Tuesday 18 December 2018

Week 5 Reflection

Dance physical vs programming.  Make the link...

Video - TedEx (Scratch)
Simple - kids use
Can be interactive
Can make own or use what is already there
Fluent with the technology - expressing themselves and their ideas using the technology

Scratch - comuptational thinking and visual art

Santatracker - on scratch

8 Progress Outcomes of the Computationsal Thinking technology area
What extent are they covered by todays activities

We thought Level 3 others thought it moved further in to level 4


Digital Passport - look into this.  Is is better than google educator??
Send to www.digitalpassport.co.nz
If you need your school's signup code email:
digitalpassport@themindlab.com with your school's name and your teacher registration number

Focus on digital curriculum not digital learning

Leadership

tinyurl.com/TMLScholarTips to find out how
Google Scholar will show which articles are in "The Mind Lab Library"
Google scholar is a wide search
Quotation marks indicates that it has an APA citation
"Star" will put it into my library
Versions are different places it is found

Are the resources in the mind lab library useful
No.  They seem to be based more around American and Asian research.  Predominantly overseas examples rather than local.  You really need to have a prescriptive goal/purpose and use the search engine in this way.

Knowledge is not understanding - the backwards bike eg

Growth Mindset
Everyone goes through stages where they are in and out of the growth mindset
When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement

Fundatmental capability to learn can be taught
https://www.developgoodhabits.com/fixed-mindset-vs-growth-mindset/



TedEx Talk - Keir



STOP MOTION
Animation
iStop Motion for iPhones
Mashable


Refelction Week 6

Official Closure will be closed 21 Dec to Jan 6th then back into sessions

Leadership 1 - Critically analyse the leadershp of a change initiative that you were involved with in the past.  Then plan your lweadersip of a fture change intiative.  Identify the leadership theories, styles and attributes used and evaluate theri effectiveness.

Initial due date 5th February.

#MaoriMediumLeadership Theories - Tua Rangatira, Tuakana Teina, Kahikatea, Taita ako, Kia eke panuku
#PedagogicalLeadership - educational approach
#ServantLeadership - empower the follower
#TransformationLeadership - change is involved

Pedagogical Leadership - coggle

Theory - overarching idea
Style - How you put it into practice

My Styles of Leadership from the UK Website...
Your scores are as follows:

Authoritarian 25
Procedural 27
Transformational 36
Participative 39
Laissez-Faire 37

Please note down your scores then see below.
Test results: explanations of the different styles of leadership

Style

Authoritarian

Procedural

Transformational

Participative

Laissez-faire

Other names

Autocratic
Transactional: the “transaction” is that the organisation rewards (pays) the team, in return for their work & compliance.
Task-orientated
Bureaucratic
Managerial
Also related to authoritarian
Charismatic leadership is very similar, where the leader depends on his/her charisma & energy to inspire staff.
Democratic or Consulting

Delegative.
Servant: A leader who is not formally recognized. Leads just by meeting the needs of the team. Whole team is involved in decisions.

Example

Napoleon
Florence Nightingale
Barack Obama
Nelson Mandela
Mahatma Gandhi

Amount of control

High: telling, directing, controlling.High: telling, directing, controlling.Medium: selling,  reasoning, persuading,   delegating.Medium: selling,  reasoning,  persuading,  consulting.Low: advising, counseling, participating, observing, joining.

