Robina's Reflective Revelations

Reflective entry 4: Apply a reflective model to discuss something that has happened during your Inquiry so far and how it impacts on taking action (20%) For the purpose of this blog have chosen “Rolf Et Al’s Reflective Model.” During my inquiry an issue that occurred was triangulating all of the research into one coherent thought pattern as my school has developed it;s own SDL model based on that of Malocome Knowels (1973). This year, after much discussion around the effectiveness of our SDL model, the school as a whole decided to change the model to better suit the needs of the students. Not knowing much about SDL apart from what I was given by my school gave me a narrow view on self-directed learning. In short our model was failing not all but some of the students in which they were not achieving to their full potential, also from observations from staff and by gathering student voice, many students were not confidently self-directing. As a staff we were able to crea...

Reflective Entry 3: Examine how indigenous knowledge and cultural responsiveness are informing the way you are taking action. According to “Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki”, teachers are to create culturally awareness of learning by incorporating children’s and communities, funds of knowledge into the curriculum.  At OneSchool Global the student body is made up of 100% European, who are all members of the Brethren community, because of the unique nature of the culture of my school, I tried to draw similarities between my present learning community and Maori culture perspective. Furthermore in the document states that “culturally responsive pedagogy”(CRP) is teaching professionals create learning experiences where students can express themselves in a safe environment, which encourages students to elaborate and manage their own learning pathways. Within my school there are sensitive areas around learners religious...

Reflective Entry 2: Discuss how aspects of law, regulations and/or policy impact on teacher inquiry (20%) According to Our Codes, Our Standards (2017) there are clear expectations of all teaching professionals to provide high quality learning for all students. We can also use this document to enter into professional conversations around reflective practices. It also reminds us of our obligations and responsibilities.  As my school is made up of 100% European Plymouth Brethren, navigating the waters of what is culturally appropriate is held with utmost importance. Furthermore, “ respecting the diversity of the heritage, language, identity and culture of all learners” (Our Codes, Our Standards, 2017). Within the community of which I work, huge importance is given to upholding the communities’ standard of purity, wherein students are segregated by gender from Y7-13, within classrooms, during physical education and breaks. As an employee of OneSchool Global committed to respect ...

Reflective Entry 1: Discuss how are you addressing the context of different audiences (local and national and/or international) and their perspectives for your inquiry. In this reflection the target audience that I will be addressing is that of primary teachers in New Zealand. My reflection will focus on student agency/self-directed learning with an overarching theme of personalised learning. For the purpose of this reflection I will use the term self-directed learning as this is integral to the language of learning that is used at the school where I teach.  In recent years, self-directed learning has continued to evolve and gain popularity within the context of many schools and with professionals across NZ. At OneSchool Global this model has been adopted and reworked to fit the culture and ethos of our school. Huge effort has been made to ensure its success across the school. Further restructuring has been made this year as professionals lacked, deep understanding of the m...