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Anticipating the future, participating in change: A Paradigm shift for professional development
Transcript of Anticipating the future, participating in change: A Paradigm shift for professional development
programme? A paradigm shift for professional development Next Across NZ Catalyst Key
factors (cc) photo by jimmyharris on Flickr Diversity (cc) photo by Metro Centric on Flickr Work
a mentor Work on own project & goals... Online community of practice ...with own students
context Pay it
(ripple effect) Peripheral
participants Virtual team
'virtual' meeting with
relationships Resilience Relevance Online
community Sharing & support Responsiveness Recognition Face-to-face VPLD
2010 - 2013 Image source: http://www.flickr.com/photos/kalavinka/29505327/sizes/o/in/photostream/ Image source: http://www.flickr.com/photos/shanekemp/2317231947/in/photostream/ Image source: http://www.flickr.com/photos/jervissalvador/3603295576/in/photostream/ Further questions?
Please contact Hazel
email@example.com Thank you Teachers
& Capability Ripple Effect Changes to pedagogies
& practice Image source: http://www.flickr.com/photos/mytudut/5198147190/in/photostream/ Findings The study focussed on evaluating the efficacy of the design of the VPLD. The main question pertaining to the VPLD online CoP was: How are participants' opinions of the value of the VPLD pilot affected by participation in the VPLD CoP?
To explore the question above, it was necessary to generate a rich, examinable body of data that would permit an in-depth investigation into the design and facilitation of the VPLD pilot initiative. Data was collected from all areas of the VPLD Ning, as well as via three online surveys (January 2010, June 2010, and December 2010), recorded discussions from mentor meetings, and comments in other communication such as emails. A qualitative approach was used to interpret the 1) open-ended survey responses, 2) activity in the VPLD online community spaces, and 3) the Adobe Connect recordings. Recurring words were noted as possible emergent themes and used as codes. Comparative methods of analysis were used during coding (Charmaz, 2008). “Being geographically diffuse [sic] the creation of a community of other teachers who are progressive in their development and practice both affirms and supports the collective confidence in the validity of our projects. The resource sharing has, for me, been an essential part of the evolution of the original concept of my project, as it has given me the tools and awareness to develop and integrate new aspects of elearning into the original model, further enhancing the learning opportunities for the students and helping to generate new questions and ideas....”. (Survey response).; “Being a part of a networked community. Sharing experiences ideas and having the opportunity to learn about methodology across the sector – Awesome!!” (Virtual meeting transcript). "I stand alone and feel lonely at school....No one knows what I am doing" "as I have gotten [sic] to know people in the group I have become less inhibited in contributing ideas". (Virtual meeting transcript) Partcipants “must ensure that they are not too heavily involved in either school or national initiatives. They need ti=o [sic] give as much time as they can to this initiative to see its real value to learning.” (Survey response.) “During the first 6 months I have been slack, as I experienced many hurdles initially. I did not like the fact that I was slack, and because of this I am determined to have a much better next 6 months” (Online community -reflection.) Image source: http://www.flickr.com/photos/maurymccown/2289537070/in/photostream/ Hazel Owen What a difference a year makes. Prior to becoming a participant in the VPLD I had been reflecting for a few years as to whether I even wanted to continue in the teaching profession. I was tired of asking students to ‘copy this down’ and I was sometimes struggling to engage students as participants in their learning instead of just passive recipients. My reflections and my timely introduction to the VPLD started me down the path of ‘what if.’ What if I structured my lessons more firmly around inquiry? What if I scaffold my lessons so that the students taught each other? What if I brought the technology digital natives are using in their everyday lives into my classroom? What if students could easily see the relevance of their learning now and in the future?
(Reflective post / online community, 2011) Confidence in my personal teaching practise [has increased] and a belief that I have skills to share and support (provide leadership) to others in my specialist teaching area All positive...engagement has been much higher, and looks to have helped Maori achievement as well (survey response, 2011) Image source: http://www.flickr.com/photos/paulwatson/4148536/in/faves-24289877@N02/ Image source: http://www.flickr.com/photos/wingedwolf/5471047557/in/photostream/ Develop
skills Education Global
opportunities United Nations’ Education for All:
[G]lobal research . . . has established unequivocally that….education is one of the most powerful instruments known for reducing poverty and inequality and for laying the basis for sustained economic growth, sound governance, and effective institutions (2002, p. v). Use creative problem
Begins to fully integrate
ICT-enhanced inquiry learning approach into curriculum Exam results
7 out of 8 passed—usually only 50%
pass rate "Students are constructing their own understandings...
so know their stuff, rather than regurgitate someone else’s information" ICT-enhanced
"lot of progress with kids"
(Google Docs) October Working across several communities Level 1
achievement June 2011
not "so much about gaining new gizmos to try out or to find things to use in the classroom, but to engage with other teachers who are willing to change their [practice] to make them better teachers — & in turn improve engagement & achievement of their students" Aug 2011
"thinking about whether the common teaching [practices] that we employ are the best for
[individualised] teaching" Sept 2011
reading group Oct 2010
Incremental skills /
tech for sake of tech 2011 goals
Help sts to be self-managing + increase
motivation Mike July 2011
Collaboration - students & colleagues "the kids really get
into it, always something to share & asking lots of questions, always go over the scheduled time" Primary
Years 6, 7,
& 8 Blended
reflection "The best thing I did was join the VPLD group . . . The ripple effect from that one decision has been AMAZING! I have tried all sorts of interesting and varied things in the class during the year . . .
I am still constantly amazed when I see and hear that teachers around the country have not moved into a more student centred approach .. . I have shared my trials with staff and many of them have taken ideas on board" Melanie Impact on
outcomes firstname.lastname@example.org Image source: http://www.flickr.com/photos/8153468@N04/2334487683/in/photostream/ VPLD hui
Wellington 2011 VPLD hui
Wellington 2011 Image location: http://www.flickr.com/photos/smswigart/6167255518/in/photostream/ Image source: http://www.flickr.com/photos/alancleaver/4293345629/in/photostream/ Anticipating the future
participating in change Make
feedback Accessible Rethink
Revise Relevant Sustainable Active Image source: http://www.flickr.com/photos/sergiu_bacioiu/3930657923/in/faves-24289877@N02/ Questions? 2013 Image source: http://www.flickr.com/photos/paulwatson/5070827/ Beyond?