Week 27 - APC - Broader Professional Context
Week 27 - APC - Broader Professional Context
After much collaboration with this weeks information (week 27), the trends that I find most relevant to my practice are taken from the NMC Horizon Report 2015, supported by EROs 2012 report, Evaluation at a Glance: Priority Learners in New Zealand Schools.
Collaborative Learning Approaches
According to the NMC Horizon Report (2015) collaborative learning approaches are increasing. This is not only between learners but between teachers, also. These approaches, which involve inquiry-based learning, gaming and global blogging, are proving successful, especially for less able learners.
Collaborative learning models are proving successful in improving student engagement and achievement, especially for disadvantaged students. (p. 12)
Increasing Use of Collaborative Learning Approaches
Collaborative learning which refers to students or teachers working together in peer to peer or group activities, is based on the perspective that learning is a social construct. The four principles to collaborative approaches are:
- Placing the learner at the Centre
- Emphasising interaction and doing
- Working in groups
- Developing solutions to real-world problems
Within my own collaborative community of practice these four principles are at the heart of how we engage with our learners, teachers and leaders. Interest in collaborative learning, has been growing rapidly over the past several years. Over the course of recent history we have seen many examples of collaboration and networking. It is a trend that has ebbed and flowed according to our perceived and real needs for connectedness, whether they be economic, socio-cultural, practical, spiritual or a myriad of other drivers. ("Networked communities | CORE Education," n.d.) As we constantly live in a ever-changing world of technology, our ability to collaborate in any time, any place any space within and across communities, allows for groups of learners - students, teachers, leaders, to work together to solve real-world problems.
Collaborative Learning Approaches
According to the NMC Horizon Report (2015) collaborative learning approaches are increasing. This is not only between learners but between teachers, also. These approaches, which involve inquiry-based learning, gaming and global blogging, are proving successful, especially for less able learners.
Collaborative learning models are proving successful in improving student engagement and achievement, especially for disadvantaged students. (p. 12)
Increasing Use of Collaborative Learning Approaches
Collaborative learning which refers to students or teachers working together in peer to peer or group activities, is based on the perspective that learning is a social construct. The four principles to collaborative approaches are:
- Placing the learner at the Centre
- Emphasising interaction and doing
- Working in groups
- Developing solutions to real-world problems
Within my own collaborative community of practice these four principles are at the heart of how we engage with our learners, teachers and leaders. Interest in collaborative learning, has been growing rapidly over the past several years. Over the course of recent history we have seen many examples of collaboration and networking. It is a trend that has ebbed and flowed according to our perceived and real needs for connectedness, whether they be economic, socio-cultural, practical, spiritual or a myriad of other drivers. ("Networked communities | CORE Education," n.d.) As we constantly live in a ever-changing world of technology, our ability to collaborate in any time, any place any space within and across communities, allows for groups of learners - students, teachers, leaders, to work together to solve real-world problems.
The whakataukī of ERO demonstrates the importance we place on the educational
achievement of our children and young people:
Ko te Tamaiti te Putake o te Kaupapa
The Child - The Heart of the Matter,
emphases the second principle to collaborative approaches, "placing the learner at the centre". This principle aligns and supports ERO's 2012 report, "Evaluation at a Glance", issue one shifting the focus to student-centred learning. This could potentially make a significant difference for priority learners (ERO Report August 2012), therefore
having the firm belief that whats good for Maori is good for all learners.
Shifting the focus to student-centred learning by:
- identify the needs of students
- modifying school systems, programmes and resources to meet these needs of the students
- being innovative around students' learning needs
- catering for students with diverse needs
- providing opportunities for creative problem solving
- working effectively as teams
- having strong communication with external agencies, families and whānau
- using information about students' strengths, interests and needs to develop and review programmes for students
- supporting students well to manage transitions within and beyond the school.
Ko te Tamaiti te Putake o te Kaupapa
The Child - The Heart of the Matter,
emphases the second principle to collaborative approaches, "placing the learner at the centre". This principle aligns and supports ERO's 2012 report, "Evaluation at a Glance", issue one shifting the focus to student-centred learning. This could potentially make a significant difference for priority learners (ERO Report August 2012), therefore
having the firm belief that whats good for Maori is good for all learners.
Shifting the focus to student-centred learning by:
- identify the needs of students
- modifying school systems, programmes and resources to meet these needs of the students
- being innovative around students' learning needs
- catering for students with diverse needs
- providing opportunities for creative problem solving
- working effectively as teams
- having strong communication with external agencies, families and whānau
- using information about students' strengths, interests and needs to develop and review programmes for students
- supporting students well to manage transitions within and beyond the school.
School that takes this approach towards student learning and well-being, will see an increase in student achievement, most importantly and increase in student and whanau engagement through strong relationships based on learning - Knowing the Learner, Knowing their Learning.
REFERENCES
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015) NMC Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium.
Networked communities | CORE Education. (n.d.). Retrieved from http://www.core ed.org/thought-leadership/ten-trends/ten-trends-2016/networked-communities
Education Review Office. (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools. Retrieved 18 May 2016, from http://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-N
Education Review Office. (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools. Retrieved 18 May 2016, from http://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-N
Awesome read! Collaborative learning approaches develops higher level thinking skills and promotes student engagement, interaction and familiarity. This learning also increases student retention. The fact that you are using these approaches to learning should definitely see an increase in student achievement, learner engagement which in turn will build their self-esteem.
ReplyDeleteStop, collaborate and listen...there was something in that song aye Rosina! I liked what one of the presenters at last weeks NZPF conference said...you know the one from British Columbia who had worked with Helen Timperley. Anyway she said "If we can work together, collaboratively, on our challenges, perhaps we could solve them faster". What do you think?
ReplyDeleteA really interesting read, thank you.Traditionally our teachers have been keen to protect their classroom autonomy and aspire to get their own office space This year we introduced a Future Focussed Learning class. This has been an effective means of deprivatising teaching practice, fostering more collaborative practices, and supporting a transparent and open digital learning environment . As we are a secondary school, the teachers of this class teach in other levels in the school . We have prioritised the time for them to have collaborate Hui for ( planning as they blend in digital technology), to observe each others’ practice and to critically reflect on their practice to ensure they provide the best possible teaching and learning environment for our students. While on this journey they too continue to Stop, Listen and Collaborate. As once staff member commented Listen and Silent use the same letters.
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