Reflections

Unitec Referencing Guide

Week 1 Reflection - reflect on how your understanding of the purpose of education is visible in your classroom.

In a group discussion this evening, we unpacked our thoughts on what knowledge is, and the purpose of education. Our definition is as follows:

"Knowledge is to have experiences that can develop and modify our understanding and perspective.

Education is the power to strengthen, enlighten and reach high peaks.

Education is knowledge shared which, empowers people to grow".

If the purpose of education in my classroom is to empower my students to grow, then I have the responsibility to teach students how to exist in the world in a grown up way (Biesta, 2016). It would then be necessary to know the most ideal way to exist in the world in order to teach the principles that would help to develop that skill. Common sense would say - teach manners, good work ethics, and how to treat others like you would want to be treated. From a religious standpoint, the commandments would be taught, coupled with faith, prayer and insights form scripture. However, in an intermediate classroom in term 4, I find that I am teaching my students how to prepare for high school, and what to do to meet the 'expected' level of achievement against national standards. "The [national] standards set clear expectations that students need to meet in reading, writing, and mathematics in the first eight years at school" (NZC, 2010). Does gaining knowledge in reading, writing, and mathematics teach students how to exist in the world as grown ups? Initially, my answer is 'No', but as I think about it a little more, it is the journey along the way that helps students become someone, no one, or anyone. How we exist in the world is decided by the choices we make and our actions that follow. No one else can be made responsible for our actions or inaction. If I give my students the tools to help them exist in the world, ultimately, they decide whether or not, and how those tools will be used. My job is to be influential. Learner agency is controlled by the student. The consequences that follow a choice cannot be controlled.

Week 2

#21CSReflection

Week 3

What is the goal of innovation?

Not just technology proficiency that we could find useful in the classroom, but the knowledge transferred after using the technology.

How would the SAMR and/or TPACK model help me in planning the DCL1 assessment?

Using technology to support teaching and learning in my classroom requires my willingness to try new things by first, identifying areas of improvement and critically reflecting on the challenges that I have in my own practice. The SAMR model allows change to happen fluidly so that competence can eventually be 'handed off' to students, allowing the students to drive the learning (redefinition). A classroom with self-regulated thinkers and learners, who move from being passive recipients to active learners would no doubt help students to function in any 21C environment. It's time to leave traditional approaches with no functional improvement behind (substitution), and look for opportunities to extend the learner. This assignment would help me identify one aspect, self-regulation, that if I addressed in my practice, could help students meet the complex demands of the world.

How do I think growth mindset could affect the change initiative you investigate in the Leadership 1 Assessment?

Stop Motion on an iphone

Before this session, I didn't think I was a person who could programme a computer. Putting in the effort showed me that I can as I worked with Michael. We pair coded (navigator, leader) and we developed this:

Week 7 - Leadership

• After: Reflect on what ways could you use Online discussions in your classroom

Week 7 - Digital 

• After: Reflect how you could incorporate a Flipped or Blended approach into your classroom. What tools could you use, who could you collaborate with to make it easier?
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