What it involves

The leader has a lot of power over team members & has the right to reward good performance or punish members if they don't reach the agreed standard.
They tell their team what they want done & how without often asking for advice from team members. Team members are given little opportunity to make suggestions, even if these would be in the team's interest.
It should normally only be used occasionally
The focus is on short-term tasks so it's more a a method of managing rather a true leadership style
Work “by the book”: team members follow procedures precisely. 
Focuses only on getting the job done, & can be quite autocratic. 
Little thought given to the well-being of team members
Task Orientated vs relationship orientated: both procedural & transformational leaders are usually needed. "managers" focus on tasks while "leaders" focus on people.
The leader inspires team with their vision of what should happen. They supply the main goal, but allow members to choose their own way of reaching it.
The leader is totally focused on organizing, supporting & developing the team
The leader is always looking for ideas that move towards the organisation’s vision.
Transformation leaders are very visible, & spend lot of time communicating. Communication is the basis for achievement by focusing the group on the required outcome. They don’t necessarily lead from the front, as they tend to delegate responsibility.
Builds consensus through participation: the leader makes the final decision, but the team to contribute to the decision-making process.
The leader asks the team's opinions & uses these to make decisions. The team is kept informed & are allowed to discuss & propose changes to policy.
The leader can't know everything: this is why you employ skillful team members.
This style is not a sign of weakness, more a sign of strength your team will respect.
Team members make the decisions but leader is still responsible for these.
Leader asks for the team's opinions. Team is left to make its own decisions which are then sanctioned by the leader.
Leader participates in the discussion as a normal team member & agrees in advance to carry out whatever decision the group makes. Team members are left to get on with their tasks.
Effective if the leader monitors what is being achieved & regularly communicates this back to the team. 

When 
used

Works well when you're short on time, & team is well motivated
For some routine & unskilled tasks.
In a crisis.
With difficult employees.
Tasks requiring great attention to detail.
Appropriate for work involving safety risks such as working with machinery or where large sums of moneyare involved.

This is the most common modern leadership style.
When organisational flexibility & a sense of individual responsibility is needed,
Where team working is essential
When quality is more important than speed or productivity.
When you have confidence & trust in your team.
Where team members are experienced & skilled; they can analyse the situation & determine what needs to be done & how to do it. (e.g. team of research scientists).

Pros

Can achieve results quickly
In research done on this groups were found to be most productive under autocratic, but if the leader was absent work stopped.
Clearly defines the tasks & the roles required.
Puts structures in placeplanning, organization & monitoring is usually good.
Motivates the team to be effective & efficient.
Tends to lead to good teamwork & creative collaboration.
The enthusiasm & energy of a transformational leader is often infectious.
Can communicate an inspirational vision of the future
Mutual benefit:allows members to feel part of the team & leader to make better decisions.
Members feel in control & motivated to work hardIncreases job satisfaction by involving the team in decisions. Helps to develop team members' skills.
Most consistent in quality & productivity
Increasingly necessary in a world where leaders achieve power on the basis of their ideals & values.
You can't do everything so you have to set priorities& delegate some tasks.

Cons

Team doesn't gain from creativity & knowledge of members, so benefits of teamwork are lost.
Staff can't improve their job satisfaction& may resent the way they are treated leading to high absenteeism & staff turnover.
Serious limitations but still much used. Sometimes thought of as bullying but this isn't a valid authoritarian style.
The inflexibility & high levels of control exerted can demoralize team members, & reduce the organisation's ability to react to changing circumstances
Similar problems to autocratic leadership: difficulties in motivating & retaining team members.
Procedural & transformational leadership are symbiotic. The procedural leaders (managers) ensure routine work is done well, while the transformational leaders focus on initiatives that add value. The transformational leader focuses on the big picture, but needs to be surrounded by people who take care of the details.
Taken to extremes, can lead to failure to achieve the team's goals.
This style may result in indecision, & some team members may be left feeling confused & leaderless.
As participation takes time things may happen more slowly than with an autocratic approach, but often the end result is better.
Often less effective in terms of quality and productivitythan other methods.
Not good in competitive situations.
Often happens naturally in situations where managers are not exerting sufficient control.

No one leadership style is correct.  Situational theories are used dependant on a number of factors such as situation, people, task, organisation environmental variables.


Attempt to influence = leadership
Only way you impacts performance of others is through your behaviour
Depends on your behaviour in a situation.  Match to the performance needs of the group
Ability and willingness needs to be assessed.  Coaching and mentoring is impt.  Up to us to help them grow.

Situational Leadership
Not different strokes for different folk rather...
Different strokes for the same folk depending on task maturity and experience.







