Changes in Practice- Week 32 Activity 8

Upon reflection on my personal 32 week learning journey through the whole postgraduate programme.   It has definitely been one of a challenging expereince with no regrets, I am happy I took the leap of Faith in begining of my Postgrad studies journey with MINDLAB course. The first 16 weeks was a more famailiar classroom expereinece with many interactive activities whereby I have enjoyed and I have implemented into my own classroom practice and become more confidence with google apps for example google classroom and forms. As for the online interaction this was a formidable experience for me, which I am still keen to learn more about and take that extra leap in my own Professional Social media connections. I do know I need to manage my time much more effectively and I need to dedicate more serious time and focus in Post grad studies.  For every assessment I have had to request for an extension and extra time from the wonderful MINDLAB admisntrators who were very helpful thank you Tasha and Tino for you patience with me.

Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice. 

From the begining of this course I have tried to dedicate and have a more improved level of commitment and demonstrate professional personal practice. I am aware of my ability to implement eveidece base research from my Blended Learning Literature Review into my classroom practice with resoable confidence. Howevet I am yet to explicitly share with my depatrtment and whole staff.  For the 4 assessments in this course I will provide a brief reflection to demonstrate my professonal learning development.


1.CISC 8110-Digital & Collaborative Learning in Context-My experience was variable as a result of not having a personal lap top or ipad, I struggled with  both these assessments. I am graetful for my colleague that was also doing the Mind Lab course at the same time where by lend me one of the PE department iPad, which was my first time to use.  I was happy that I got reasonable results for the frrst assessment and was able to provide a “well-argued with a narrative structure that relates themes together and explains what has been learned. However, I was not able to really considered different stakeholder groups in the second assessments. For example, how are other teachers responding to student needs?” and  I was not organised therefore “provided a poorly structured presentation of disconnected information, or the length did not meet the required criteria.”  

2.CISC 8104-Leadership in Digital & Collaborative Learning- The first assesment was interesting and I was surprised that I was able to show my confidence in the Google classroom initiative and analyze the leadership theories and provided plenty of honest, critical self-reflection about my newly appointed Principal. My sencond leadership assessment is yet to be marked since I was able to get a resubmit.

3.CISC 8101-Research and Community Informed Practice- I am still astonished that I completed my very first Literature review, which was probably the hardest academic writing I have had to do. I am aware of the gaps and the need for me to elaborate more on the objectives of this review and provide further critical evaluation of the  literature by comparing and contrasting them. I needed to provide a detailed discussion on the gaps in current literature. However the overall experience was critical for me as LIFE LONG LEARNER and I am proud of myself that I was able to complete it. I will need to mprove with more detailed explanation and critical evaluation on some aspects of the inquiry. In terms of planning and data collection, where I could have provided evidences of data collection such as constructed interview questions, and more detailed description on how different types of data will be analysed and combined to answer your inquiry questions. My analysis on the findings was valid, but the potential impacts needed to be evaluated critically with more depth or breadth of Blended learning. As a result of internal school commitments Polyfest and external commitments Pasifika where by I was the MC for the Tongan stage, Church, family commitments and my former Highschools Centenary Celebrations all in one month.  I was unable to complete the online participation. Which would result in my hesitatnt to fully participate in the next assesment.

4.CISC 8100- Applied Practice in Context- The aim for this assessment is “To critically examine and contextualise practice and develop a critical understanding of how indigenous knowledge and cultural responsiveness, society, ethics, environment and law inform practice.” My inability to commit and complete a blog each week, agaim resulted in my lack of time management and particpating with the online paritcipation and really taking the leap tasks.

Criteria 5: Show leadership that contributes to effective teaching and learning. Professional knowledge in practice

My current role as Assisstant HOD I have encouraged Google classroom into the department. However I am yet to observe whether it is fully implemented.  From Y9 until Y13 students have been able to fully engaged at their oiwn pace since. This is a result of  my ability to set up an engaging and a series of different level activities on google classroom tasks. This year I will need to gauge and share with the department  some of the great learning I have experience in the MIND LAB course. I am a collaborator and I have been actively involved in omy schools PD Committees such as the e-Learning, Adaptive  teaching. I am now looking forward to pursue a Leadership course next term with UoA. The benefits of Google Classroom has lifted my teaching and relationship with my students and explicitly showing how to be a LIFELONG LEARNER. and making mistakes is OK.  I have to realise that I have potential Leadership skills and I need to share my explicit understanding about the Teaching as Inquiry process with my fellow colleagues.

Therefore I write this reflection  with some  relief  that I have been able to some extent tcomplete this course. I have read  all the  FB page Auckland Central InTake 2016 MindLabCentral16 and I am grateful for the 19 members who have been verysupportive. I have enjoyed learning how to create a Blog page and insert pictures which I have thoroughly enjoyed. But was not entirely confident to use google + community page. Something I aim to utilise in the near future. My next dream regarding my future professional development is to dedicate time for further Post grad studies and .

