My journey...

Reflective entry 8: Reflect on how you have changed your practice during your Postgraduate DCL journey

Kolb's Cycle of Experiential Learning

Healey and Jenkins (2000) state "The different stages of the cycle are associated with distinct learning styles. Individuals differ in their preferred learning styles, and recognizing this is the first stage in raising students' awareness of the alternative approaches possible" (p 185).  Learning can be through feeling, watching, thinking and/or doing.  Each of these associate with the Kolb's model above.  It is also fairly similar to the model presented by Osterman and Kottkamp (2015).  The Outlife website on experiential learning theory assisted in breaking these down ways that you grasp experience and ways that you transform experience.





Concrete Experience - Feeling
The purpose of my doing this course was to further my digital teaching and learning abilities, to support me in my role of PLG leader in this area. While I have a lot of experience in using digital technology the research involved in this course as well as the connections and resources, I was hoping, would allow me to progress it further and be of more use to myself in the classroom and in supporting others to better utilise it in theirs.  

Reflective Observation - Watching 
The ability to work face to face for the first 16 weeks and then online but remain linked through social media platforms such as MeWe has means that there is always someone to bounce ideas off.  Having 2 other members of my school staff being part of the learning experience has also been very beneficial for me.  The interpretations of readings and discussing these in any forum has probably provided the best support and information.  It has also reiterated to me how much I myself enjoy a collaborative approach and provided some meaningful ways of incorporating this into the classroom, with more use of technology.

Abstract Conceptualisation - Thinking  
Throughout this course we have been presented with many different theories relating to learning, leadership, researching and reflection.  All of these can be applied to not only our learning experience, but also that of the students in our class.  It has provided me with the opportunity to remember what it is like to be a learner as well as a leader in a more traditional sense.  Something that perhaps we all need a reminder of at times.  One of the biggest things that I was aware of at some level but this has brought home to me further, is that of the digital divide.  We use computers in our classroom every day with the expectation that our students know what they are doing, but in actual fact they don't always as they have not been taught. I have also been reminded that while I feel I am proficient in using ICT, others may not.  Everyone is at different stages in their journey and needs support in getting to the next.

Active Experimentation - Doing 
The decision to study... well I do not regret this.  In fact I am now looking at doing further study.  This has shown me that I am capable of doing it and it has provided me with more empathy towards my students and their workload.  The concept of student agency has arisen a number of times and I have already started implementing a different strategy with my senior class when it comes to accountability and ownership of what they are doing.  
I am also trying different methods of working collaboratively in my classes.  The first trials I did in my class were with senior students and I saw the potential.  Now I am trying it with the juniors.  The way it introduced and managed is different with the year groups but I can see the value in starting now.  

The Learning Wave
This image depicts the journey well.  It has had its ups and downs but overall there has been a lot of growth.  In initial introduction, trust building and reflection, is vital and something that we see in the classroom everyday, reinforcing what education is moving more and more towards, RELATIONSHIPS!






References
Healey, M., & Jenkins, A. (2000). Kolb's experimental learning theory and its application in geography in higher education. The Journal of Geography, 99(5), 185. Retrieved from https://search.proquest.com/docview/216829134?accountid=196279

Kolb, D. A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, New Jersey: Prentice-Hall.

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.

Outlife (n.d.) About Experiential Learning. Retrieved from https://www.outlife.in/experiential-learning.html

Images
Outlife (n.d.) The Learning Wave accessed from https://www.outlife.in/experiential-learning.html

Outlife (n.d.) Kolbs Learning Cycle accessed from https://www.outlife.in/experiential-learning.html

Impact...

Reflective entry 7: Evaluate how your inquiry impacts on future inquiry/practice

IMPACT 

What impact have I seen so far?  Well.... when looking at the data in my last post I am happy to see that what I had hypothesised about collaborative learning and results is true.  However, I am also finding that there is a disparity between what other teachers believe collaboration is and what we are suggesting.  One of the potential impacts discussed in research 2 was around being able to better inform practices across a variety of faculties.  At present the two faculties our group works within, are very insular so we will need to have dedicated time to be able to discuss the findings across these.  

