WeeLisa and Learning

What? Using Rolfe, et al (2001) model of reflection, I would have to say that as a young Scottish girl growing up in an area where there was a definitive Catholic and Protestants divide. However, during the 80’s diversity became the norm, from Romany Gypsy, Indian families, families from Pakistan, Mormon, Jehovah’s witnesses along side Catholic and Protestants. I was fortunate that the primary and secondary schools that I attended were inclusive and celebrated the diversity of the students and local community, while still thinking of ourselves as truly Scottish. When I started teaching in England this became a fundamental part of my practice: the students saw me as other/different. So I endeavored to accept all differences in my classroom, celebrate them and use them to my advantage. When I moved to New Zealand and began learning about culturally responsive pedagogy, it really made sense. The concept of “using the cultural characteristics, experiences and perspectives as condui...

What? Using Rolfe, et al (2001) model of reflection, I identified my emerging trend or ‘what’ as the ‘impact of digital learning’. It appears that this trend is supported by the four other trends listed in Daggett, B., (2014, p. 4). These supplementary emerging trends tend to blend together and overlap to a point that if carefully and cautiously developed could improve pedagogy to make our students 21 Century citizens, with the skills to survive in an unknown future. Daggett states that “Using technology effectively in every day learning can help students to strengthen their learning experiences and build on their intuitive technology skills” (Daggett, B., 2014, p. 4). I would envisage that the 5 emerging trends would either look like the TPACK model from week three, or the four pillars of flipped learning ( Hamdan, N., et al, 2013, p.).  , with impact of digital learning being up held by emerging trend 2-5 as the pillars. Daggett, B., (2014, p. 4-5) also discusses the concept...

This reflection is based on Jay and Johnson's (2002) reflective 3 step model: Descriptive, Comparative and Critical, to reflect on my use of social media within my current practice. Step 1: Descriptive When I first starting teaching Science in 2000, I was fortunate enough to have a local education authority in Northamptonshire, England that placed value on teacher networks and learning communities. This generally meant time out of the classroom to make these connections or establish learning networks. I would carefully weigh each learning opportunity against time lost with my students. To analyse the support systems and transition policies in place for students learning Science in primary school, successful moving into high school you had to go there. I actually went on such a research trip from Northamptonshire to Melbourne Australia. These learning networks were useful but had many limitations. According to (Whitaker, Zoul & Casas, 2015) these limitations can be; ...

I have chosen to use Rolfe’s model of reflection to structure my ethical discussion. Back ground: In 2016 I was one of 4 members of staff that were part of a structured support program for a member of staff who was close to failing the schools appraisal process. The identified areas of concern from the 2016 professional registration criteria were: ·          Criteria 4: demonstrate commitment to on-going professional learning and development of personal professional practice. ·          Criteria 6: conceptualise, plan and implement an appropriate learning programme. ·          Criteria 11: analyse and appropriately use assessment information, which has been gathered formally and informally . The support program was designed to be reviewed after 5 weeks and then appraisal could be signed off or support extended for a further 5 weeks. What? During this ...

This week’s reflection has really made me think about my journey as a learner and a teacher. I believe that I have been fortunate enough to have always been involved in active community of practices. As a beginning Science teacher my first community of Practice was the Northamptonshire Association for Science Educators. This CoP actively promoted and supported teachers who wanted to develop their practice and to collaborate with other teachers who had similar goals but a variety of skills, through a variety of face to face professional development days and meetings. Today, the advent of technology and social media means that our community of practice is no longer restricted by where you are and therefore you are no longer restricted to belonging to just one. To help improve my practice and share with others I contribute and participate in several communities of practice. Within my school: Junior science curriculum group with my school, as TIC Junior Science Physics teache...