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Ann Cockrane

EDLM3007 Reflective Practice in Action II | S1 15/16


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Welcome &
Introduction
Topic 1
30 August - 5
September

Active Practitioners 5- Unit 2 Activities


by Erica Berkeley - Thursday, 1 October 2015, 8:38 PM
Active Practitioners 5, please join me in posting our activities for Unit 2 here:

Week 4: Sept 6
- 12
13 September -

Activity 2.1

19 September

The trends mentioned are : Frontier Markets, Capitalism in the 21st Century,
Healthcare reform, Digital transformation and Climate change and Society.

Unit Two - Goals


and Introduction
Page
Unit Two Readings Page
Unit 2
eTutor
Presentation on
Unit 2
Discussion

I must admit that I am professionally progressive when it comes to these


trends. In as much as I do not fully comprehend everything on the trends, I can
safely hold a conversation, contributing sufficient information on each. I listen to
the news and I read various texts on the trends because they do impact our
lives as citizens and as professionals. With regards to Frontier Markets, many
issues arise. There are topics too numerous to discuss. Some topics include
The disabled at work and Equal pay for equal work.

Forum - Unit
2

As an educator, students often visit with assignments and other projects on


similar topics. They expect me to know as an educator. That is one reason why
educators like myself have to be knowledgeable on emerging trends.
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Active
Practitioners
5- Unit 2
Activities
Students'
Questions on
Unit 2
20 September 26 September
27 September 3 October
4 October - 10

This links with being a lifelong learner which I admitted to in a previous post. I am not
just interested in growing professionally within education by completing this BEd in
Management and Leadership in Education, but I read at a wide spectrum on most
issues in society. I am aware that Capitalism is an economic system in which trade,
industry, and the means of production are largely or entirely privately owned and
operated for profit. This is popular in almost every county nowadays. Capitalism puts
tremendous pressure on all of us to make money in order to survive. Hospitals,
schools, prisons, non-profit organizations, are a part of it. In the process, life under
capitalism is increasingly one of work, consumption, debt, isolation, and emotional and
spiritual emptiness. In reflection, educators must be professionally progressive to
attempt to correct this lack for humanity among our students.

October
11 October - 17
October

ADMINISTRATION
Forum administration

Climate change is another trend which impacts me as a lifelong learner. This trend
affects every sector of society, including water resources, food production, energy use,
transportation and commerce, recreation, and even national security. Students use this
topic a lot in the School Base Assignments. Educators must be well read so that proper
guidance can be given when there trends are used for research for projects.

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This information shared serves to enlighten the readers that I am more professionally
progressive rather than professionally stagnant as an educator. I am not just aware of
the trends above but I also have a positive attitude towards learning more and sharing
my knowledge about them because they exists as issues in our society.

this discussion
Course
administration

Reference;
EDLM 3007. Reflective Practice in Action 2. Unit 2. UWI: 2015

LEARNING
EXCHANGE
NEWS

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Turn-it-in Downtime
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System Downtime February 14, 2015.

Facing Up to a Changing World. World Financial Review, n.d. http://www.


worldfinancialreview.com/?p=1530
The end of Capitalism. Retrieved from: http://endofcapitalism.com/about/2-whatis-capitalism/

Erica
Reply

Re: Active Practitioners 5- Unit 2 Activities


by Erica Berkeley - Sunday, 4 October 2015, 8:53 PM
Learning Activity 2.2
The Teaching Profession is a career of my choice. The groups of
stakeholders are:
Ministry of Education (MOE), Permanent Secretary, Minister of
Education,Chief Education Officer, District Education Officer, Principal,
Teachers, Local School Board, Students, Parents, Alumni, Business
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community, Community supporters, Grenada Union of Teachers, Grenada Union of