Goleman Leadership Styles
Click here to download


Theories - Maori Medium, Pedagogical, Servant, Tarnsformational

Styles - Supporting, coaching, delegating, directinf, coercive, authoritative, affiliative, democratic,

Attributes - Key competentics, 21st century skills, growth mindset (not there yet, constructive feedback, resilience etc)
Eg:
Theory: I am a transformational leader
My styles are visionary, directing,
My attributes are inspiring, communication, managing self, participating and conritbuting,

Critical Reflection - prep for Leadership 1


Digital

3D Printng so diverse and we have no real idea of where it will go
SculptGL - 3D model to make

We are in a 3D world so 3D printing/modelling is essential and allows for the spatial ability requirements.
Spatial Ability - one of the main components of human intelligence.  Impt for several occupations or educational programs and training.  Spatial ability is pervasive, which means that we need it for almost each activity in everyday life.

Free 3D Modelling software
PLAY PLAY PLAY!!!

Week 6 Prep

School is finished but doinf this work is so very tiring also!

I have set up the Tinkercad account and played around but I can't find the tutorial on coffee bag jaws.....  Will be more useful with a mouse.  Hopefully be better explained in class.


Leadership Theories and Styles - Dr David Parsons

  • Early days they were person focused - traits or skills of leadership
  • Move to more role focused in the 50's and 60's
    • behaviours
    • tasks
  • Process focused
    • how influence others
    • contexts and relationships
  • 7 theories
    • transactional - Burns - simple.  Leader approaches follower to exchange one thing for another
    • transformational - Burns - more complex, leader engages with followers motive and potential.  They empower the follower
    • pedagogical - NZ focused - educational.  Leaders establish an academic mission.  THey monitor and feedback on teaching an learning.  More than just the responsibility of the principal
    • distributed - more than just sharing, it is the collected interactions.  Situation provides context AND defines leadership
    • servant - Greenleaf - proven and trusted in servants.  Share awareness, listen, pursuasion etc.  Something involving a number of different styles.  Teaching uses - unleashing the talents of others
    • Tu Rangatira - NZ - different sytles - innovation and vision.  Stitches in the cloak of the leader - range of roles eg guardian, manager, visionary, learner, worker, networker, advocate.  Range of different styles.  Leadershp nand management are not the same 
    • situational - old theory. adapts to the maturity of the followers (experiences and capabiolities).  Followers are immature - adopt a directing approach but as they improve, you move through coaching, supporting and delegating.
  • Means - different theories encompass different sytles in practice.  Use a numbe rof styles
  • Early studies identified - Democratic, autocratic and permissive
  • More recent and more popular - coercive, authoritative, affiliative, democrati, pacesetting, coaching.  
  • Goleman linked to emotional intelligence
    • More styles the better.  4 most impt - authoritative, democratic, affilitative and coaching as most effective and can switch between them easily
  • Reinforces ideas that different styles can be used at once to meet the situation

Tuesday 11 December 2018

Week 5 Prep

The Poetry of Programming

This made programming seem very simple.  It another. different language to understand but it can be done.  Kids are good at this and do it easily.  Think more like a child.

I use an example of this when I teach electricity.  Cars on the race track going around obstacles.


Leadership attributes

I read a number of different articles but didn't really like any of them in terms of what I was looking for at that time.  There were points from all that were useful but nothing really stood out. 

Leadership attributes of enrollment managers in higher education institutions in the united states

  • The changing demographics of today’s workforce is impacting the numbers of qualified leaders and changing the skills necessary for leaders to succeed 
  • Additionally, the leadership traits necessary for future leaders is changing
  • "CCL identified the seven leadership skills viewed as important for future leaders as leading employees, strategic planning, inspiring commitment, managing change, resourcefulness, being a quick learner, and doing whatever it takes (Leslie, 2009)"
  •  leaders lack the skills they need to be effective and that ‘resourcefulness’ , defined as working effectively with top management, was the only skill that was found to be a top ten current skill and a top ten needed skill.

Universally enforced attributes of leadership with current prevalent leadership theories taught at texas A&M university
  • Researchers are questioning exactly which competencies are needed to be an effective global leader across cultures
  • It is concluded Transformational and Charismatic leadership theories taught at Texas A&M are universally endorsed theories, while behavioral leadership, task and relationship competencies, are not considered important for westernized leadership. This has profound impacts on the leadership education community.
  • The question becomes: should leadership programs focus more on global leadership theories and competencies?
  • The definition of leadership held by GLOBE researchers is "the ability of an individual to influence, motivate and enable others to contribute toward the effectiveness and success of the organizations of which they are members" (House et al., 2002, p. 5).