It was interesting to note that LAW and I presented some of our research to our faculty through our TasI a few weeks ago.  Most of the teachers were quite interested in what we had to say and could see the benefit.  The questions asked were insightful and I think that it opened their minds to trying new ideas around more collaborative work, rather than just co-operative and computer based.  Many of the hesitations were based around the ability of students to work equitably within this format and how to overcome, things that we too are still battling with.  This was another of our potential impacts that came to fruition.

Developing critical thinking skills to be able to apply their knowledge and skills in different situations is something that we are still yet to gather evidence for.  Ultimately, it is hoped that this is the outcome but currently the emphasis is still on conveying the knowledge.  Have I really opened my mind and developed my pedagogy to move away from being results driven?  Does my departments framework allow me to try this in a more meaningful way?  Perhaps this is my next inquiry?

Evidence through discussion with students as well as the googleform survey's to date, shows that they like to use computers and to work in groups, however, in Year 10 they do not yet appear to have the capabilities to do so.  They have not been taught it and it is impacting on my ability to be able to see the true potential of what I am trying to do.

When it comes to the teaching staff Lotter et al (2018) have stated that "As teachers move to implement new standards across the content areas, PD must be designed to provide opportunities for teachers to practice with reform-based instructional strategies, reflect on this instruction, and increase both their efficacy and their instructional skills"  This means that in order for our inquiry teachers need to have the skills be trained in how to carry out an inquiry also.  


The takehome message, the impact will be ongoing.  But perhaps who we are trying to impact (the students or us as teachers) needs to be reviewed.  In order for the students to get the biggest impact, all teachers, need to be working from the same page. 

References

Lotter, C. R., Thompson, S., Dickenson, T. S., Smiley, W. F., Blue, G., & Rea, M. (2018). The Impact of a Practice-Teaching Professional Development Model on Teachers’ Inquiry Instruction and Inquiry Efficacy Beliefs. International Journal of Science & Mathematics Education, 16(2), 255–273. https://doi.org/10.1007/s10763-016-9779-x

Images

Impact - retrieved from https://www.teamworkandleadership.com/wp-content/uploads/2016/10/leadership-big-impact-small-things.jpg 

Data......

Reflective entry 6: Describe the data you have collected so far and how you are analysing it 

Gathering Data  (nd)

Qualitative information;  GoogleForms....

• What do you think critical thinking is?
• Does chalk and talk still work?
• Is chalk and talk default as it is easier?
• Is group work and collaboration more efficient in teaching critical thinking?
• What aspects of collaboration and group work lead to your thinking in question 4?

Being a googleform, this did its own analysis and provided me with pie charts for the easy questions, and then the long answers written for the others.  As explained by Efron and Ravid (2014), I will need to look for the themes that emerge through asking questions like "What is important here? What are the critical incidents? and What are the key elements and issues?" (p171).  Once I find these they can be grouped compared across samples.

WBHS Staff

Some interesting responses here...  of a staff of 13, I had 8 responses.  Many of which, were not backed up by the observations of classes made so far.  The main theme being that both group work and digital work were incorporated however, this was not together.  It was either individual computer work or group work that was paper or experiment based.  What this is showing me is that the work does not have to be inclusive all the time as long as it is supplementary.  Although, there has been one class which currently has just had the students working on individual computers with no other input from the teacher.  It will be interesting to compare to the class results.

Year 10 Students

39 responses from 2 classes, again analysed in the same way as the staff.  The majority of whom appear to enjoy chalk and talk, group work and the incorporation of digital technology.  What can I do with this information and what aspects are important are what to look at next.

Example of GoogleForms results

At present I have only been completing walk through observations of the various classes and I would like to look further at using the Kia Eke Panuku observation tool that was discussed in the action plan for research 2.

Quantitative Data: results from assessments.

The small sample of assessment data to date has results from where I have taught a section of work using only the computers and another section that incorporated group work and class discussion and found that there was a slight difference in the results.  Because this assessment is done online, it automatically gives your the individual results and categorises them for you.  These results show there was a movement in the level of the work produced.  

Results from computer only learning

Results from collaborative learning 

The information from the Mindlab peers was unfortunately not useful as it was so minimal.  