Tearchers, Credit Union, Grenada Union of Teachers Medical Plan
First, globalisation is a multi-faceted set of processes which include not only the
changes which have flowed from the new information technologies and opening up
of markets, but also new concepts which mean that shrinking space, shrinking time
and disappearing borders are linking peoples lives more deeply, more intensely and
more immediately than ever before (UNDP, 1999, p.1). The Cambridge Dictionaries
Online defines Global Trends as a general development or change in a situation that
affects many countries of the world. The conceptual knowledge, dispositions and
skills that each group requires in order to function effectively and to cope with global
trends are:
1. As learners become increasingly diverse, the demands for greater flexibility in
the provision of higher education and greater relevance of content will likely
grow. New generations of students have a greater concern about the link
between their studies and the world of work.
2. In responding to this demand, however, educational institutions are likely to be
constrained by a lack of the infrastructure and new pedagogies, these must be
sourced for the successful fit with trends in education.
3. These global processes will not only make our societies increasingly
multicultural and ever more intercultural as the interactions among cultural
groups intensify, but also they will force shifts in our educational and
development priorities as we assume multiple cultural identities. Each
stakeholder needs to embrace themselves with knowledge of diversity and
acceptance for each other, especially those who are different.
4. The link between economic competiveness and higher education, and the
increase in the number of cross-border providers in an increasingly globalized
world has focused more attention on the quality issue. UNESCO makes the
following statement: There are some distinct differences between distance
education institutions and conventional schools, and they have policy
implications. UNESCOs activities in this area aim to provide policy advice to
governments and institutions on the establishment of quality assurance
systems to support open and distance learning. . . . It is essential that 43
Santiago, Tremblay, Basri, and Arnal, Tertiary Education for the Knowledge
Society. 44 UNESCO, UNESCO Portal on Higher Education Institutions. 20
policies and guidelines speak to the relevant characteristics of the distance
institution (i.e., mode of institution and learning technologies utilized) and
learners.
5. According to (Ulchida, 1996) students need to be skilled in accessing the vast
array of information available through advanced technology and be able to
process the information. Students must know how to use computers and be
familiar with various types of technology. Schools must incorporate
"marketplace" technologies and ensure that new and emerging technologies
are incorporated into the school program.
6. Teachers roles are shifting from owners of information to facilitators and guides
to learning.They are finding different ways of using class time. Different
approaches to teaching are being used in the same class while students are
getting a global perspective. Barseghian (2011)
As a leader worker the competencies I bring to the group are:
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1. Foster global citizenship . Education must be transformative, cultivating


respect for the world and each other. It should provide children with the
understanding they need to cooperate in resolving the interconnected
challenges of the 21st Century (GEFI, 2012).
2. Immersion which takes people out of the groups normal environments and
creates new realities that challenge existing thinking and practice I an attempt
to accept global trends.
3. Enabled by digital technologies and catalysed by social media; like blogs,
Skype and emails, I will reconceptualise professional learning as a social
movement. Ideas, resources and examples of practice are exchanged;
solutions are discussed as a general body with most if not all stakeholders;
and quality is guaranteed through peer review and repetition.

Reference
Global Trends in Education. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc
/download?doi=10.1.1.511.3905&rep=rep1&type=pdf
Three Trends That Define the Future of Teaching and Learning. Retrieved from:
http://ww2.kqed.org/mindshift/2011/02/05/three-trends-that-define-the-futureof-teaching-and-learning/
GLOBAL TRENDS IN HIGHER EDUCATION, ADULT AND DISTANCE LEARNING.
Retrieved from: http://www.icde.org/filestore/Resources/Reports
/FINALICDEENVIRNOMENTALSCAN05.02.pdf
Qualities of Education in a Globalised World. Diane Brook Napier (Ed.). Retrieved
from: https://www.sensepublishers.com/media/2010-qualities-of-educationin-a-globalised-world.pdf
Show parent | Reply

Re: Active Practitioners 5- Unit 2 Activities


by Ifeula Bernard - Monday, 5 October 2015, 6:34 PM
Activity 2.2

Using the Teaching Profession At the level of the school the key
stakeholders are: Minister, Ministry of Education (MOE); Teachers;
Principals Associations; Local School Board/Boards of Management; Parent
Teacher Association (PTA); Parents; Students; Alumni; Community Based
Organizations; Corporate Sector; Regional Corporations; Health and Safety
Services; Regional and International Agencies; Trinidad and Tobago Unified
Teachers Association (TTUTA); Non-Governmental Organization (NGOs).
Each group requires conceptual knowledge, dispositions and skills that
require them to function effectively and to cope with global trends, such as
Policies that :

Outline engagement protocol for developing relationships with key


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stakeholders consisting of a Communication Plan and defined parameters of


operations.

Establish and effectively communicate clear policies and procedures for


parents, community and other key stakeholder involvement.

Devise a Communication Plan with defined parameters for communication with


parents, communities and other key stakeholders through scheduled meetings and
other media.

Recruit and organize parent, community and other key stakeholders to help and
support the achievement of the stated Children Value Outcomes.

Establish a Skills Bank Directory of parents and other key stakeholders, specific
to maintenance

Identify and integrate resources and services from the community (local,
regional and international) to strengthen school programmes, to strengthen positive
family practices, values and student learning and development.

Design and issue survey instrument for degree of parental satisfaction with
school on an annual basis.

As a leader worker you must ensure effective and continuous stakeholder


involvement take place by implementing: e.g. Using PTA

A defined communication strategy with defined parameters of operation in


keeping with MOE policy.e.g
o Regular meetings held (a minimum of one meeting per month)
o 75 % attendance at meetings
o Documented Minutes and Action Plans.
o Details of projects undertaken

A Functional PTA and LSB/ Boards of Management.

