Reflection 1 - Audiences "To what extent does a collaborative 3-phase teaching approach develop science knowledge in maori students"
There are several local, national and international audiences for my research. Firstly, student participants and their immediate whanau are my initial audiences, followed by the wider school community including the leadership team, Board of trustees and broader audiences like the Education Review Office (ERO) and international maker community.
“Because knowledge-sharing is at the heart of the maker movement, individual makers can draw on a wide range of expertise and human resources...it will essentially be part of a broader community – a local and global culture of making” (Enabling e-Learning, n.d)
Future focused learning which underpins the global maker movement as well as the government’s future focused learning and the knowledge age are one of my wider national and international audiences. An end goal of my research is to see improvements in the science knowledge of year 5 and 6 Maori students. Knowledge is very different now than what it was fifty years ago. Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, (2012) state that in the 21st century, as educators, we need to focus on equipping people to do things with knowledge, to use knowledge in inventive ways, in new contexts and combinations. No longer is knowledge something that stands still, it is a moving, living thing.
This has made me reflect on my research, since a goal of my research involves looking at the extent to which teaching has on improving science knowledge. I think that students definitely need to take ownership of their knowledge they will hopefully gain, as they will have the opportunity to design their own paper circuit to light up an aspect of their visual (illustrated) pepeha. However, what will happen next with this knowledge? I wouldn’t want it to lie stagnant and be forgotten. Students need opportunities to apply their knowledge and reshape it in new ways. Foster, (2004) addresses ways in which using ‘Ako’ as a way of making knowledge more applicable to students, he states “Teachers and learners can take turns in storying and re-storying their realities, either individually or in a group. Reciprocal learning and teaching promotes knowledge-in-action” (p.107). Some ways that I am addressing this will be by sending home paper circuit kits to their Whanau. Students will also be able to work in our school makerspace and have to share, create and reshape their knowledge of paper circuits and get that knowledge - moving.
ERO are the national audience for my research. When ERO reviewed the teaching of science in New Zealand schools in 2012, they reported that “knowledge-based programmes were evident rather than interactive thinking, talking and experimenting approaches” ERO, (2012, p.2). The ways I am addressing issues raised in my approach to teaching will be through using mentoring and teacher prompting where students are exposed to a model, have time to experiment and ask questions which are supported by teacher mentoring and prompts as well as a few basic knowledge fundamentals around basic electrical circuits. Students will have opportunities to work in a collaborative environment where they will be able to think, talk and experiment.
The school leadership team and Board of Trustees are another audience for my research. As I am responsible this year for teaching science and STEM through the school and establishing a school makerspace. I will have an opportunity to share successes and challenges faced during this time and report on the teaching and learning of science to the Board or Trustees. The senior leadership team and Board of Trustees are very supportive of my role, which they helped to establish this year, upon recommendations from our 2019 ERO report. My research artifacts and quantitative and qualitative data will be able to show some evidence of the teaching approach and knowledge being applied. I will be collecting student pre and post data and will have evidence of student artifacts.
References
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Education Review Office. (2012). Science in the New Zealand curriculum: Years 5 to 8. Wellington, New Zealand. Retrieved from https://www.ero.govt.nz/publications/science-
in-the-new-zealand-curriculum-years-5-to-8/
Foster, G. (2004). Finding a better way to facilitate the improved achievement of Maori students in science. New Zealand Science Teacher, 107, 11–18.
Te kete Ipurangi (n.d) Enabling E-Learning, Makerspaces. Retrieved from
http://elearning.tki.org.nz/Teaching/Future-focused-learning/Makerspaces
Monday, March 9, 2020
Practice 1 Assignment: Reflection 2 - Discuss how aspects of Law, regulations and or policy impact on your practice
The Education Act of 1989 and 1964 underpin our current Code of Professional Responsibility and the Standards for the Teaching Profession. Furthermore, the Education Review Office, “has mandated responsibility for external reviews while National Administration Guideline 2 explicitly requires every school to develop a strategic plan and maintain an ongoing self review” MOE (2015, p.6). At the heart of these regulations and policies is the learner. Other Policies relating to my practice include The Privacy act of 1993, the Oranga Tamariki act of 1989, and school policies related to the above mentioned documents.