Citation
  • Presswood, K. R. (2011). Leadership attributes of enrollment managers in higher education institutions in the united states (Order No. 3467586). Available from Education Collection. (883387063). Retrieved from https://search.proquest.com/docview/883387063?accountid=196279
  • Leslie, J. (2009). The leadership gap. Center for Creative Leadership. http://www.ccl.org/leadership/pdf/research/leadershipGap.pdf
  • Muenich, J., & Williams, J. (2013). Universally enforced attributes of leadership with current prevalent leadership theories taught at texas A&M university. NACTA Journal, 57(3), 45-50. Retrieved from https://search.proquest.com/docview/1445180917?accountid=196279
  • House, R.J., P.J. Hanges, M. Javidan and P.W. Dorfrnan 2002. Understanding cultures and implicit leadership theories across the globe: An introduction to project GLOBE. Journal of World Business (31), 3-10.

Tuesday 4 December 2018

Week 4 Reflection

In class

Referencing and accessing the MindLab e-library

APA referencing - how to use it correctly for assignments
Always reference things you use even if it isn't a direct quote.

Quote from an ebook:
(Wheeler, Steve and Gerver, 2015) I believe that for educators everywhere, the challenge is to take devices that have the potential for great distraction and boldly appropriate them as tools that can inspire learners, focus their minds, and engage them in learning. 

Wheeler, Steve, and Richard Gerver. Learning with 'e's : Educational theory and practice in the digital age, Crown House Publishing, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/themindlab/detail.action?docID=1918927.
Created from themindlab on 2018-12-04 20:12:43.


Constuctionism - learn by making
Constructivism - constructing something in my head, with someone or alone

Scratch or Makeymakey activity

Co-operation: Idea and concept you can work together but at the end your work does not depend on another person to be complete.
Collaboration: Both parties must complete their work for it to be complete.

Pot luck dinner eg.  Everyone brings an ingredient and dishes are made from the ingredients that are supplied.  This is both constructiveist and constructionist.

Makeymakey task - collaborative and/or coperative
Create a slideset for reflection on this.

Completed and on The Mind Lab Google+ Community.


Collaboration Ruberic

Collaboration: Rubric

The more students are working collaboratively, the higher their score:


1 * Students are NOT required to work together in pairs or groups.

2 * Students DO work together
   * BUT they DO NOT have shared responsibility.

3 * Students DO have shared responsibility
   * BUT they ARE NOT required to make substantive decisions together.

4 * Students DO have shared responsibility
   *AND they DO make substantive decisions together about the content, process, or product of their work
   * BUT their work is not interdependent.

5 * Students DO have shared responsibility
   * AND they DO make substantive decisions together about the content, process, or product of their work
   * AND their work is interdependent.

Week 4 Preparation

Top 10 Learning Theories for Digital and Colloaborative Learning

  • Conditioning
    • Pavlov and Skinner
    • Feedback
    • Behaviour and reinforcement focussed
  • Connectionism and the Law of Effect
    • Stimulus and response
    • Incremental learning
    • Reinforcement
    • Thorndike
  • Progressive Education
    • Dewey
    • Self Coverning
    • Co-operation
    • Experiential learning
  • Constructivism: Social Development Theory
    • Vygotsky
    • Social Learning
    • Zone of proximal development
    • More knowledgable other
    • Teacher is facilitator not content provider
  • Constructiveism: Equilibration
    • Piaget
    • Intelligentce
    • Drive towards balance with environment
    • 4 stages of development - sensory, preoperational, concrete, formal
    • Educational environment should provide opportunity for discovery
  • Socical Cognitive Theory
    • Bandura
    • Observation and modelling can give same learning exerpience as direct experience
    • Teachers act as models
    • Media can affect behaviour in a negative way
  • Situated Learning/Cognition
    • Seely Brown
    • Learning is embedded in activity, context and culture in which it is learned
    • Learning is about performace not just accumulation of knowledge
  • Community of Practice
    • Lave and Wenger
    • 3 components - domain, community and practice
    • Learning is unintentional
    • About social relationship; co-operation
  • Constructionism
    • Papert
    • Learning by doing.
    • Abstract thinking
  • Connectivism
    • Siemens
    • Learning theory for digital age
    • New opportunities to learn and share information
    • Can take place across many dimensions
    • How does learning effect technology not just technology effect learning




Wednesday 28 November 2018

Week 3 Reflection



Conditions for InnovationTeachers/Innovators: making sure you can use ICT, linked to pedagogy, compatible with technology you are using, know the organisation and social culture of the school. Aware of parents and expectations and availability of tech. Strength of teacher in the pedagogy and trusting that outcomes will come.