A Skills Bank Directory of parents and other key stakeholders.

Youth development activities (eg. Scout, Cadets, etc.).


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Community involvement (eg. Religious Instruction, ALTA, skills classes and


coaching sessions. ).

Parental engagement in all school activities (eg. academic, sporting, cultural).


e.g
Percentage of parents/other key stakeholders participating in any identified
event.

Adequate and sustainable involvement of government and non-governmental


agencies in assisting in the daily operations of the school.(e.g. Fire service, Police
Service, Regional Corporation, Lions Club etc.).

An updated Web Page.

Reference
EDLM 3007. Reflective Practice in Action 2. Unit 2. UWI: 2015
Global Trends in Education. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc
/download?doi=10.1.1.511.3905&rep=rep1&type=pdf

Ife

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Re: Active Practitioners 5- Unit 2 Activities


by Ronalita Thomas-Ramdeen - Tuesday, 6 October 2015, 8:05 PM
Activity 2.1

I dedicate most of my time thinking about The Really Big issues that are
likely to affect my personal and professional life in the next 20 years. I am
always thinking about what I am going to do next to improve my personal
and professional life. What is the next step? Do I do this now or do I wait?
Will I benefit if I do this? How will it affect my family? Are some of the
questions I ask myself all the time. I know that I have to always be changing
and keeping abreast with the global trends. I must be open minded and be
reflective/reflexive in everything that I do.
After looking at the global trends clock I can safely say that I am
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professionally progressive. I do not think that any one element is more important
than the other but all elements build on each other. I am always abreast of the new
and improved technologies that are developing. I use these new inventions to my
benefit by integrating them into my personal and professional life. Climate change
will not change but the way I live can help change the climate. I am going green and
I am promoting it at my organization. Same to do with water scarcity, I practice and
preach water conservation. Teaching values, lifelong skills, literacy and numeracy
are very important for the development of global economy. Teaching these life skills
will allow individuals, communities to develop an understanding of the economy,
politics, war, terrorism, health and disasters.
Reference:
EDLM 3007. Reflective Practice in Action 2. Unit 2. UWI: 2015
Facing Up to a Changing World. World Financial Review, n.d. http://www.
worldfinancialreview.com/?p=1530
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Re: Active Practitioners 5- Unit 2 Activities


by Erica Berkeley - Thursday, 8 October 2015, 11:03 AM
Good day Ronalita,
With reference to your autobiography, i can say that you seem to be
professionally progressive rather than professionally stagnant. I admire
that. The global trends do help us to be on par with new interventions and
new information which provides knowledge to respond to situations or the
help students in our care. Let us continue to intentionally acquire
knowledge on everything which occurs in our world so that we can be
prepared to converse, to help or to seek safety if the need arises.
Regards,
Erica
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Re: Reflection on Session 1 of Unit 2


by Keitha Southwell - Friday, 9 October 2015, 3:12 PM
We are addressing our readiness for work after the fact. Realistically how
many of us can say that we actually gave much thought to our readiness prior
to commencing work. Rather many of us went to work out of obligation to
help our families and to satisfy our basic needs. Additional words for guardian
are: Guard, Trustee, Sentinel, Sponsor, Angel, Keeper, and Warden. I was
indeed surprised of the many words that could represent guardian. However,
the context determines the suitability of each term. My preferred perspective
of the term guardian in my context as a teacher is gate keepers of knowledge;
teachers are in the position to influence and protect knowledge; we are to
ensure that knowledge is developed and improved upon over time and from
generation to generation. However we must be ever cognizant of external
entities that impact knowledge: globalization, technology, etc.
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The term stagnancy to me represents remaining in the same position for a


prolonged period of time until you begin to develop a bad taste in your mouth; where
you wake up not interested in going to work because you are tired of the same things
over and over. Professionally stagnancy is often impacted by our readiness to accept
change. Often times we are willing to change; however, our superiors are not willing
to change and the result is stagnation which breeds contempt and frustration. I have
over the years witness colleagues that are stagnant; lacking in inspiration; working only
for a salary; no interest in preserving knowledge. I believe in planning so from the
time I was in secondary school, I began planning and mapping out my life so it is
impossible for me to become stagnant; plans are re-evaluated when they do not work
out as initially planned. For example, I see myself teaching for some more years, I see
myself pursuing my masters; however no specific time frame has been attached as now
that I am married, I want a children but that is entirely in the hands of the almighty.
While I do agree that attention needs to be given to each area of the Global
Trend Clock, I do not allow it to distract me as I see these things that are going on
around the world as a fulfillment of Gods Word and we do not have it in our powers to
change them. However as a teacher I believe in continued improvement to the
profession no matter what situation we face. Take for example Dominica; imagine
what would happen if, everyone on the island decide to give up because of their bad
experience; evidence of stagnancy. It is evident that our fellow brothers and sisters in
Dominica are not giving up; they are adapting to the changes; learning to survive in the
midst of all the turmoil; specifically our colleagues pursuing studies with UWI, they
are not allowing their difficult situation to stagnate them.
Reference
Flowers, Clover (2015); Change as the challenge to professional stagnancy; Reflective
Practice in Action II; Unit 2, pp 33 37; Retrieved from:
http://2015.tle.courses.open.uwi.edu/pluginfile.php/19007/mod_resource/content
/2/EDLM3007%20Unit%202%20-%20Change%20as%20the%20Challenge.pdf
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Re: Activity 2.1


