of ICT alongside workshops with Netsafe and a
number of online digital tools developing students who know how to protect
themselves, are digitally literate, confident and capable in the use of
ICT. Also linking back in with people
such as Suzi Vesper (Suzi Vesper Digital Presentation), who I followed a few
years ago, and her views on digital citizenship reminded me how many great
ideas are out there (Criteria 2).
Signing
up for the course was the first step in demonstrating my own commitment to
ongoing professional learning (Criteria
4). The Literature review undertaken as part of the R & C paper
expanded my professional understanding in regard to rich mathematical
activities and creating communities of learning within mathematics. The
workshops on gaming and use of games in learning has inspired me to take on
further professional development in conjunction with NZCER by applying to be
part of the current workshop they are running researching into how to best use
gaming in the classroom to promote student learning and engagement. A lot of
what I have learnt has been passed on within school, both through formal
sharing during staff meetings and informal discussions over morning tea. Teachers have watched me model the new pedagogies
and some aspects, Genius Hour, use of rich mathematical activities, is starting
to become the norm in the majority of classrooms.
There has been a significant
investment in new technology. Moving to a 1:2 device classroom and not 1:1
device we felt promoted a more collaborative learning environment. The devices
have allowed us to use digital tools to enhance learning, Monkeyjam for stop
motion animation promoting new inquiry learning. Kahoots as a summative
assessment tool, Scratch as an assessment tool in maths as students create
games with equivalent fractions. Minecraft
to show how people traverse Mt Everest and to create scenes from novels
students are reading. Many of these tasks are not individual but small groups
of 2 or 3 (Criteria 7).
One area that I would like
to continue to develop would be my commitment to bicultural partnership (Criteria 3). In the literature review I read about
Professor Roberta Hunter and her work in developing a more culturally tailored
approach in inquiry following the ‘community of mathematical inquiry’ ideas promoted by Professor Roberta Hunter (2011). To develop this I
would like to work with our own Te Reo teacher, but also try to take more
workshops with Te Reo educators such as Bronwen Olds, who I have worked with
this year.
A second area that I would
like to continue to develop would be creating an independent learning
environment in the class. Allowing students to choose what subject they would
like to work on, allowing them the ability to work on mathematics all day, or
splitting the day between all curriculum areas. I would see this being
interspersed with structured teaching ensuring students know the learning
expectations of them (Criteria 8). For this goal I would
like to spend some time visiting schools who are trying this. During the course I was lucky enough to visit
Hadlow School, Masterton so see independent learning happening. Visiting more
schools and discussing how teachers are developing independent learning would
be a great learning experience.
Next year will give me time
to assimilate all my new learning and start putting some of those fantastic
ideas that I have learnt over the last 32 weeks into practice.
References
Hunter,
R., & Anthony, GJ. (2011). Forging mathematical relationships in
inquiry-based classrooms with Pasifika students. Journal of Urban
Mathematics Education. 4(1), 98
Elearning.tki.org.nz,.
(2015). Practising Teacher Criteria and e-learning / Professional
learning / enabling e-Learning - enabling eLearning. Retrieved 12 November
2015, from
http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning
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