WEEK 19: Community of Practice

This week’s reflection is based on Jay and Johnson’s (2002) reflective model.

A community of practice defined as “groups of people who share a concern, a set of problems, or a passion about topic, and who deepen their knowledge and expertise in this area by interaction on an ongoing basis” (Wenger, McDermott & Snyder, 2002, p.4).  A community of practice, according to Wenger (2000) is usually defined by three distinct elements: joint enterprise (domain), mutual engagement (community) and shared repertoire (practice).

Descriptive:

Inquiry Topic #1: ICT for Learning (21^st Century Skills)

Domain: How can ICT used effectively in class to improve pupil’s learning.

Community: Myself and other two Mind Lab colleagues.

Practice: Face-to-face meeting twice a week. Having conversations and open discussions around the digital tools/strategies to support the teaching and learning programmes in our three classes. Also reflect on our successes and challenges, provided constructive feedback, supporting each other.

Inquiry Topic #2: Blended Learning

Domain: How to flip our classrooms with a virtual focus using Hapara and e-Portfolio.

Community: Myself, two Mind Lab colleagues, all the classroom and specialist teachers at our school.

Practice: Meeting and PLD on flipped learning initiative. Also having ongoing conversations and discussions on how to share students learning with their whanaus using Hapara and e-portfolio. Sharing ideas and best practices and supporting each other. Reflecting on what works and what not and make an alteration.

Comparative:

My students benefit more if they spent more time working at or practising the skill being learnt using ICT. According to Higgins’s (2003) research, he stressed the fact that ICT can make a difference to pupil’s learning. He also adds that ICT offers a wealth of opportunities to support our teaching and learning programme. Our CoP shared a focus on how can ICT used effectively in our three classes. Some of the digital tools and strategies we learned from other researches throughout our Mind Lab journey have gradually implemented to cater for our 21st-century learners. Preferably, one student per device is ideal but we only have 10 chrome books to share between 30 pupils in class, and every student has a very limited practice time. This is why “flipped learning” sounds like a great solution. It allows students to learn in anywhere at any time. Students also share their learning with one another and with their whanaus. I feel I have more time to focus on teaching the content knowledge and skills in class. The major challenge of flipped learning is to get all students completing the flipped learning tasks. And if they don’t, then I get them to complete it in class.

Critical Reflection:

ICT changes rapidly and each change opens up new innovation for us teachers and our learners. In my own experience, it takes time to learn the skills necessary to use ICT effectively. Therefore, it is vital for me to upskill and learn the most up to date and effective digital tools for teaching and learning to cater for my 21st-century learners.

References:

Higgins, S. J. (2003). Does ICT improve learning and teaching in schools?. BERA, British Educational Research Association.

Jay, J.K. and Johnson, K.L. (2002) Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.

Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly review of distance education, 4(3), 227-33.

Wenger, E.(2000). Communities of practice and social learning systems. Organization,7(2), 225-246.