by Keitha Southwell - Sunday, 11 October 2015, 10:37 AM
Trends

Professionally
Stagnant
st

Progressive moving
with the times

Capitalism in the 21
Century

Climate Change &


Society

Digital Transformation

Frontier Markets

Global Economy

As a member of the human race I cannot but move with the changing
times whether I agree with the changes or not. Realistically, do I or
we have the power to impact these trends or even to stagnate them?
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My ability to impact these changes lie in my education and preparation of


myself, my family and my students to take up their place in society. Take for
example climate change, I do my little bit like recycling, water conservation,
electricity conservation; however many say that this is not sufficient. Some
lobby to save our trees and our planet but while I do not publicly lobby to
save our trees or planet, I do so by applying for online statements as
opposed to printed ones. In respect to these trends there is still a lot I do not
know as I rarely spend time watching the news and reading newspapers and
articles about such trends. I take one day at a time, do not get me wrong I
plan for the future; however, I try to keep plans realistic as possible.
Economic crisis, geopolitical power shifts, technological challenges, climate
change, water and food, education, demographic changes, war, terrorism
and social unrest, energy, ecosystems and biodiversity, health, and natural
disasters are just a reminder that the world is coming to an end. We cannot
prevent the inevitable; merely make attempts to slow it down. In reality there
are only some aspects of the trend clock that we can prepare for or even
impact; others are beyond our control. Additionally some trends are totally
reliant on others. Take for example Technology, with the increase in
knowledge, technology becomes more advance and thus education too is
impacted. So too are we experiencing demographic changes which are in
part due to not just climate changes but war and terrorism.
Today many countries are experiencing the worst droughts in their history
and there is absolutely nothing they can do about it. In an effort to survive
technology affords us desalination plants so we can procure clean water
from the sea. However, some are even worried that with no rain and the
increasing demand for clean water, will the sea dry up.
I am not professionally stagnant as over the years my positions have
changed, methods and strategies have changed and I have sought to further
my education and increase my knowledge. I could have opted like others to
say CSEC subjects are sufficient, there is no need for me to get teacher
trained. Having completed the teacher training, I could have again opted to
remain in this position; however I realized that without a degree in education,
I would never be able to make significant improvement to the education
system. As a born again Christian I take comfort in the following scriptures:
"Therefore I tell you, do not worry about your life, what you will eat or drink;
or about your body, what you will wear. Is not life more than food, and the
body more than clothes (Matthew 6:25)? Can any one of you by worrying
add a single hour to your life (Matthew 6:27)? Cast all your anxiety on him
because he cares for you (1 Peter 5:7).
Reference
Flowers, Clover (2015); Change as the challenge to professional stagnancy;
Reflective
Practice in Action II; Unit 2, pp 33 37; Retrieved from:
http://2015.tle.courses.open.uwi.edu/pluginfile.php/19007/mod_resource
/content/2/
DLM3007%20Unit%202%20-%20Change%20as%20the%20Challenge.pdf
Facing Up to a Changing World. World Financial Review (2012); retrieved
from:
http://www.worldfinancialreview.com/?p=2264
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The Holy Bible; King James Version; Matthew and 1 Peter.


The Bible Hub; Retrieved from: http://biblehub.com/1_peter/5-7.htm

Show parent | Reply

Re: Activity 2.3(Erica, Ronalita, Ann, Ifeula & Keitha)