Teaching Standard 2, Commitment to Learners directly links to teaching as inquiry. It states as educators that we should: ”Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.” Education Council, (2017, p.11). In the Education Councils document, Appraisal as a Catalyst for improved Learner Outcomes it states that a characteristic of an effective school appraisal system includes an appraisal that is aligned with other processes such as teaching as inquiry, strategic planning, target students and relevant PLD Education Council, (n.d). In our school, strategic goal two, “underpinning effective teaching and learning through a culturally responsive and inquiry based approach that promotes student voice and agency ” links with our school’s major learning focus which is targeted at raising student achievement in a specific learning area. This focus creates our appraisal goal, appraisal observations and teaching as inquiry, which we work on collaboratively in teams.We use Timperley’s Spiral of inquiry model to guide to help improve our targeted, priority learners and is linked to our end of term evaluations. Teacher inquiry is important in my practice, as it is collegial, ethical and a positive and powerful process that helps me to think of the ‘cup half full’ rather than ‘half empty’. This teacher agency is important in creating equity and inclusive practice for all students and helps to fulfil the aspirations of the New Zealand Curriculum of being “ connected, collaborative, lifelong learners” MOE (2007).
Last year the Education Review Office reviewed our school. This review and its recommendations have had an impact on my role this year and the focus for my teaching as inquiry. Recommendations stated that a greater focus was needed on teaching science. This has also been reflected nationally, as in ERO’s Teaching of Science in New Zealand Schools, they found that knowledge based programmes were evident instead of interactive thinking, talking and experimenting applications ERO, ( 2012). In response to our school’s recommendations, I was appointed to lead science in the senior school through classroom teacher release and also set up a school makerspace to promote STEM. This year My teaching as inquiry relates to my new role and supports the theme of my research for my Practice 2 inquiry. The findings and results from this research will be included in a board report and will help develop our school makerspace and science learning. Overall, this experience has made me reflect about the impact that governing bodies have on schools, as when both parties work together, it can create a positive change.
Our Code of professional Standards, “sets out the high standards for ethical behaviour that are expected of every teacher” Education Council, (2017). Code 2 -Commitment to Learners links with teacher inquiry as it involves, “promoting the well being of learners and protecting them from harm” Education Council, ( n.d), as well as engaging ethically with learners, respecting diversity and culture of students which include affirming Maori learners as tangata whenua. As a teacher, conducting research, I need to act in an ethical manner so that students and their learning is not harmed. Ethical considerations are ongoing and are being addressed in my action plan. Babione, (2015) states that “Policies and procedures provide teachers with interpretations of how the school addresses research principles regarding respect for persons, doing no harm, and justice for groups being studied” (p.113). My school procedures require all teachers to check that parental permission for any media and photos has been given. I will need to consider this when students share their work onto a digital sharing platform, e.g. blogs. This school policy has links to Oranga Tamariki Act 1989 and the Privacy Act 1993. In relation to teaching as Inquiry, I think our schools systems are well integrated, with each aspect flowing and linking with the other. Our continued use of the The Spiral of Inquiry helps us to be consistent in our approach.
References
Babione, C. A. (2015). Practitioner teacher inquiry and research. Retrieved from https://ebookcentral.proquest.com
Education Council -Matatu Aotearoa. (2017). Our Code, Our Standards Code of Professional Responsibility and Standards for the Teaching Profession. Retrieved from https://teachingcouncil.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
Education Council (n.d.). Appraisal as a catalyst for improved learner outcomes. Retrieved from https://teachingcouncil.nz/sites/default/files/ERO_Appraisal.pdf
Education Review Office. (2012). Science in the New Zealand Curriculum: Years 5 to 8. Wellington, New Zealand. Retrieved from https://www.ero.govt.nz/publications/science-in-the-new-zealand-curriculum-years-5-to-8/
The Education Act of 1989 and 1964 underpin our current Code of Professional Responsibility and the Standards for the Teaching Profession. Furthermore, the Education Review Office, “has mandated responsibility for external reviews while National Administration Guideline 2 explicitly requires every school to develop a strategic plan and maintain an ongoing self review” MOE (2015, p.6). At the heart of these regulations and policies is the learner. Other Policies relating to my practice include The Privacy act of 1993, the Oranga Tamariki act of 1989, and school policies related to the above mentioned documents.
