Mindlab by Unitec: Ethics and Cultural Responsiveness

RCIP Week 24 Recommended Viewing
Every Kid Needs a Champion - Rita Pierson
Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don't like." A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

My notes: Rita discusses how relationships are the basis on which  learning occurs - without mutuality of intent, and connectedness, there is no lasting basis for this to happen. The ability of a teacher to build relationship "seeking first to understand before you are understood; apologising to students" where necessary, reflects your humanity as well. Building a learner's self esteem - "you say it long enough, it starts to be a part of you". Rita Pierson: "Teaching and learning should bring joy... We're educators, we were born to make a difference".

Becoming a Culturally Responsive Teacher
Class Notes / Youtube explanation: "How do you reach students who are culturally and racially different from you? This course provides thought-provoking background and practical suggestions for teachers seeking the answer to this question. Participants explore their own assumptions about race, class, and culture; and learn strategies for creating classrooms that are culturally inviting to all. Classroom footage illustrates principles of Culturally Responsive Teaching, including affirming students' cultural connections, stressing collectivity as well as individuality, and managing the classroom with firm, consistent, caring control."

Culturally Responsive Teaching
Class Notes / Youtube explanation: "In The Culturally Responsive Teacher, Sonya Whitaker shows you how to provide a safe, respectful, and professional place for teachers to discuss cultural conflicts and learn to be culturally responsive educators. Sonya... shares a simple framework to resolve cultural conflicts that may have a long-term impact on students performance in school."

Reality Pedagogy - Christopher Emdin at TEDxTeachersCollege
Class Notes / Youtube explanation: In this talk Christopher Emdin talks about the true meaning and role of "peace", "justice", "equity" and "equality" in the classroom by talking about Reality Pedagogy. The full title of his talk is: Reality Pedagogy: Teaching, Learning, Truth, and Distortions. 

Leadership Theories and Connected Learning

Leadership Theories and Styles LDC Week 6
Transformational Leadership
Group Task: What makes a good leader? An active listener; inspirational / passionate learner, strong content knowledge, up-to-date, reciprocity of approach, sense of humor, positively invested in others, compassionate, empathetic, finger firmly on the learning pulse within a school/class, skilled in relationship building/maintenance, flexible and adaptable. Also links to the Key Competencies.

Leadership challenge: we selected one of six options (scenarios) to then reflect on our natural ways of doing things - how would we act as a leader? Then, we made some notes for ourselves before think-pair-sharing, where we shared our approaches, and discussed some alternative ones. 

e.g.: "Teachers in Year 6 are complaining that teachers of year 5 teach science in many different ways which is resulting in an inconsistency in the preparedness of students arriving in year 6. Consideration amongst senior leaders has identified the need for a greater consistency between science learning between year levels.
How do you make the year 5 teachers follow a more consistent science programme?"
My initial thoughts on this 'problem' were: "First of all, determine the extent of the differences in approach - either through survey by encouraging shared reflections around how different programmes are being carried out around the school. Identify the extent of the 'problem' - is it one or two of your teachers' programmes who are out of alignment, or is it more extensive? Don't assume that the Year 6 teachers have it right either - bring it back in to context via alignment with the NZC. Consider how you could collaborate with staff to begin to develop and align programmes - without finger pointing - and create PLD opportunities linked to the targeted curriculum area (in this instance, science). Reflect on the broader contexts for science learning in the senior school, and how the introduction of co-constructed benchmarks around learning might occur. This may be done within year level syndicates initially, and then taken back into whole / senior school meetings (depending on the size of your school) and identifying those staff members who have a strong interest in taking the qualitative discussions..." [What style does this best reflect? = participative leadership]

Try this quiz to find out your style of leadership...

(My score was: Authoritarian 24 / Procedural 28 / Transformational 36 / Participative 39 / Laissez Faire 40 :-)

The Six Leadership Styles (Goleman, Daniel "Leadership That Gets Results" 2000)

Connected Learning DCL Week 6 
"...is an educational approach designed for our ever-changing world. It makes learning relevant to all populations, to real life and real work, and to the realities of the digital age, where the demand for learning never stops." (source)

NB: Click here for the original link for the above jpeg

Connectivism - video of the original theorist Dr George Siemens' explanation for this theory.

Online Sharing Apps
We also tried out some 'mind mapping' tools or other visual presentations to summarise key ideas visually:
Comic Strip - using bitstrips (shared on to Facebook)
Storyboard - use Storyboard That
Infographic - use Piktochart

Assignment Notes: for LDC 1 - talk about a specific leadership theory (not style!), how it applies to you, evaluate how it impacts on your professional practice.LDC 2 - can broaden and compare to other theories and styles.

Most commonly, LDC students have chosen from:
Participative Leadership
Situational Leadership
Servant Leadership
Transactional Leadership
Transformational Leadership

Next Steps: setting up our own Twitter 'handle'/accounts for our next tutorial session... Here's a helpful video I found as to why this might even be a good idea after all.

(Video Open Source: Edutopia)