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Showing posts from July, 2017

The Heart of Innovative Teaching - Unpacking the 'TPACK'

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Now that I have discovered which framework  suits my MIT Spark inquiry, the challenge is 'what does it look like in context?'.  As mentioned in a previous post, my scribing on paper has helped me formulate an idea that could be 'innovative' (let's see what my bosses say lol)!  I have attempted to apply a TPACK framework to a teaching and learning context that I am familiar with - social studies at Tamaki College.

I started with the PK (Pedagogical knowledge) and the CK (Content knowledge) circles because I felt confident with the them.  As a teacher, my PK are the practices and methods that I use for teaching and learning.  It's me knowing how students learn and using strategies that would suit their learning needs.  My CK is everything I know about my subject area alongside knowing what students need to know to achieve success.  When you combine the two, you get the PCK (Pedagogical Content Knowledge) is basically knowing how to teach the content effectively(a…

A visit to Panmure Bridge School

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After trialling a writing strategy with my year 9 social studies class, I still needed to explore whether I was applying the strategy correctly and how students could use a writing strategy within their learning independently.  During the last week of term 2, one of my COLs colleagues Robyn Anderson invited me to see her LS2 class in action.  I was really excited at the chance!
The context that the students had been working on was on the 'Tamaki Wrap'.  I observed students move into groups to identify and summarise the main points of their learning and as they did so, they shared their 'learning talk' so I could hear what they thinking and doing.

Firstly students wrote down freely the key ideas that they had learnt previously (they would normally do this online, but because it was easier for me to see the bigger picture and roam around to see each of the groups, it was done on big realms of A3 paper which I appreciated).  Once the students wrote their own key points …

Blogging resources for teachers

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One of the challenges that I have come across was that very few teachers at my school blogged.  I wanted to encourage more teachers to start so I thought I would find some interesting sites and readings that discussed how teachers and educators just like them, have dealt with blogging, in a hope that it would allow for a clearer understanding of how important it is, regardless of what subject they taught.
1. Tips for choosing a class blog: Wesley Fryer I like the image that is shared on this site.  It has all the components that we dream of providing our students when it comes to their learning.  Fryer analyses 6 different blogging domains that staff could find use dependant on their context and highlights the features of each of the domains that could be useful in a classroom.  
2.  Teaching with blogs strategy guide (Tracey Gardner)
This is a really helpful guide which describes the processes involved in composing blogs in the classroom, the process of writing regular posts that are …

Understanding my thought processes in unravelling a framework that works!

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I have been struggling to find ways to be more innovative with my chosen M.I.T inquiry.  My focus moved away from ensuring students at our school blogged innovatively, to getting the teachers on board and blogging.  I wanted to have a purpose for engaging students and staff in blogging, and essentially it was to help students improve their writing skills.  The connecting of all the aspects has proven more difficult then I envisioned, so I decided to brainstorm the old fashioned way - writing it down.  I will share my thought processes with you, to help understand how I got to a framework that I feel has hit the jackpot!!

I started by thinking about what I wanted to blog about and number 1 was to talk about some cool sites that teachers could use when trying to get them motivated and keen to blog.  Sites that were informative, helpful and interesting for staff but also basic and easy to understand.
This led me to thinking about blogging for students at number 2, which would be innovati…

Redefining, redirecting and re'doing' integration

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One of the challenges that I have is figuring out how to use the short amount of time I have with my year 9 social studies class to ensure they come away learning something that is meaningful and purposeful inevitably to achieve 'success'.  When I say short, I am talking 4 x 50 minute periods a week, and if we take away 20 minutes for AR reading, then it is actually 180 minutes or 3 hours a week!  And in the 3 hours, I am expected to cover the achievement objectives of the social studies curriculum, ensure students have conceptual understandings of key concepts key skills needed to interpret and understand resources and teach them to understand how 'societies work and how people can participate as critical, active, informed and responsible citizens' (Social Sciences in the New Zealand curriculum, Ministry of Education, 2007).


I am not alone in this feeling of frustration.  I know each subject area at high school feels that they don't have enough time. So why in the…