Teaching Standard 2, Commitment to Learners directly links to teaching as inquiry. It states as educators that we should: ”Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.” Education Council, (2017, p.11). In the Education Councils document, Appraisal as a Catalyst for improved Learner Outcomes it states that a characteristic of an effective school appraisal system includes an appraisal that is aligned with other processes such as teaching as inquiry, strategic planning, target students and relevant PLD Education Council, (n.d). In our school, strategic goal two, “underpinning effective teaching and learning through a culturally responsive and inquiry based approach that promotes student voice and agency ” links with our school’s major learning focus which is targeted at raising student achievement in a specific learning area. This focus creates our appraisal goal, appraisal observations and teaching as inquiry, which we work on collaboratively in teams.We use Timperley’s Spiral of inquiry model to guide to help improve our targeted, priority learners and is linked to our end of term evaluations. Teacher inquiry is important in my practice, as it is collegial, ethical and a positive and powerful process that helps me to think of the ‘cup half full’ rather than ‘half empty’. This teacher agency is important in creating equity and inclusive practice for all students and helps to fulfil the aspirations of the New Zealand Curriculum of being “ connected, collaborative, lifelong learners” MOE (2007).
Last year the Education Review Office reviewed our school. This review and its recommendations have had an impact on my role this year and the focus for my teaching as inquiry. Recommendations stated that a greater focus was needed on teaching science. This has also been reflected nationally, as in ERO’s Teaching of Science in New Zealand Schools, they found that knowledge based programmes were evident instead of interactive thinking, talking and experimenting applications ERO, ( 2012). In response to our school’s recommendations, I was appointed to lead science in the senior school through classroom teacher release and also set up a school makerspace to promote STEM. This year My teaching as inquiry relates to my new role and supports the theme of my research for my Practice 2 inquiry. The findings and results from this research will be included in a board report and will help develop our school makerspace and science learning. Overall, this experience has made me reflect about the impact that governing bodies have on schools, as when both parties work together, it can create a positive change.
Our Code of professional Standards, “sets out the high standards for ethical behaviour that are expected of every teacher” Education Council, (2017). Code 2 -Commitment to Learners links with teacher inquiry as it involves, “promoting the well being of learners and protecting them from harm” Education Council, ( n.d), as well as engaging ethically with learners, respecting diversity and culture of students which include affirming Maori learners as tangata whenua. As a teacher, conducting research, I need to act in an ethical manner so that students and their learning is not harmed. Ethical considerations are ongoing and are being addressed in my action plan. Babione, (2015) states that “Policies and procedures provide teachers with interpretations of how the school addresses research principles regarding respect for persons, doing no harm, and justice for groups being studied” (p.113). My school procedures require all teachers to check that parental permission for any media and photos has been given. I will need to consider this when students share their work onto a digital sharing platform, e.g. blogs. This school policy has links to Oranga Tamariki Act 1989 and the Privacy Act 1993. In relation to teaching as Inquiry, I think our schools systems are well integrated, with each aspect flowing and linking with the other. Our continued use of the The Spiral of Inquiry helps us to be consistent in our approach.
