My Community of practice, (CoP) (Lave & Wenger, 1991) consist of my syndicate
team, teaching staff and also my syndicate leader and whanau leader. These CoP
are the people that I mostly interact with sharing and bouncing and seeking
ideas from.
In relation to my middle syndicate
Spiral of Inquiry question, Will explicit teacher talk linked to task design improve student talk & writing?
Topic 1: 21st Century Skills
Description: Do I know enough about
21st century skills to be engaged in design tasks for writing.
How can I model these skills to
ensure my students can understand them and explore them and apply them to their
learning?.
Community:
A syndicate team that consist of 4 teachers whom together we teach
year 3 and 4 students. Together we have create norms to have our students at
the heart of teaching, we encourage and empower each other. We have built
trust, respect and ensure have a sharing understanding of matters.
Domain:
As a syndicate, we are all particiting in Mindlab and together
learning and exploring the 21st century skills, we have made a
consistencious effort to provide opportunites implement these skills that have
our students be more critical in their thinking and learning.
Practice:
Within our team, these 21st century skills are the
skills of the future for our students to explore and develop. With the support
of rubric, this will allow us the develop the confidence within ourselves and
our planning and teaching.
- Collaboration
- Knowledge
construction
- Self-regulation
- The Use
of ICT for learning
- Skilled
Communication
- Real-world
problem-solving and innovation
Topic 2: Design Thinking in the
Classroom
Descriptive: I wonder if i know enough about task design using technological
tools/apps to support my students to be able to talk about their writing?
This
part is a great lead on from last term topic of study of Science, Sound. This
term is technology and bringing sound to life. Our students having the
challenge to design and build a sound garden.
Domain:
My syndicate team, together we are exploring the design thinking
process as we plan and teach our topic study of building a Sound garden.
Practice:
As a syndicate, a school challenge was given to improve a space
within the school. There are added challenges; no budget, recycled materials,
linked to writing to persuade our families to donate materials from home that
can benefit our syndicate sound garden.
Comparative:
Our team discuss and explain our thinking of what may and may not
happen through this design process. We know our shared purpose of the topic is
to build sound garden and taking our students through the inquiry and design
process. It wouldn’t be easy and we have discuss anticipations that may happen.
We have included in our planning taking our students through the inquiry model
of, finding, brainstorming, catergorizing, planning, designing, presenting and
evaluating.
Critical reflection: As I
reflect on the topics of 21st century skills and design
thinking in the classroom I can truly say, I am doing better in one than
the other in my confidence to understand and implement into my practice. Design
thinking is a working progress for my myself and it’s a hunch within my spiral
of inquiry, ‘I wonder if i know enough about
task design using technological tools/apps to support my students to be able to
talk about their writing?’ I look forward to exploring this more and empowering my knowledge and
practice.
References:
ITL Research. (2012). 21CLD Learning Activity Rubrics.
Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Lave, J. & Wenger, E. (1991).
Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge
University Press.
Timperley, H., Kaser, L., and Halbert, J. (2014, April). A framework for
transforming learning in schools: Innovation and the spiral of inquiry. Centre
for Strategic Education, Seminar Series Paper No. 234
Wenger, E.
(1998). Communities of Practice: Learning,
Meaning, and Identity. Cambridge:
Cambridge University Press.
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