I am grateful for my family and thankful to my colleagues for their support, many times I really was comtemplating if I should withdraw.  I take my hat off to everyone who has completed this course, it is so worth it.

So take a leap of faith in your Professional Personal practice.


Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California:Cornwin Press, Inc. Retrieved on 7th May, 2015 from

Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from



Crossing Boundaries and Creating Connections Week 31 Activity 7

After mapping my interdsciplinary connections, there is “so much integtration in this world” (Ross Institute. (2015)  as well as  a significant potential for e-learning to facilitate interdisciplinary learning , the primary focus is though that the connections ” promotes success for all students” (Mathison,S.. & Freeman, M., 1997)

With regards to my school connection , I have observed that Senior Leaders Team (SLT) have been instrumental and shown a more transformational in their approach and have been all open to feedback. The Departments, in all levels of form teachers and each cohort, Deans and and other departments have been a bit more cohesive in the Professional Development provided. Common goals (student achievement), and physical space fit well with ACRLog’s model (2015). There will always value in face to face connections  but when SLT deliberatively,  make connections through various e-learning forums it does have a more added value providing more feedback have provided more insight for the whole staff about staff expectations.


IC Map

The above coogle map link  shows the interdisciplanary professional contacts with whom I engaged with at various degrees, some more than others depending on the purpose.  Because  I regularly engage in social media,  I have noticed there has been a positive spill over effect with my professional and/or social levels of connection . Because there has been a more focus for many departments with literacy across the curriculum with a focus of reading or writing. It has been important to build on the connections with the English department and other departments such as Science which complement Geography standards.  Therefore students in my Level 1 Geography and Science are able to gain credits in both subjects.

For each department the goal has been giving the opportunity for students to gain credits in at least one standard by the end of term 1 and to  idenitfy ‘at risks’ students early in the year by allowing them to reflect in their learning. A newly developed Professional Development “Adaptive Teaching committee” has been intiatived  as a result in the hope  teachers will be equipped  in how to ” approach aimed at achieving a common instructional goal with learners whose individual differences” (S. N. Ikwumelu; Ogene A. Oyibe & E. C. Oketa, 2015) Therefore targeted students on both scales are encouraged to strive for excellence and achieve all their minimal internal assessment credits of 14.

Potential Challenges:

  • Departments are yet to explicitly work collaboratively within their department and others
  • Explicitly showing teaching and e-Learning is dilberatively implemented in to the curriculars
  • Getting all students to meet utilise e-elearn forum in a safe and productive manner

Potential Benefits:

  • Authentic learning experience for students, aligned and engaged teachers Professional Development
  • Provide engaging and meangingful lessons which students take ownership of their learning
  • Making genuine connections  locally, nationally and globally to improve teaching and learning

Ultimately, I’m hopeful that through meaningful connections on a professional leve will add value to teaching and withing the learning in the classroom. Students will be make connections outside the class and their classroom extends to the community environments which provides authenctic learning experiences such as Mangere Education Centre.  The Ross institutes ‘spiral curriculum’ takes this idea even further and while this is an impressive and inspiring video to watch, and the potential issues of equipping  teachers are given the opportunity to upskill with the technology and variopus elearning forums. Factors that need to be considered is students meet the criteria for all assessments. However, the use of Google classroom supportes differentiated learning and be able to cater for each student needs.


ACRLog. (2015). A Conceptual Model for Interdisciplinary Collaboration. Retrieved from

American Association of Colleges of Nursing.(2016). Interdisciplinary Education and Practice. Retrieved from

Mathison,S.. & Freeman, M.(1997). The logic of interdisciplinary studies. Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997. Retrieved from

Ross Institute. (2015, July 5). Ross Spiral Curriculum: An Interdisciplinary Approach to Science. . Retrieved from

ThomasMcDonaghGroup. (2011, May 13). Interdisciplinarity and Innovation Education. . Retrieved from

Professional on-line Social Networks Week 30-Activity 6


“Social networks might be described as a phenomenon of the modern age. There is a plethora of online spaces that aim to make facetoface socialconnections visible. The meteoric rise of leviathans such as Facebook,Twitter and LinkedIn stand on the shoulders of predecessors such asFriendster, MySpace,, LiveJournal and &Ellison, 2007) in (Melhuish 2013).

Eventhough, I am frequent social media user in my personal life, I am yet to truly engage in using social online networks in my teaching and professional development. I have Facebook & Instgram account which I use alot but I have yet to interact online even on our Auckland Central MindLabCentral16  FB page which has a good hearty 19 memebership. I have read the wonderful blogs and just pressed LIKED but yet to interact and provide feedback. I have a twitter and pintrest account and have tagged inspirational educational posters and shared in my classroom but have not actually interacted with the potential Professional on-line Social Networks, I am sure will provide great feedback for my teaching.