References
Babione, C. A. (2015). Practitioner teacher inquiry and research. Retrieved from https://ebookcentral.proquest.com
Education Council -Matatu Aotearoa. (2017). Our Code, Our Standards Code of Professional Responsibility and Standards for the Teaching Profession. Retrieved from https://teachingcouncil.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
Education Council (n.d.). Appraisal as a catalyst for improved learner outcomes. Retrieved from https://teachingcouncil.nz/sites/default/files/ERO_Appraisal.pdf
Education Review Office. (2012). Science in the New Zealand Curriculum: Years 5 to 8. Wellington, New Zealand. Retrieved from https://www.ero.govt.nz/publications/science-in-the-new-zealand-curriculum-years-5-to-8/
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Reflection 3
The fundamental meaning of what it means to have a culturally responsive pedagogy is as an educator, I am able to help students build a bridge from their prior cultural experiences (world views, beliefs, cultural practices, etc) or ‘what is known’ to what they are learning (Teaching Tolerance, 2010). The New Zealand Curriculum also makes clear that to be culturally responsive we value the beliefs and knowledge of diverse cultures who can contribute to students learning (MOE, 2012). Kia Eke Panuku (2013) also reiterates culturally responsive pedagogy as contexts adding that cognitive levels and learning activities are responsive to the interests and abilities of individual learners.
I believe as an educator it is important to see all students with potential to succeed. As I work in a multicultural school, I love the sharing and conversations that occur between students and with teachers such as myself. Referring to Milne (2017) I definitely think that our education system is whitewashed, in some respects. Referring to the Action Continuum, (Milne, 2017) I have identified that I am in the middle, between purple and green. As an educator, it is important for me to be aware of this, and to broaden my perspectives as a culturally responsive teacher and I think that can be achieved by building positive learning relationships.
Relationship building in my belief, is integral to developing culturally responsive pedagogy. Ka Hikitia (2013) states that two critical elements for success as Maori include, “Quality provision and Strong engagement”, the latter referring to how education professionals can help facilitate this success by including students’ whanau, hapu and iwi in curriculum, teaching and learning ( Ka Hikitia, 2013, p.5). In my inquiry I am seeking to build those relationships by inviting the students’ whanau to work together on what they have learnt in class and sharing their developing knowledge and expertise at home, as well as sharing their completed artifact.
Looking at my own actions in my action plan, I am finding out about students' prior experiences around science and in particular knowledge around simple circuits as well as helping them plan and seek information from their whanau to develop their pepeha. As mentioned previously, I believe that I am between purple and green on the Action Continuum (Milne, 2017). Through integrating science knowledge with a culturally significant aspect of Maori heritage (visual pepeha) I have aimed to use culturally centred structures that students can relate to. In relation to the green aspect of Milne’s Action continuum, it also states that outcomes could still be colonial, and I tend to agree with this, as the knowledge that I am developing (simple circuits) is derived from an empirical science view. Research from Foster, (2007), discusses developing relevant science understanding for Maori and that it is important to make connections between a ‘western’ or empirical view of science with kaupapa principles. He suggests the use of maori and pakeha terms when naming organisms or objects in as many contexts as possible and that “teachers should actively acknowledge and teach Maori cultural values and include relevant Maori knowledge and ‘beliefs’ related to science'' (Foster, 2004, p.g 107). From reading, I think that I could include more maori terminology of the scientific terms around electrical circuits and in consulting with members of our school community who are fluent in te reo and could potentially offer maori cultural understandings around the concept of energy and light.
I think our school is well placed at really moving towards the red section of Milne’s Action continuum. At school we strive to make links with all cultures in our learning programmes. I think as a school we need to dig deeper into the knowledge that students are learning and how it can be made culturally relevant to the learner. Striving to strengthen relationships with the wider community and families will help support and provide us with feedback to create a cycle of continual improvement and help teachers strive towards greater culturally responsive teaching and learning which engages and improves students’ learning outcomes.
References
Foster, G. (2004). Finding a better way to facilitate the improved achievement of Maori students in science. New Zealand Science Teacher, 107, 11–18.
Kia Eke Panuku. (2013 ). Culturally Responsive and Relational Pedagogy. Retrieved from https://kep.org.nz/dimensions/culturally-responsive-and-relational-pedagogy
Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from http://hdl.handle.net/10289/7868
Ministry of Education. (2013).Ka Hikitia – Accelerating Success 2013–2017. Wellington, New Zealand. Learning Media.
Teaching Tolerance.( 2010, June 17).Introduction to Culturally Relevant Pedagogy.[video file]. Retrieved from https://www.youtube.com/watch?v=nGTVjJuRaZ8
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