by Keitha Southwell - Sunday, 11 October 2015, 1:46 PM
Issue: Bullying
Topic: The implementation of an Anti-bullying Program to reduce Bullying in
Alpha Junior High.
Bullying is when someone is being hurt either by words or actions, feels bad
because of it, and has a hard time stopping what is happening to them. Torfaen
definition (2008) states that Bullying behaviour abuses an imbalance of power to
repeatedly and intentionally cause emotional or physical harm to another person or
group of people. Isolated instances of hurtful behaviour,teasing or arguments
between individuals would not be seen as bullying".
Bullying is experienced in several ways which include: Physical; hitting,
pushing and shoving, fighting, tripping, yelling at someone, making rude gestures,
taking or breaking another persons things, spreading malicious rumours and
gossiping.Emotional; name calling, making fun of someone, laughing at someone,
leaving someone out on purpose, starting rumors or telling lies about someone,
sending mean messages on a computer or cell phone and trying to make someone
feel bad about who they are,Technological;Cyber Bullying.
In addition to receiving complaints from parents, frequent fights, student
isolation, increase absenteeism, low academic achievements; teachers have noticed
the following effects on students which also leads us to determine that there is
strong sense of bullying at the school. Other evidence of bullying include: shock,
anger, feelings of frustration and/or helplessness,increased sense of vulnerability
and loss of confidence. Among physical evidence is inability to sleep and loss of
appetite. There is also Psychosocial evidence in the form of panic, anxiety, inability
to concentrate and low morale and low productivity. All these evidence concretely
justify the need for change.
Due to so many effects, it is safe to say that bullying is an issue which
must be addressed at the school. The program speaks of implementing some
Preventative Measures to reduce bullying in the school. Some of these are: the
Placement of Health and Safety officer at the school, and additional
guards;Training of teachers in Alternative Dispute Resolution / Mediation; full
complement of student support services which constitutes guidance counsellors,

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guidance officers and school social workers, with educational, behavioural and clinical
psychologists looking after our students in need as well, Efficient staffing to ensure
supervision, Use of new strategies to improve academic performance and encouraging of
extra and co-curricular, Use of CCTV cameras, Use of hall passes to restrict movement,
Heavy monitoring of students during break and lunch sessions, Use of motivational
speakers, Signing of Behavioural Contracts. Other preventative activities described by
Rigby (2002, p. 47) activities that were undertaken as part of the program are; improved
supervision of students during recess and lunch times, provision of playground equipment
that would encourage students to become more engaged in play activities rather than
bullying.
Steps to implement the Anti Bullying programme:

1. Assessment to identify the forms and incidence of bullying.


2. Ensure that all stakeholders are aware.
3. Creating and awareness in the school by defining and by sharing the forms that
bullying can take.
Outline the Zero tolerance policy for bullying behaviour.
The use of video and guest speakers to demonstrate the discipline plan for modelling
acceptable behaviour.
The Physical Education Component designed to teach self - regulations.
The mentoring program where adults and peers assist students in the prevention of
bullying.

4. The use of questionnaires to evaluate the awareness aspect of the Anti Bullying
programme.

Strategies that the school could use included:


Development of resources related to bullying that could be used within the school
curriculum
Training for those involved in playground supervision on how to identify and
discourage bullying
Training for staff on how to help students to become more assertive
Training for students to become peer-counselors whose role was to listen, rather than
act
Training in working with bullies using the non-blaming Method of Shared Concern
(Pikas, 1989)

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Selected Dimensions of Nature of Each Dimension

Comment Relative to Evidence

Change

of Change

Psychological

Emotional impact of the

Our list identifies the emotional

change process.

effects of Bullying; our


assessment would also consider
the emotional impact on students;
and the mentoring programme
would also cater to the
psychological needs.

Sociological

Values, norms and cultural

Our involvement of all stakeholder

practices that impact the

would help us address bullying not

change process.

just at school but within the


community; thus culture, values
and norms will be impacted.

Technological

Impact of scientific knowledge The use of videos, resources and


conveyed through the use of

clips would demonstrate

product and processes.

acceptable behaviour; influencing


a change in students behaviour.
We acknowledge that
cyberbullying is a problem and
every effort will be made to
address this form of bullying by
blocking certain sites; ensuring
that students are monitored while
using technology.

Philosophical

Beliefs, experiences and

The mentoring programme would

worldviews that influence the address beliefs; what some person


nature of the change process. consider to be bullying, other do
not so the mentoring programme
and the creating of awareness
would address worldviews.
Intellectual

Knowledge, skills and

The questionnaires would identify

dispositions that are applied

the knowledges, skills, attitudes

and or constructed from

that were or were not constructed

making changes.

having created awareness,


engaged in training and the
physical component designed to
teach self-regulation.

