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Week 32-Reflect on your learning journey (Check)

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Week 32-Reflect on your learning journey (Check) (Osterman and Kottkamp, 2015, p.70) Stage 1:  My problem was trying to integrate the use of digital technology into my classroom. I teach at a low decile all-boys high school and have found that by adding digital technology to the classroom environment, this can cause more disruptions and distractions. Meaning that the teaching and learning are affected and students progress is negatively affected. So I was hoping this course would help me to build processes, techniques etc to help solve the problem and allow my classroom to become a blended learning environment as we aim to update our BYOD school policy.  As briefly mentioned above, the school I teach at is moving towards updating its BYOD policy. Aiming to get all seniors to be BYOD. This means that the teachers need to start using digital technology more consistently in the classroom, so students see the need for the use of devices. So it is highly important that I
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Week 31 - Evaluate Your Impacts

Week 31 - Evaluate Your Impacts What are the possible benefits (and disadvantages of the inquiry)? How might it impact your communities or your practice? Benefits will include higher grades for the students on practice assessments and the real NCEA assessments later in the year. They will be able to comprehend the theory and even be able to teach it to one another. As for possible drawbacks of my inquiry, the change may give too much freedom to the students. So they might find themselves getting distracted whilst working on a digital device, not completing enough of the work. Students may also not enjoy group work and react negatively to me asking them to collaborate with one another.  I will need to be aware of these possible negative impacts of my inquiry, but hopefully but things in place to make sure the impacts are mostly positive. So that my community can gain a better understanding of my subject and achieve the best grades that are possible. Table 1: Ques
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Location: Hastings, New Zealand
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Week 30 Reflect on Your Evidence (Take Action)

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Week 30 Reflect on Your Evidence (Take Action) The first set of data I collected was quantitative from a baseline assessment. Due to the short time of the take action phase and how busy the first half of Term 1 was looking, I decided to look at the previous year's External results. This showed me where the students were at in November 2018, so I knew their starting point. Obviously, things could change over the summer holidays, but I felt there was not enough time to do a full baseline assessment at the start of the 2019 academic year. One of the main issues was half the class were away for the first two weeks of the term due to a sports tournament and a prefect camp. Another drawback to this decision was that one student did not do Level 2 Economics, so there was no data for him. He was allowed on the course as he did Level 1 Economics and gained a Merit endorsement in the subject, but I did not feel I could use a year-old data for baselining. I aim to use this data to
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Week 29 - Consider your audiences (Take action)

Week 29 - Consider your audiences (Take action) Addressing the context of different audiences (local, national and/or international) and their perspectives while I am taking action. Obviously, my immediate audience is the Year 13 Economics class at Hastings Boys High School. They are a small group of males students aged 17-18 years that live in the Hastings region of Hawkes Bay.  However, there is a greater audience for my inquiry.  Firstly the other classes I am teaching this year have had an effect of my inquiry. So far this year my Year 12 Business Studies class and a Year 11 Study class have both used Google Sites to create and store information. Just like what I have done in my inquiry class, which shows I have been making changes throughout my classes aiming to make the learning environment more authentic and using a digital collaboration to support this. Also, collaboration has been the centre of much of the learning in my different classes so far this year.
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Location: Hastings, New Zealand
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Applied Practice in Context

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Applied Practice in Context Reflection Journal My inquiry: How to develop more authentic learning within my Level 3 Economics class, with the use of a digital and collaborative platform. Project reflections: Week 25 In the first week of term, I introduced my year 13 class to the course they will be doing this year. I explained the course I am currently participating in and told the class how my inquiry was based on their class. The students seemed to respond well to this, understand their part to play and they seemed excited by the fact that I was focused on making their lessons more digital and collaborative. Before the end of the first week, the whole class got their digital platform set up. I felt confident when sharing the action plan with the class and even more so when they reacted positively to the plan. I did not know how they would react to hearing about a teacher still studying, but no judgement was made, which was not what I expected from
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Location: Hastings, New Zealand
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Kaupapa Māori

Integrating the Principles of Kaupapa Māori into Your Teacher Inquiry According to the Katoa Ltd website the potential of Kaupapa Māori is based upon six intervention elements or principles: Tino Rangatiratanga - The Principle of Self-determination  Taonga Tuku Iho - The Principle of Cultural Aspiration  Ako - The Principle of Culturally Preferred Pedagogy Kia piki ake i ngā raruraru o te kāinga - The Principle of Socio-Economic Mediation Whānau - The Principle of the Family Structure Kaupapa - The Principle of Collective Philosophy http://www.katoa.net.nz/kaupapa-maori Tino Rangatiratanga - The Principle of Self-determination  Taonga Tuku Iho - The Principle of Cultural Aspiration  What relevance does the topic of interest have to your Māori students? Hastings Boys High School has 60% Maori and Pacific Island students. The best way for me to connect, build relationships and teach those students is to make the content relevant to them. Giving them real-world examples
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Location: Hawke's Bay, New Zealand
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Week 7 Reflect after: Consider ways that you may be able to use Virtual or Augmented Reality in your classroom or school? What would it add? How would it change the learning? To give students an experience they would not normally be able to get, i.e. to virtually visit places around the world. This would open their eyes and add experiences of say; key economic places or within businesses to help their understanding of my subjects. It would make the learning more hands-on, so students are not just sat watching a video or listening to a teacher. Reflect on what ways could you use Online discussions in your classroom. Use it to share exam technique, tools for assessments etc. To collaborate together and share ideas on problem-solving. To get ideas from peers to help progress students knowledge. 
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