So far, the data I have collected is showing me that this process will need to continue through for a lot longer than the initial cycle indicates.  More data needs to be collected from different classes as the type of teaching varies in each.  The people working in my group all have a similar style of teaching which is relational and uses a lot of collaborative learning.   I think that one of the biggest things to look at is that this sort of inquiry needs to start at the beginning of the year with students who are unknown to the teacher on the whole, to ensure that the outcome was because of the focus of the inquiry and not something else.

The data I now need to collect using the Kia Eke Panuku tool around observation will be interesting to compare to answers from the GoogleForms in these classes also.  To analyse this data I will use a table such as this:

Total students	Māori students	Engaged Māori students	Cognitive Level 1 - 5	Work Completed 1 - 5
30	11	7	3	4

The team will all make these observations of eachother and then compare to the results we obtain in the final quantitative assessment results.  This will take longer than the time period allocated at present.

Images
Gather data (nd) Retrieved from https://www.google.co.nz/url?sa=i&source=images&cd=&ved=2ahUKEwii5f-LyK7jAhVEJHIKHT7XC98QjRx6BAgBEAU&url=https%3A%2F%2Fgiphy.com%2Fgifs%2Fdata-j1PLcD5YYQMRa&psig=AOvVaw3C_Znx_ZpgmIe5x6xSGnQ4&ust=1562992786004760



Googleforms Summary of information 2019

Education Perfect results 2019 

Ethics.... bridging the gap!

PRACTICE 2: Reflective entry 5: Discuss how ethical issues are being addressed while you are taking action

Technology in the Classroom 

To me, one of the greatest ethical issues has been around the "digital divide".

That leads us to the question of what is the digital divide, and does it still exist.  The short answer is yes.  This is not just about the 'haves and the have not's' but as Normone et al (2018) state it is about the "..knowledge, skills and dispositions of the individuals to use ICT".  The 20/20 trust (2014) quote William Michell from MIT as saying “Low-income communities may attract less investment in new telecommunications infrastructure, and in any case may lack populations with the education and motivation to take advantage of it… These places will experience the downside of the digital revolution".   This impacts the classroom.

My year 10 class has 4 students whose family do not let them use the computer at home.  This means that while they have access to their phones, this platform is not enough for them to be able to usefully connect to the information being presented and often they are not able to effectively use the technology,

Access to digital technologies is varied across our school.  Internet New Zealand (n.d) released a study that shows that 80% of us have access to the internet at home but 93% have access when you included a mobile device.  This surprised me as it is not what I am experiencing in the classroom.  I have also found that a mobile device, while a great starting point, is not able to effectively teach the content and students actually end up getting frustrated and switch off from the learning.

Chromebook, the next step??  Many of our students are now starting highschool having purchased chromebooks or similar at their contributing school.  However, there is another section that do not, these devices then become a target for theft and damage from having to transport then around, which renders them not usable and we are back to square one.

The next step is the introduction of chromebooks or similar at a faculty level.  We, as a school have tried to cater to this but with 8 overly booked classrooms and only 3 computer trolley's with 15 computers in each, we are still not meeting demands.  

The next step, introduce more collaborative tasks, which is what my action plan was based around.  However, then comes the problem of what about those students who are sick and can't contribute to their groups work. Is this then an ethical issue itself?  Can we use a system similar to what we use here at the mindlab where the students have to decide if everyone has done the same amount of work and deserves the same grade?  Then are the students completing work for a grade instead of for the understanding and development of critical thinking?  This all comes down to the ethos we develop in our students and what our expectations are.  

We are back to looking at RELATIONSHIPS!

Moving forward, the way we set up any inquiry and action plan must involve the students from the start.  This is becoming more and more clear throughout this process.  Give the students an idea of what you would like to see and keep everyone, including parents, informed through out to make sure everyone's needs and limitations are catered to.  When the students feel that the work is being done together and FOR they become engaged in the process and want to learn more.  This also, leads to a better understanding and ability to apply it in more than one situation, critical thinking!!!