Reference

Bullying in the workplace. Retrieved from: http://www.ccohs.ca/oshanswers/psychosocial


/bullying.html

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What is Bullying; Pacers Centre: Kids against Bullying; Retrieved from:


http://www.pacerkidsagainstbullying.org/kab/what-is-bullying/
Sample of Anti Bullying Policy for schools; Retrieved from:
http://www.eyepat.org/login/uploaded/antibullying_policy.pdf

More examples of anti-bullying programs. Retrieved from: http://www.cengage.com


/education/book_content/0170181812_krause/go_further/pdf/krause3e_gf_1305.pdf

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Re: Activity 2.3(Erica, Ronalita, Ann, Ifeula & Keitha)


by Ann Cockrane - Sunday, 11 October 2015, 5:43 PM

Activity 2.1
I believe I am professionally progressive as I have acquired
knowledge through various interactions (news, newspapers,
lectures, discussions, etc.) on the emerging trends as they
impact my daily activities and profession. It is important for me to
be able to impart the relevant information to my students, my
daughter and others who seek information and assistance for
assignments. Some of the trends discussed are also necessary
to help me make informed decisions on how to manage in face
of arising issues.
Climate change affects all aspects of a country including energy
use, trade, water resources, and ability to produce food. It has
resulted in serious effects in my island as we become more
exposed to changes in weather patterns resulting in disasters. It
has exposed our inability to cope with certain crisis and poor
planning strategies. It is important that educators be well
informed on this topic to provide the necessary information to
students especially those who are writing exams and expected
to present papers or projects on the topic.
Chronic non-communicable diseases statistics have shown an
increase in many countries. These affect the economy and affect
students in many ways as some students may have a
non-communicable disease or may be at risk. As educators we
need to be knowledgeable about the diseases and the effects
that they have on the lives of families that we may be able to
guide them to make the right choices to develop healthy eating
habits. Legislative measures to help curb the incidence of such
diseases were imposed, however I do not believe that it serves
its true purpose as it does not ensure the availability of healthy
foods at an affordable price to everyone. As an educator I think
that education is key to curbing the problem.
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Education is presently used as a tool to ensure economic stability and


success and decrease poverty. This includes the promotion of lifelong
learning which I believe is vital as individuals like me are able to
enhance skills and competences to remain productive. Social ills are
products of disparities and the breakdown of moral values in the society.
Educators can assist in the reduction of such social ills by teaching
students to be well rounded that they become productive members in
the society.
Technology is a vital aspect of global trends as it continues to impact
much change for development. Educators must enhance their
technological skills so that they are able to integrate technology into
their teaching to promote student learning and achievement. My life as
an educator has been affected by it as it is a necessary component of
this program. Though I was a bit slow in getting specific assistance in its
use I have decided to investigate its impact as my final paper. This will
give me the opportunity to engage in additional research to obtain
information on its uses and value as well as actively utilise it to create
change at my institution.

Reference
Done, A. (2012). Facing Up to a Changing World. Retrieved from
http://www.worldfinancialreview.com/?p=2264
Show parent | Reply

Re: Activity 2.3(Erica, Ronalita, Ann, Ifeula & Keitha)


by Ann Cockrane - Sunday, 11 October 2015, 5:46 PM

Activity 2.2
Stakeholders of the Teaching Profession: Minister and Ministry
of Education, Teachers Association, School Board, Parents
Teachers Association, Principals, Teachers, Students,
Regional and International Donor Agencies,
Non-governmental Agencies, Corporate Sector.

Each group requires the conceptual knowledge and skills that


require them to function effectively and cope with changes
resulting from the global trends as well as policies which:
Establish and communicate clear policies and guidelines for
parents, public and other stakeholders.
Maintain and establish plan for communication with parents,
public and other stakeholders through meetings and other
media.
Recruit and organize for collaboration of parents, community,
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stakeholders and other well-wishers to help and support the


achievement of the schools goals.
Outline protocol for development of relationships with major
stakeholders.
Establish and maintain skills bank of parents and other stakeholders
specific to maintenance.
Devise instrument to measure school effectiveness and satisfaction
among parents.
Engage in continuous assessment of students to assist in
achievement.
Implement strategies to deal with diversity among students.

As a leader/worker you must ensure effective involvement with all


stakeholders, through PTA and other groups.
Maintain effective communication with stakeholders and other interest
groups through various media.
Keep all records of meetings, projects, events and all inventories up
to date.
As a senior teacher I assist in some of the above mentioned activities
but bring my experiences from working at other institutions. In
addition to having the necessary entry requirements to the public
service, I have engaged in lifelong learning and professional
development activities and presently partaking in the UWI Educational
Leadership and Management Programme which is providing a wealth
of experiences. My interactions with different groups and committees
in and out of the school setting have enhanced my ability to work with
others. My willingness to accept assistance and criticisms/corrections
from others as well as my respect for the views and opinions of others
and the acceptance of every individual are qualities which will enable
me to operate effectively in my institution. Honesty and fairness in
dealing with individuals and the ability to solve dilemmas based on
researched information and ethical reasons are other competencies
which I utilize at my institution. I also bring in a positive work attitude
and behaviour which allows me to be punctual and follow all rules
even if I do not actually agree with them.

