Applied teaching practice
So I see my teaching practice as essentially twofold.
I am a classroom teacher
I am an SCT
In the first role I have done so much and come so far over the last couple of years!
I was lucky enough to witness change in leadership in our school that has benefitted everyone. This I documented for my Leadership part of the course...
I have attended workshops on bringing our school into a BYOD framework - the 2012 SCIL course out of Sydney held at Albany Senior High was the starting point to my journey.
So I see my teaching practice as essentially twofold.
I am a classroom teacher
I am an SCT
In the first role I have done so much and come so far over the last couple of years!
I was lucky enough to witness change in leadership in our school that has benefitted everyone. This I documented for my Leadership part of the course...
I have attended workshops on bringing our school into a BYOD framework - the 2012 SCIL course out of Sydney held at Albany Senior High was the starting point to my journey.
The BIGGEST change for me has been to move towards a more collaborative style of both teaching and learning. The instant success of this has been it's own reward and stimulus! There is noise, there is mess and there is lots of learning. It was heartening to see when I joined the Mindlab course in 2014 The first part of our Mindlab experience was to examine digital and collaborative learning - great! and leadership ...which was where I became aware of the situation I had witnessed and realised how fortunate I was to be able to discuss the change that had resulted. | From then on the sky appeared to be the limit. The next step was to actually implement the ideas/burgeoning pedagogy with the kids in front of me in the classroom! GOING BYOD In 2013 we did it. Moved to the 'pilot programme' with just 6 year 9 classes. I was one of the first to volunteer - but then Ive always been a typical 'early adopter'. Limited resources, no modern learning environment and questioning looks from most of the other staff were just some of the challenges. But the girls were keen and so was I! So we forged ahead. Some of the work done was around the devices - some around changing mindsets and altering behaviours. The learning methods were blended and the traditional systems were bent to fit... |
We moved beyond the fear of public speaking with year 13 and speeches were presented on data sticks after having been screencast and recorded at home. Taking this chance also alleviated some of the fears of staff regarding authenticity and the idea of what now constitutes an audience? We achieved much more buy in on this idea than in previous years. I am still fighting the good fight regarding authenticity with the 'old guard' in the department BUT... if you have the relationships with your students and you really have worked through the formative side of the process with them - there IS no authenticity issue. You know what they have done. You know what they are capable of.... You just know! | The Analysis of transformational leadership that I produced made me much more aware of how influenced we all were by leadership - both good and bad. HOWEVER back to the teaching..... It was good to note that I had been right all along - that a collaborative approach was hugely on trend! I got the girls involved with using Movenote to display their film techniques at year 9 after collaborating to plan and organise their presentation and instigated a new course at year 13 that involved them producing a visual essay using Windows 8 Powerpoint - who knew it was that powerful and could achieve the effects it did? Amazing. Not to mention the obvious collaboration that went on - loved this assessment and am running a new and improved version of it this year. |