School/Context: knowing the equipment, infrastructure is sound. Social culture and school and classroom policies important. Knowing colleagues and accessability. People involved need to be invested and trust in the vision and outcomes.

Project/Innovation: Distance and dependence important. Distance between prior/current practices and the innovation needs to be small and managable to see success. Build upon and evolve the innovations as we go. Dependance on technology and others needs to be minimised to see success.

Distance and dependance is interwoven in all 3 areas



TPACK - Technology, content and pedagogy
Framework combining 3 areas.
Content - what
Pedagogical - how
Technology - partner



Tech to make the content more accessible to the learner using appropriate methods.



SAMR
4 strands with 2 subheadings
Enhancement - Substitution and Augmentation
Transformation - Modification and Redefinition


Google Tour Builder
Can add resources, information, pics, dates etc.
Good to either get students to create or to show different places.

Collaborative Task



Google+ communitites are phasing out.  Possible options: SLACK, Work Places??

Googles
20% Rule - http://connectedprincipals.com/archives/11998, https://www.edutopia.org/blog/20-percent-time-a-j-juliani


Blended Learning
A mixture of online and "brick and mortar" learning
There is benefit in both, its how we use it and the pedagogy that matters
  • Rotational Model
  • Enriched Virtual Model
  • A La Carte Model
  • Flex Model

    Posted next task onto Google+


    Screen Recording Apps
    Zoom, Screen-castomatic, Screencastify.  Getting better at using these tools.


    Monday 26 November 2018

    Conditions for Classroom technology Innovations

    11 factors significantly impact the degree of success of classroom technology innovations.  3 domains for these, the teacher, the innovation and the context.
    A fundamental issue around the interaction between technology and education is the conditions under which technology can be effectively used in classrooms to improve student learning.
    Primary purpose of study was to better undersand the conditions under which technology innovations can successfully take place in classrooms, identification of factors that facilitate or hinder teachers' use of technology in the classroom.



    Results and Discussion - The innovation - the project
    The nature of the innovation was important.  The success depended on how much the innovation was different to the status quo; distance.  This looked at distance from school culture, distance from existing practice and distance from available tech resources.  It also depended upon how much the innovation depended on others people resources, things beyond the teachers control.

    Distance from school culture: often not too different from current thinking, just a dfferent way to present information often using students knowledge.  Where the distance to the school culture was great, the innovation was not very successful.    Ideas that were supposed to be implemented in the school weren't really happening and the project didn't work as such. Everyone in the school must be on board and willing to give it a go if it is going to work, this is for innovation based project as well as other ideas.

    Distance from existing practice: this is down to how different it is to what the teacher does already.  Most successful were ones that were built upon from previous experiences.  The more different it is the harder it is to implement and sustain.

    Distance from tech resources: amount of new technologies needed for successful completion of the innovation.  The smaller the distance, the more successful the outcome.  Using tech already present to minimal installation or purchases to run, etc a new piece of software.

    Dependence on others: all innovations required the cooperation, participations and support of others.  Those with a low level of dependence were again most successful.  The more people needed to get on board the more dificult it is to implement.

    Innovations were more successful when the change was gradual and the "distances and dependences" were smaller.

    Although 3 domains, there is interdependence between them.  "That is, when the teacher was strong, the projects seemed to have a better chance to scceed, when wth innovations that exhibited a high degree of distance and dependence and less-than-supportive contexts..."



    Mastery Learning link.  Pedagogy is important, knowing why/how we do it.

    Wednesday 21 November 2018

    Week 2 Reflection

    Starting to think about what the assessments might look  like...

