Mindlab Georgia Harris

Retrieved from  https://plus.google.com/+ZanitaThompson/posts/SCKbNvHMpU9 Retrieved from  https://plus.google.com/113463555525844174967/posts/LLCydH6Jv6m Retrieved from  https://professionaldevelopment2012.blogspot.com/2019/02/week-25-taking-action_20.html?fbclid=IwAR26rZEeATRCpwXAnZ1UUl9fEoLHd865VGcA_5yqfieBvrmA7CeAAoCF42w Retrieved from  https://nstygallmindlab.blogspot.com/?fbclid=IwAR2rH62TUA4xNKNfWE_VxoHIw_e1VOWCfrvDFLa7k96OGBe8tR1ZtwLnZAk Retrieved from  https://plus.google.com/114802225317181961200/posts/4jVz2eSEYpS

Step 1 (What) : Identify an issue of ethics, or society, or culture, or professional environment that you have: As I have noted in a previous reflection meeting my learners and starting the taking action phase of the inquiry on day one of the school year was an issue as I did not know my learners well and it turned out that if I had of known them as I do now I would have tailored my action more precisley to them. Therefore an ethical dilemma for me was how I would carry out my inquiry in a way that would best meet their needs.  Step 2 (So What):  Use an ethical decision-making framework such as  Ehrich (2011)  to analyse the issue identified in Step 1 and identify potential outcomes/solution(s). If you choose Ehrich’s framework, you do NOT need to discuss all the competing forces listed in the model, just critically evaluate the most relevant ones. One of the forces at play in this dilemma were my own individual values and beliefs around meeting learner needs ...

Step 1 (What): What is your understanding of indigenous knowledge and cultural responsiveness and what area mentioned above do you want to focus on for discussion? My understanding of cultutral responsiveness has largely come from Macfarlane as this is whose work I read a lot of and learnt about in my teacher training. For this reason when I think about being culturally responsive I think about  Whanaungatanga (building relationships), Manaakitanga (ethic of caring), Rangatiratanga (teacher effectiveness), Kotahitanga (ethic of bonding), and Pumanawatanga (school morale, tone, pulse) as does Asil  whose work is informed by Macfarlane's .   For this discussion I will be focusing on how I have considered cultural responsiveness and indigenous knowledge in regards to my planning in the 'taking action' phase of the inquiry. Step 2 (So what):Examine how indigenous knowledge and cultural responsiveness are informing the way you are taking action As I have...

Step 1 (What): Describe something that is significant and has happened during your Inquiry so far The most difficult part of my inquiry so far is not having first met my learners and thei families and therefore I have not had prior relationships formed or been able to capture baseline data on my learners. This was an issue in the scanning, focusing and developing a hunch phases of the inquiry in particular as i was basing my decision on a few questions I had been able to ask my new school and questions and answers from my current class as they were the same year group as the one I was going to teach. Step 2 (So What): Evaluate the most interesting/important/useful aspects of this event I learnt a lot from this because I had to read more and learn more about the year level I teach in and what could be an appropriate action for them in the learn phase of the inquiry. This was important and useful for myself as a teacher in general. I find it interesting though that despite how much...

Applied Practice - activity 4 This week we address  Applied Practice 1 Activity 4  “Discuss how issues of ethics, society, culture and professional environments (including law, regulations and policy) are being addressed while you are taking action”. To help you do this we discuss teachers legal professional obligations, ethics, ethical and legal issues in the digital age; and tools for ethical decision making. Legal professional obligations for teachers Teacher practice in New Zealand is governed by the Code of Professional Responsibility and Standard for the Teaching profession -  Our Code, Our Standards (Education Council, 2017a). The Education Council state “The Code applies to all certificated teachers and those who have been granted a Limited Authority to Teach, in every role and teaching context. It is a set of aspirations for professional behaviour and not a list of punitive rules. We believe that it reflects the expectations society puts on our professio...

INDIGENOUS KNOWLEDGE AND CULTURAL RESPONSIVENESS AND SUSTAINABILITY What is culturally responsive pedagogy? Culturally responsive pedagogy is defined by Gay (2001, p.106) as “using the cultural characteristics, experiences and perspectives as conduits for effective teaching”. It is reflected in five elements including knowledge about cultural diversity, the culturally integrated content in the curriculum, the development of the learning community, the ability to communicate with culturally diverse students and culturally responsive delivery of instruction (Gay, 2001). To have a better understanding of culturally responsive pedagogy, view the following  “A culturally responsive pedagogy” Edpuzzle video (required) . In the video, Bishop in Edtalks (2012) suggests that a teacher whose pedagogy is culturally responsive challenges the “deficit thinking” of student educability and has agentic thinking, believing that they have skills and knowledge that can help all of their studen...

In Week 25 (Applied Practice in Context), you were asked to write your first reflective entry on “Take Action”. This is a follow on from our introduction of  critical reflection  in  week 6 LEADERSHIP  (related media ‘Critical Incident Reflection’). Now, in week 26, we ask you to  “Take Action”  to learn more theories and research on Reflective Practice to build up your understanding of how important it is for you. You’ll get to explore different  reflective models  and start to use them to  critically reflect  on your own Teacher Inquiry in Activity 2 of  PRACTICE 1 . What Is Reflective Practice? Reflecting on practice is an active learning process whereby practice is analysed in its context. The point as Finlay (2008, p.1) puts it, is to “recapture practice experiences and mull them over critically in order to gain new understandings and so improve future practice.” Why Is Reflective Practice Important? Without critical...