Reference
EDLM 3007 Reflective Practice in Action 11 Unit 2.

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Show parent | Reply

Re: Activity 2.3(Erica, Ronalita, Ann, Ifeula & Keitha)


by Ann Cockrane - Sunday, 11 October 2015, 5:48 PM

Ann Cockrane
I am still in the process of transforming to a more rounded
individual; I have come a long way. I have always been
curious, wanting to know and understand, but being raised
by older grandparents, it is imaginable that some things
were not for children so I was subdued in some ways and to
this day will not ask certain questions. I was taught to be
humble as this was the best way to move forward; I seek
information through various interactions as I try to develop
myself. My present engagement with UWI has impressed
upon me the importance of research as various
perspectives are examined. Active listening has always
been valuable to me as I learn a lot through that medium. I
am able to pick up small details which may become
essential for problem solving. Creativity means being
different to me so I always try to be different and not be
exactly like everyone else. My interactions with different
work environments especially online have taught me
empathy; I actually learned to be in the place of others and
understand how they feel. It became more apparent to me
with the untimely deaths of my sister and mother within four
months. I have also learned how to deal with my students as
a result. I grew up hearing the words, take courage, I
understood that it meant to be strong in all your activities
especially if you believe in them, but I do not think that it is a
quality which I own. I am afraid of discrimination or ridicule
therefore I do not openly show my disagreement. My
shyness has also increased my fear of taking risks and this
has somewhat hindered my development. Integrity and
objectivity are part of me as they allow me to self-critique
and evaluate my actions and make corrections. They also
help me to be fair in matters concerning myself and others; I
treat others the way I would like to be treated. Autonomy is
very important to me as I have control of my established
thoughts and beliefs from which I am not easily swayed. I
am just learning about perseverance as I experience
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difficulties and obstacles which require tact, time and effort to get
through successfully. I am aware of my limitations and endeavour to
research them and engage in activities for improvement.
Show parent | Reply

Re: Activity 2.2


by Keitha Southwell - Sunday, 11 October 2015, 8:43 PM
Profession: Teaching
Stakeholders: fellow teachers, Principals, students, parents, community, churches,
Ministry of Education, teachers union and the public service commission.
Held (1995) explains that the concept of globalization means that the world is
shrinking into a global village. As things change, new ideas are emerging.
Sadruddin, Munir Moosa (2013) explains that due to the direct and powerful
impact of globalization, the social as well as moral values are rapidly transforming;
from the religion to the language, it has affected every individual in different
capacity, depending on the diverse number of factors such as income, education,
etc. Where globalization brought many challenges, the demand for acquiring
global competency (both for teachers and students) is increasing (Sadruddin, Munir
Moosa 2013). Tye (2009) explains that preparing students in advance to
understand the global interconnections will certainly enable them to participate
fully in society at local, national and global levels.
I am a teacher in one of the public secondary schools in Antigua; however I am an
educator so my interest goes beyond my school. I currently teach technical
drawing; but I previously taught Mechanical Engineering Drawing and Building
Technology; so the Technical subject are specifically my area of interest since this
is where I am most proficient and the field that I take much pleasure in. There are
three things that have implications on my profession: collaboration, technology and
my ability to combine technology specifically computers in my lessons.
Collaboration is a necessary tool to share knowledge and to connect with others so
we are aware of what is going on not just in our country but around the world.
Technical Drawing had moved beyond drawing board yet my Ministry of education
has not yet made any changes even though the CSEC syllabus that we use has
changed. With technological advancement, CSEC has begun using AutoCAD
(draughting on computers) however; we are still using the tradition draughting
methods. Students to use both the traditional method and AutoCAD thus the onus
is on me to incorporate both into my classroom given the same constraints or try to
facilitate some changes that would ensure that both aspects are given equal
attention.
I have however come to the realization that there must be clearer definitions of life
skills and changes needed to be added to the curriculum. Life skills need to be
driven more by our curriculum and it will however take research to include life
skills. The ministry will have to procure many resources and also train its teacher
to teach life skills taking into account barriers such as HIV, poverty, gender, age,
and race. Teacher can no longer ignore the diversity of their classrooms. Some
initiates by the Ministry are being met while others are being ignored. For example

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the new trends requires that all teacher be proficient; trained in their field thus the Ministry
has made efforts to address this. Financial constraints however prohibit the ministry from
satisfying all initiatives. McCaslin & Park 2002 states that in any nation an education
system and its inherent programs must be related to its political, social, and economic life.
They further explain that teachers are charged with equipping individuals with skills and
knowledge that helps them secure employment as well as improve the society in which they
live.
Reference
Barseghian, Tina (2011); Three Trends That Define the Future of Teaching and Learning;
KQED News; Retrieved from: http://ww2.kqed.org/mindshift/2011/02/05/three

trends-

that-define-the-future-of-teaching-and-learning/
Asunda, Paul A. (2011); Career and Technical Education Teacher preparation Trends: A
pilot
3;

study; Online Journal for Workforce Education and Development; Volume V, Issue
Retrieved from:

http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1107&

context=ojwed
Sadruddin, Munir Moosa (2013); Are we preparing global competent teachers? Evaluation
of

the incorporation of global education perspectives in teacher education curriculum in

