End of Mindlab

http://ncarrington-apc.weebly.com/

The above site was used to reflect on applied practice for the last 16 weeks of the Mind lab course on applied practice in context and also includes a reflection of the course.

Using ICT to enhance Literacy workshop

Had a great evening presenting 2 workshops at this event organised by the Waiariki literacy association. It was an honor to be asked and great to meet and share with other teachers.

Reading to Learn TOD

Reading to Learn PD workshop

Melanie Winthrop

Teacher only Day 19/5/16

Important to integrate different reading genres and across curriculum.

Engagement-thinking critically, making the code, managing meaning.

What is my response, what do I think?

Many strategies working together-children need to know this when comprehending.

Reading and writing as interactive tools.

Discuss with children why reading a book set up success.

In silent reading go round and question children on what and why they are reading and gow they might have worked things out.

High 5 strategies

1. Activating background knowledge
2. Questioning-who is asking
3. Analyzing text structure
4. Mapping a text
5. Creating mental images

Critical literacy- what is the information, what is the purpose, what is the author's intent/message.

Mind Lab

Work covered in the first 16 weeks on the Mind lab course.

Te Rangihakahaka

Our second teacher only day focusing on our professional development of Ngati Whakaue identity, language and culture.

Te Rangihakahaka 3 from Callie Raureti on Vimeo.

Student Teacher

Recently had a student teacher in her last placement who challenged my thinking and teaching practices. Good to have students (that's 15 in 5 years) as it is helping develop the profession and also keeps me up to date with current thinking and ideas. I also like to be able to work collaboratively with others and it is good to model this with the class.

Learning theories and informed research practice.

This week we looked at the different learning theories and their influence on our own personal practice. We were given a theory and asked to make a stop motion video about it. This is our video It's all about situated learning/cognition. Culture, context and activity contribute to knowledge evolving as individuals participate and negotiate their way through.

Learning Theories 

A learning theory is about changes in observable behaviour. It addresses: how such changes become relatively permanent, whether the change is immediate or potential, what role experience plays, and what aspects of reinforcement are present.

Olsen, M. & Hergenhahn, B. (2013). An Introduction to Theories of Learning (9th ed.) Boston, Mass: Pearson. 

Below are some recognised learning theories which are relevant to digital and collaborative learning. I see myself influenced by Dewey, who sees the teacher as a guide and the students as self governing learners. He also recognises the need for hands on experimental learning and outdoor education. Vygotsky also sees the teacher as a facilitator rather than a content provider. He also states “The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.” Which is relevant as we prepare our learners to be successful in modern society. other theorists that have influence on my current thinking and practice are 

and Wegner

these alliterate the need for collaboration in teaching and learning.

• Conditioning
• Connectionism and the Law of Effect
• Progressive Education
• Constructivism: Social Development Theory
• Constructivism: Equilibration
• Social Cognitive Theory
• Situated Learning / Cognition
• Community of Practice
• Constructionism
• Connectivism

We also looked at the need for research informed practice and evidence based practice. It was discussed that many other fields such as medicine and engineering are constantly influenced by these, but as teachers, we make our decisions based on a range of grounds – tradition, hearsay, suggestions or advice from colleagues, observing other teachers, fads, ‘common sense’, myths, ‘gut feeling’ and probably most frequently, ‘we’ve always done it like this’. It is important that leaders and teachers constantly look at educational research as it includes research on; pedagogical knowledge, applied research, traditional teaching, practice as research, modern learning practice, and research informed practice improves educational outcomes for students and enriches their experiences. It also encourages us to be reflective practitioners.

Research informed practice is an important aspect of leadership, since research provides insights both into leadership itself and the activities you are leading. We compared and contrasted the leadership qualities needed to lead a team of researchers and a team of teachers, we found only similarities.