Since my school prefernce is still OFFICE Outlook and yet to fully engaged with the opportunities of Professional on-line Social Networks .  I have been actively engaged in implementing  all my classes from Junior  to Senior level to Office apps first, but prefer google apps which I feel is much more interactive such as GOOGLE Forms allows me to gauge with student instant feedback about  the students learning but also how I teach, which has been very valuable.




The benefit of adding a social media component to my practice, especially google classroom is that it does allow my to have differentiated learning actively happening. Students work at their own pace and are able to share, comment although I have observed student comments continue to still be more social and off task.  I  do feel more comfortable in using google classroom as I am familiar with it and students are too, since many come from feeder schools who are totally emersed in online social networks. And it has not taken too much to set up and get the students engaged.  There is a great deal of opportunity for my colleagues and department if we were to be fully engaged such as the google forms sent to us by my Senior Leaders Team (SLT) to gauge with our understanding and provide feedback in their leadership too.  Provides the sense of connectiveness within the staff. The support from my Professional on-line Social Networks in particular the fellow colleagues from the Auckland Central 2016 Intake FB page, google + comunity has been supportive and having another colleague from school do the course together has been invaluable.

google-classroom-a-differentiation-strategy-7The potential challenges would be going over protocol of writing on the google classroom page and understanding the purpose of the forum. It is also an opportunity to remind of safe pratice of using Social Media and for the School values of “Respect and Responsibility” is constantly reinforced.  Using social online networks in teaching and professional development continues to be brutally honest has been an uncomfortable process for me and perhaps my achillies heel and the major reason for my procrastination in providing online interaction with this course.  Although “robust finding from studies of human psychology applied to education is the value of feedback to learning…It is most successful when the feedback helps a learner to improve, by finding out how to correcta misunderstanding, or to build new knowledge in reaching a goal” Source: Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016).  Just writing these blogs and pressing PUBLISH has been a nerve racking experience for me because of my own insecruities, which probably is the same for my of my own students when sending through work online.

Social media is a supportive learning tool to lift engagement and provide a platform for professional development.  “A profession that seeks to keep talking and growing in a collaborative way forthe sake of its members and for its students must surely have an encouraging future ahead.”(Melhuish 2013).



Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrived on 05 May, 2015 from…

Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. Retrieved from


Indigenous knowledge and cultural responsiveness WEEK 28

Indigenous knowledge and cultural responsiveness
Upon reflecting on indigenous knowledge and cultural responsiveness, if one just demsonstrates RESPECT and RESPONSIBILITY to each student in the classroom. As a teacher you are responsive to the childs culture and immediately the connection of respect will naturally be recpricol. Thus a safe space has been created.  (Bishop, 2012) once the rekationship has been fostered the teacher has demonstrated cultural responsiveness.Gay (2002) defines culturally responsive pedagogy as reflecting “knowledge about cultural diversity, the culturally integrated content in the curriculum, the development of the learning community, the ability to communicate with culturally diverse students and culturally responsive delivery of instruction”Teaching as Inquiry encourages to get to know the students “Focusing Inquiry” (NZC, 20017 p35) clearly stages that their are many ways to get to know the leaner. I have develoepd an adapted Toku pepeha to help me connect with all students and know where they come from. By understanding  our students background and what environment and know some of the issues they are coping with.

This year I have developed at the start of each class a SAFE SPACE talanoa which encourages students to share theie name and by frequently having this in week 1 and 2 of Term 1 this has enabled me to know each students name. I have also encouraged students to develop daily and weekly goals. At the end the lesson and week. The students and I revisit these goals. Again, in doing this we are encourauing students to set goals and provide feedback and feedfoward.

Providing and demonstrating  “Excellent education to the students of Mangere” is our Vision that teachers need to provide and explicitly share with our students. By having our Safe Space the student and I are also able to discuss a schools expectations and shcool values which is a summed up in 2 simple words. “Respect and Responsibility” We are also able to discuss Positive Behaviour for Learning and what it looks like.

download (5).jpg

By stressing on the positives it enables students to think “OK what are some of the skills and values, I can add to this exisiting structure”  Specific megaskills that contribute to cultural intelligence.Bucher (2008)  points out:

  1. The first of these talks about understanding ones own cultural identity, and
  2. how we relate in terms of our way of life.
  3. allow students to live according to their own customs and have a very accepting environment.

The ability of the school to conenct with it’s students, parents and wider community will see a much more worakable relationship within the classroom and outside. Againstressing that it is the RELATIONSHIP CENTRED LEARNING (Bisho, 2012) environment that will illustrate that Indigenous knowledge and cultural responsiveness is being implemented in my school.


Bucher, R. (2008). Building Cultural Intelligence (CQ): Nine Megaskills. Upper Saddle River, NJ: Pearson Education Inc.

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.