Wenger states that “communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” I am part of many groups at my primary school. I am in a Classroom Planning Team (CPT) - a group of teachers who teach at a similar level to myself. I am the leader of the Performing Arts team of teachers, and a member of the Creating Meaning team.
The article goes on to say that “the definition allows for, but does not assume, intentionality: learning can be the reason the community comes together…” When the groups you find yourself in are not self organising teams, sometimes it helps to remember that the learners and their learning is the reason the community comes together.
- What is the purpose and function of your practice? In what ways do you cater for the community of your practice?
The purpose and function of my practice is underpinned by the Vision from the New Zealand Curriculum:
I cater for the community of my practice by demonstrating that I too am learning to be a confident, connected (participating and contributing with those in my professional connection map), actively involved lifelong learner (Mindlab, professional reading). I model this vision in myself and my class and I begin the journey of becoming lifelong learners together.
I provide opportunities for learners to lead their peers and this helps to build confidence. Planning collaborative activities with peers and teachers from other classes builds connections. This could be extended to other schools and to experts that learners may contact.
Modelling a love of learning, fostering a growth mindset, valuing questions over answers and encouraging curiosity helps to develop lifelong learners.
- What are the core values that underpin your profession? Evaluate your practice with regard to these values.
The values that are outlined in The New Zealand Curriculum are:
- Excellence
- Innovation, Inquiry and Curiosity
- Diversity
- Equity
- Community and Participation
- Ecological Sustainability
- Integrity
- Respect
I value questions over answers and am concerned that children are losing their natural sense of curiosity. I encourage inquiry in the classroom and use Project Based Learning (PBL) to give learners opportunities to ask questions and inquire.
Creating a class culture that values Equity and Diversity is of utmost importance to me. I work in a very multicultural school and through teaching about diversity in celebrations, we become respectful of one another. All learners have different learning needs. I see each student as an individual and plan according to their needs. In this way, learning is equitable and accessible by all.
My next step would be to think about how to demonstrate the importance of ecological sustainability, and to foster a class community that is aware of the need to care and look after our environment, and takes the necessary steps to play our part in this stewardship.
- What changes are occurring in the context of your profession? How do you think you or your community of practice should address them?
A part of how our school is structured has changed. Teachers in my school are now members in a Classroom Planning Team (CPT) with colleagues who teach at similar levels. Even though the name suggests we meet to plan, as a group of colleagues should address what we want the purpose of the group to be. To be a community of practice, we would each need to share what our own expectations of the group, and be characterised by a shared purpose. Wenger states that some organisations use communities of practice to improve performance. For this to occur, there would need to be a high level of trust in the community of practice for teachers to feel open to reflecting critically on their own practice.
Wider in my profession, many classes are embracing student-led learning or self-directed learning where the learner takes greater responsibility for their own learning. This style of ‘learning to learn’ has many benefits from self confidence, perseverance, accountability and initiative. I think my CPT community of practice should discuss our ideas about moving from teacher-led to student-led learning, raise concerns and look for solutions. I think we should take a risk and begin to let our learners take a greater responsibility for their own learning. Even though we have Year 2 and 3 students, young learners can be empowered to make responsible choices for their learning. They just require scaffolding and multiple opportunities to practice.
References:
Ministry of Education. (2007). The New Zealand Curriculum. Learning Media: Wellington. Retrieved from
Wenger-trayner.com. (2015). Introduction to communities of practice | Wenger-Trayner. Retrieved from
No comments:
Post a Comment