    Digital 1 Assessment (Due Dec 11) ideas to think about....
    Video submission - group
    • engagement of students in work
    • teachers are stuck in their way of doing things, primarily assessment, and not willing to embrace the change
    • lack of student led learning in sci dept (not just Ed Perfect)
    • Assessment relevance - meeting their needs
    Implementation tips - use rubric downloaded


    Leadership 1 Assessment (Due 5 Feb) ideas to think about...
    Essay submission - individual
    • Literacy leader work
    • Tracking work for seniors
    • Leading the change in 13Bio for flipped classroom
    Resources
    Coogle - good use of mindmaps for students.
    WordCloud - use word cloud generator in Google Docs
    21st Century Learning Design Acivity Rubrics - downloaded and saved in Drive

    21st century skills - different viewpoints

    • World Economic Forum
      • critical thinking/problem solving
      • creativity
      • communication
      • collaboration
    • ITL Research
      • Collaboration
      • Knowledge building
      • Self regulation
      • Use of ICT
      • Communication
      • Real world problem solving
    • Key Competencies
      • Thinking
      • Using language, symbols & texts
      • Managing self
      • Relating to others
      • Participating and contributing

    Completing the video and editing it was more difficult than we thought.  It took longer than expected.

    Monday 19 November 2018

    Reflection on Preparaton for week 2

    The New Zealand Curriculum identifies 5 key competencies:
    • thinking
    • using language, symbols and texts
    • managing self
    • relating to others
    • participating and contibuting

    These are the key to creating life long learners.  If we can develop these skills in all of our the akonga, we are providing them with the skills necessary to survive.  

    Thinking is not just about content knowledge.  This is about developing the skills to interpert information and use is to inform decisions in the future.  In helping to promote our learners to think were are assisting them to problem solve and analyse situations to be able to make the most of them.

    Students who are competent users of language, symbols and texts are able to influence communication in a number of ways.  They are able to recognise that people have strengths and weaknesses and can identify the best way to work with those people and communicate their ideas appropriately.

    Managing self is ever important in the world today.  With the further use of techology and isolation of people because of this, the ability to set goals, work towards them to complete a job/task is vital. Providing students/learners with the opportunity to develop these skills and supporting them in being able to do so is vital.

    Relating to others again looks different in this digital world.  The ability to use many different methods of communication the development of these skills is necessary in todays everchanging world.

    Participating and contributing is about being actively involved which can be in many different ways.  As leaders it is important that we provide the opprotunity for all learners to experience this and feel comfortable in doing so.



    Video on 21st century skills
    Schools are not good at innovation.  Working together it can be done.
    Change is hard, is it really or is it uncomfortable???
    Schools are dynamic with student ownership of learning
    Balance of constant innovation and tradition

    These do not go together easily so we need to look at what we are doing.  Now education is more like the ecosystem model rather than the industrial one.

    Where do we want to be as educators?
    Anchors - time, space and subject content
    Dams - those that want us to focus on content rather than concept 
    Silos - inwardly focused on what we know and our "areas"

    Break these down and innovation can/will explode
    In this Rapidly changing world, we have to
    • Teach into the unknown
    • Teach them to be self evolving learners
    • Become Self evolving organisations
    Prepare our student for their future not our own past!!

    Challenge - talking about what great learning and education looks like for a long time.  Its time to stop talking about it and start doing it.

    Post Grad Certificate in Digital and Collaborative Learning Week 1

    The first week is down.  Wow, a lot of information.... 


    Reflections:
    Leadership-Followership
    What makes a good leader - working together with those in the followership role.  Promoting and enhancing the qualities of the those you are working with and supporting them in their areas of weakness to develop them into strengths. 
    A leader is someone who identify the types leadership required and the time and work within these  It is forever changing and should not be underestimated.

    Digital What is knowledge


    The video my group produced for week 1 on what knowledge is.  I feel that this summarises my ideas quite well.

    My vision of education and its visibility in the classroom
    I like to think that i take the view of my students into consideration throughout my lesson.  I have my objectives either on the board for juniors, or laid in in schemes of work etc for the seniors.  From there, I teach through discussion and summarising rather than copying copious amounts of notes.  The students contribute to their own learning by providing prior knowledge and building upon it.