Mind Lab 17

Wenger et al. (2002) describes a community of practice as a “group of individuals participating in communal activity, and experiencing/continuously creating their shared identity through engaging in and contributing to the practices of their communities”.  This year one of the most rewarding Communities of Practice that I have been involved is the Hamilton MindLab.  The ability to get together with like minded educators that are passionate, focussed and committed on developing new skills, strategies and understanding of this changing world, has made me be reflective, challenge and engage in my own practice.  Throughout the first 16 weeks of the MindLab course, I have valued the professional dialogue and ranging opinions, thoughts, knowledge and research.    Wenger, McDermott & Snyder define Communities of Practice as “groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this...

Activity 2: A Change in My Practice Towards Future-oriented Learning and Teaching Changing the Script: Rethinking Learners’ and Teachers’ Role. Theme 1: Personalising learning Theme 2: New views of equity, diversity and inclusivity Theme 3: A curriculum that uses knowledge to develop learning capacity Theme 4: "Changing the script": Rethinking learners' and teachers' roles Theme 5: A culture of continuous learning for teachers and educational leaders Theme 6: New kinds of partnerships and relationships: Schools no longer siloed from the community Subtheme 1: The role of current and emerging technologies Subtheme 2: Role of collaborative practices Whenever starting to learn something new or that give put up walls, you would usually do as much research as possible before beginning, to be one step ahead and have prior knowledge.  I did this before beginning Mind Lab, as I am sure many others did.  Throughout my time with Mind Lab, each wee...

Activity 1:  My Reflective Practice I see reflection happening all the time, from the moment you get up in the morning till the moment you go back to bed.  In a way I see reflection as something that happens without thinking about it.  When I think about work, I know that I am continuously reflecting.  Without reflecting on the teaching and learning that happens in your class it could be extremely boring or extremely chaotic. I think today for teachers there is now a huge expectation and requirement for continuous reflection, in terms of evidence - How do you know this?  Why do you think this?  What could you do differently next time?  Added to that is the notes that need to be recorded after most lessons, or progress or lack of progress with target students.  Record, record, record.  The number of conversations I have had with fellow teachers, is that as a professional, we are continuously reflecting on our practice, our lessons, ou...