Practice
A number of the themes from Hernandez, C, Morales, A. & Shroyer, M (2013) culturally responsive teaching is similar to my classroom practice. For example, during the planning process, I take into consideration the student’s cultural backgrounds, their prior knowledge and what special interests or talents they could contribute to the learning process. Where possible I include Te Reo Māori phrases for commands in the classroom or kupu related to curriculum content. Another similarity is, at the start of the year I take the time to get to know my students and their whānau “know me before you teach me” philosophy, and find out what special interests the students have and their goals for the future. Ensuring face-to-face meetings with open dialogue should reflect the aspirations of what whānau want for their children as well as student voice (Berryman, M., Lawrence, D., & Lamont, R, 2018; Ministry of Education, 2020). Building a safe learning environment is paramount for every student, to achieve excellence and equity. Where possible the learning task is relating learning to the ‘real world’ which also draws parallels with Hernandez el at (2013) model. Learning tasks that incorporate a variety of different ways to learn, i.e. hands-on, is also comparable to that of the culturally responsive teaching model. These themes should be considered when developing professional learning for teachers.
In contrast, the changing nature of education means I have to adapt to developing learning opportunities around social outcomes as well as academics. This has recently become more apparent with the focus on student and staff wellbeing. Another difference is the rapid change in digital technology and social media developments, more importantly now are the need to build learner communication capabilities. With regards to motivating students, I feel recently that it has become more challenging to motivate students to think independently. I would also personally like to develop the confidence to communicate with parents in their native language and use Te Reo Māori with increasing confidence. Developing student Cybersafety/Digital Citizenship my classroom practice contrasts with the model of culturally responsive teaching. While I do, to some degree use collaboration in the classroom, I would like to extend on this and use the ITL Research Rubric (2012) when creating learning activities.
With regards to the Mauri Model in my practice, I would place myself at Mauri oho; proactive state. With undertaking research this year I feel this has united a sense of wanting to learn more. It has also placed me as a learner and to some degree, I can understand how my students feel in the classroom as well as teachers undertaking PD. For example, having a clear outline of what is expected, and what drives me to further my knowledge? This state of being has also come about because I have gained confidence within my workplace to speak up with regards to advocating for students and colleagues. “As people strive to face and manage their fear, so do they locate inner strength and understand more about their personal courage and therefore the potential to advance” (Pohatu, 2011). I am committed to changing my practice, to improve the outcomes for all students and supporting colleagues, along with continuing to build respectful relationships.
Research Topic
The research topic I have chosen is about developing the technology curriculum with teachers so that students can achieve in digital technology. I want to gain a sense of how teachers are achieving this and assess what they think is needed to continue the integration of digital technology in the classroom. Some themes from Hernandez, C, Morales, A. & Shroyer, M (2013) culturally responsive teaching model that could be useful in this process would be building a safe learning environment for teachers to share their ideas and beliefs; gaining mutual respect by using open and transparent communication. Another similarity could be encouraging teachers to collaborate in small groups. Collaboratively planning with colleagues using a number of digital tools i.e. the Substitution, Augmentation, Modification and Redefinition (SAMR) Model and Technology, Pedagogy and Content Knowledge (TPCK), could address the creation and transfer of relevant, culturally responsive knowledge. More importantly is the need to develop and maintain positive working, reciprocal relationships.
Ann Milnes (CORE Education, 2017) ‘eliminating the white spaces’ literature states a reluctance to confront racisms (individual and systemic), this still continues to plague our educational system. When critically reflecting on the above diagram by Ann Milne (CORE Education, 2017), my school would place somewhere near the purple end of Culturally ‘Responsive’ Pedagogy. We are heading in the right direction as a leadership team, this critical analysis needs to continue when reviewing and implementing the Technology Curriculum. However, in contrast, we need to decolonise curriculum, pedagogy and assessment and review the way the school structure is limiting students’ social and emotional development. Teachers need to gather information from students and whānau regarding prior knowledge and decide whether the content knowledge is worthwhile and the pedagogical approach is culturally responsive. Removing the barriers so that individual students can achieve in the areas that are of interest to them, should be considered. Supporting teachers to move towards Mauri Ora; highly motivated, enjoys participating and is successful (Pohatu, 2011), should be the focus of the school's professional development programme.
References
Berryman, M., Lawrence, D., & Lamont, R. (2018). Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective. Set: Research Information for Teachers. Retrieved from https://www.nzcer.org.nz/category/publication-type/journal-article?page=11
Hipkins, R. (2005). Thinking about the key competencies in the light of the intention to foster lifelong learning. SET: Research Information for Teachers, 3, 36-38. Retrieved from https://www.nzcer.org.nz/system/files/set2005_3_036.pdf
Milne, A.(2017). Coloring in the white spaces: reclaiming cultural identity in whitestream schools. New York: Peter Lang Publishing, Inc.
Pohatu, T. W. (2011). Mauri - Rethinking human wellbeing. MAI Review, 3, 1-12. Retrieved from http://www.rangahau.co.nz/assets/Pohatu/Pohatu%20T%20Mauri.pdf
No comments:
Post a Comment