References:
20/20 Trust, (2014) The Concept of the Digital Divide.  Computers in Homes. Retrieved from https://computersinhomes.nz/resources/research/concept-digital-divide/ 

Internet NZ (N.D) State of the internet 2017. Retrieved from https://internetnz.nz/sites/default/files/SOTI%20FINAL.pdf 

Normore, A. H., & Lahera, A. I. (Eds.). (2018). Crossing the Bridge of the Digital Divide: A Walk with Global Leaders. IAP. accessed from https://books.google.co.nz/books?hl=en&lr=&id=wyBzDwAAQBAJ&oi=fnd&pg=PR9&dq=crossing+the+bridge+of+the+digital+divide&ots=foNb4PNU7X&sig=58i5HbYaqHPOqoctWR8p6YKdMxk&redir_esc=y#v=onepage&q=crossing%20the%20bridge%20of%20the%20digital%20divide&f=false

Images:
Technology in the classroom. Retrieved from  https://i.pinimg.com/originals/af/3f/ac/af3fac1255bf57b1ce54e00158af57c8.gif 

Simpsons Education Retrieved from https://www.google.co.nz/imgres?imgurl=https%3A%2F%2Fcdn-images-1.medium.com%2Fmax%2F1600%2F1*vPrIHrIvfQvPax8UAoOx_g.gif&imgrefurl=https%3A%2F%2Fbrightthemag.com%2Fteaching-teachers-to-play-video-games-1370be64c5a8&docid=10w3kCeYgEVGAM&tbnid=eIeYAP8YWLhGJM%3A&vet=10ahUKEwjD39Hiwq7jAhULYo8KHVFKABEQMwg9KAAwAA..i&w=500&h=281&safe=active&bih=659&biw=1526&q=student%20teacher%20relationships%20and%20critical%20thinking&ved=0ahUKEwjD39Hiwq7jAhULYo8KHVFKABEQMwg9KAAwAA&iact=mrc&uact=8

Reflection.........

PRACTICE 1: Reflective entry 4: Apply a reflective model to discuss something that has happened during your inquiry so far and how it impacts on taking action.

"Reflective practice has long been advocated in teacher education as a means to improve one’s awareness and effectiveness as a teacher."  Gibbs (2007, p91).

Before we can start the reflection process is it important that we look at what reflection actually looks like.  Finlay states that reflection involves "being self-aware and critically evaluating their own responses to practice situations. The point is to recapture practice experiences and mull them over critically in order to gain new understandings and so improve future practice. This is understood as part of the process of life-long learning." (2009. p1).  Life long learners is what the NZ Curriculum is trying to create.  This includes 21st Century Skills such a collaboration and critical thinking, aspects of our inquiry.


I have chosen to use Gibbs Reflective Learning Cycle as is aligns with the Teaching as Inquiry Model we use at WBHS. 
It shows that we have to be continually looking at what happens and the impact it has on everyone.  This is for both positive and negative events, and nothing happens the same way twice.

Step 1 (What): Describe something that is significant and has happened during your Inquiry so far.
Attempting to use the jigsaw method of peer teaching.  Well the Y10 class I had, was not ready for this.  

Education Perfect Results 1 2019

Education Perfect Results 2 2019

It can be seen from this small sample that the completion rate of the students varied.  This made it very difficult for the peer teaching section to be able to take place.  Some students in other groups had completed 100% of the work and yet other had completed 4%.  All had been present for the same amount of time, but it can also be seen that the time spent on it differed also.  There was little to no student agency, which was very disappointing.

Step 2 (So What): Evaluate the most interesting/important/useful aspects of this event

The lack of student agency surprised me.  Most of the students I have worked with in this way have really taken to having the ability to control what they are learning and at their own pace.  However, this has been in older students who are taking the subject by choice, and not as a requirement.  When looking at Gibbs model the analysis has to come from talking to the students.  I had prepared them for what was going to be happening but it was also something I told them they were going to be doing.  It was not a choice for them in the way I thought it would be.  How can I use this as a method of digital collaborative learning if they haven't gained the knowledge to teach others?

