Mindlab

Step 1 (Descriptive): The two inquiry topics (sort of 3) that I have grown my interest from the start of this course are: Teacher Inquiry into Student Learning  Implementing Technology Innovation in the Classroom  Developing a Growth Mindset The communities of practice are: my Mathematics Faculty and Literacy CoL group. Domain: These communities have an understanding of building pedagogical skills that is developed around gathering student voice and implementing new technologies into the classroom so that our students will build on their knowledge to become collective, sharing members with their peers. Both groups also have the school wide focus of improving literacy among students. Community: My faculty had a large staff turnover, with being an Assistant HOF, our community has focus on building relationships with each other and sharing ideas during faculty meetings and building resources on the team drive through google. There is a sense of belonging because stu...

The theme I relate to most from Bolstad is Theme 4: “Changing the script”:Rethinking learners’ and teachers’ roles. This mirrored my vision for my juniors, hoping they establish a leader mentality with course content/tasks. Our school is very driven on student voice, but I am more of a traditionalist. Meshing my view with students to evolve into a symbiotic relationship is my goal. Pakuranga's learning habit “Connect, building relationships with others” really fits the overall theme of sharing power and changing that script. But keeping in mind not ceding all the power and responsibility. Being a traditional teacher for the past 9 years, I was a little bit hesitant about altering my approach. But once I embraced the sense of “to change” I have become more relaxed and open. Seeing my students (10MAT) in action put me at ease. Padlet was new to me before this course and I have utilized this to build a stage of real time for student thoughts. Students having the anonymity with th...

Week 17: Reflective Practice Descriptive: Using Jay and Johnson’s reflective model has brought to the surface a more visible perspective towards my teaching practice.  I have always been an internal reflector, not so much as using student(s) input. As of recently since joining Pakuranga , I am more interested in gaining student voice and formulating lessons to fit their direction toward my subject. Looking over the Gibbs model for reflection, was my normal procedure. I just never really realized that someone had written out a formal diagram. l I tend to leave out or not even think about how I am feeling though. I mainly focused on how I was delivering content to the lessons, then evaluate, analyse, and how to go about with throwing an audible if necessary (grid-iron reference). Since coming to Pakuranga I have never been involved in a Professional Learning Group. This experience made me uneasy since it made me really look at myself and my teaching practice. It...