Step 3 (Now What): Analyse the implications from this event to the rest of your Inquiry

So what does this mean?  My task for digital, collaborative learning will need to change.  I will need to discuss with my students what aspects they found hard and how can we work together to overcome these.  This is an important part of the inquiry, the relationship building, and is something I/we have talked about in a number of our previous assignments.  Collaboration will not work, unless everyone is involved and can see the value in it.  This is what will help in improving the student agency and, hopefully, getting engagement in the inquiry.  

The issue of whether computers can replace teachers can, at the moment, be argued against, at this point. PHEW!!




References:
Finlay, L. (2009). Reflecting on reflective practice. Practice-based Professional Learning Centre, Open University. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf


Gibbs, C. (2007). Reflections through Invisible Glass Walls: Self-Study of Teacher and Artist. Waikato Journal of Education, 13, 91–102. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=33979639&site=ehost-live

Images:
Education Perfect https://www.educationperfect.com/controlpanel/#/tasks

Gibbs' Reflective Learning Cycle  Retrieved from https://www.sheffield.ac.uk/ssid/301/study-skills/university-study/reflective-practice

Cultural Responsiveness

PRACTICE 1: Reflective entry 3: Examine how indigenous knowledge and cultural responsiveness are informing the way you are taking action.

Ford, Stuart & Vakil state that "In 21st century schools, it is crucial that teachers are prepared to meet the needs of an increasingly diverse population of students in their inclusive classrooms" (2014. p 61).  This is the case around the world.

WBHS Ethnic Breakdown 2019

What does this show, a variety of different cultures present in our school.  Within each of these categories, there is further break down.  It is important to take this into account with not only teaching, but also the inquiry process.  Keeping everyone informed of what is happening to make sure that we value their beliefs and cultures is a must.

As we stated in our research 2 assignment Our entire inquiry process is based around a kaupapa maori philosophy where students share in the learning experience and contribute towards the learning and acquisition of knowledge. This relates to Te Ao Maori, and the maori view of a community of learning. Not only in the classroom but through many cultural aspects of Maoritanga.

Ford et al also state that "Additionally, teachers need to understand the role of their own cultural background and how it intersects with that of their students. They can create a student-centered inclusive environment with culturally relevant materials, strategies, and curriculum that support learning as they meet students where they are, monitor and build scaffolds to mastery while differentiating instruction" (2014, p61)  My own experiences show me that everyone has their strengths and weakness, and that we need to work with these in the classroom as we do in life.  This is role modelling at its finest and helps to develop 21st century skills such as critical thinking.  

We need to bring in local experts in the area to help in our teaching practice.  Teachers do not know everything, and even if they do have the knowledge, using our community to assist in teaching and help in showing the value of education, is only going to enhance engagement and allow more students to make links and be able to think critically.

Part of the Ministry's Strategy and Vision: Ka Hikitia: Managing for Success identified that Maori students needs to see success as Maori.  This initiative is continually being built upon and refined but overall the message is Berrymen and Eley are trying to leave is that "If we, as educators, are to leave a legacy of more Māori students fashioning and leading our future, the need for the system to step up still remains".  What does this mean in our inquiry? 

Our inquiry question was Does digital collaboration with peers and the teacher, allow for critical thinking in Year 10 students? Are we being mindful of our target students and making sure we are ensuring our Maori students can see success as Maori? Part of this ensures that we have identified our Maori students from the start and incorporate their voice. At Year 10, where we have focused our inquiry, I see this as very important. The ethnic breakdown of senior classes in my teaching area becomes very one sided as we progress through the school. I see a need to break this down and this can be managed through inquiry.

Future Focus

I can see the continued development of this inquiry with a focus on cultural inclusiveness in the senior school. Watch this space.....

References

Ford, B. A., Stuart, D. H., & Vakil, S. (2014). Culturally Responsive Teaching in the 21st Century Inclusive Classroom. Journal of the International Association of Special Education, 15(2), 56–62. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=103600067&site=ehost-live 

Berryman, M., & Eley, E. (2017). Succeeding as māori: Māori students' views on our stepping up to the ka hikitia challenge. New Zealand Journal of Educational Studies, 52(1), 93-107. doi:http://dx.doi.org/10.1007/s40841-017-0076-1

Pictures

Kamar printout from Whangarei Boys' High School Data (June 2019)