Pakistan; International Journal on New Trends in Education and Their Implications;


Volume 4, Issue 1 Article 18; Retrieved from:

http://www.ijonte.org/FileUpload

/ks63207/File/18aa.sadruddin1.pdf

Show parent | Reply

Activitity 2.4
by Erica Berkeley - Thursday, 15 October 2015, 9:37 PM

Activity 2.4
Identify in your research proposal or someones
proposal, claims made about the significance of
conducting action study to solve a problem. Critique
this part of the proposal in light of your understanding
of levels of change to ascertain if attention was given
to personal/professional development as part of
change. Use your findings to answer the questions:
1. Why did I pay attention to or ignore
personal/professional change?
I am making reference to activity 2.3, which was done as
group effort on the topic of Bullying. Many claims were not
made to identify the significance of conducting action study
to solve the problem. In retrospect I believe that The
implementation of an Anti-bullying Program to reduce
Bullying in Alpha Junior High, serves much significance as
it promotes a Safe and Orderly environment in effective
schools there must be an orderly, deliberate, professional
atmosphere, free from the threat of physical harm. The
school culture is conducive to both teaching and learning
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and Frequent Monitoring of Student Progress student academic


progress is measured frequently through a variety of assessment
procedures. The findings of those assessments are used to
improve student performance and instruction (Lezotte 1991).
Action study is important in this situation because it Improves
communication, Strengthens teamwork/cooperation, Improves
motivation, Encourages reflection, Increases empowerment,
Promotes democratic principles, Builds professional development.
Moreover, the teachers investigate their own practice in new
ways, looking deeper in what they and their students actually do
and fail to do.
In light of levels of change, aspects of Personal/Professional
change was noted in several forms of the proposal, like training
and mentoring for individuals (students, teachers). This is
necessary because not only the physical aspect of the workplace
needs development but special attention must be given to
professional and personal development of human resource. The
professional and personal development of persons within an
organisation can be effectively done through seminars and
professional development sessions. Efron & Ravid (2013) asserts
engaging in action research allows educators to engage in
studies to investigate the ways they can improve their practice
and also cultivate professional growth since they are better able
to understand their students, solve problems and develop new
skills. Action research coincides with constant reflection which
creates avenues for change to be productive thus facilitating a
progressive work context. The ability of action research to
encourage democracy improves school effectiveness since it
promotes collegiality and facilitates exchange of feasible ideas.
Singh (2013) posits action research is democratic in nature since
it promotes a greater degree of interaction between colleagues
due to active collaboration to improve the organisation.
Furthermore, an organisation should to be developed as time
changes by embracing technological means in order to guard
against stagnancy within the organisation. Therefore the
processes must constantly involve the use of technology and
persons must also be trained to use the many technological
devices and apps.
Changes can happen and/or impact, within an organization, on
four different levels (see graphic below.) There can be one or
several levels affected by a Change. It is important to understand
the levels of change impacts, as they are the base for appropriate
measures and interventions. In level 1 change usually is seen as
a threat and therefore leads to fear and resistance. In level 2
team and groups have to adapt to new situations, processes,
systems and tasks. In level 3 sometimes entire parts of or even
the entire organizations need to change. These are normally the
severest changes that can happen. If the organization changes,
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teams or groups need to change and therefore individuals. How to


support the organization and the relevant groups or teams
appropriately during the changes is the matter here.
Organizational changes usually have their origin from level 2 to 4.
The appropriate Change Interventions can take place on all 4
levels.

2. If improvement is necessary, where is the evidence that I have


done so?
Without doubt, improvement is necessary for the proposal made
in Activity 2.3
This should have been presented using the Action Research
Plan/Proposal format.
The following are the steps that learners are expected to use in
the development of their Action Research Proposal with
improvements for activity 2.3
1. Topic: The implementation of an Antibullying Program to

reduce Bullying in Alpha Junior High


2. Describe the problem/issue and write a topic sentence:
An Antibullying Program and the Apha Junior High can
Reduce Bullying in the School. Bullying is when someone is
being hurt either by words or actions, feels bad because of it,
and has a hard time stopping what is happening to them.
Torfaen definition (2008) states that Bullying behaviour
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abuses an imbalance of power to repeatedly and


intentionally cause emotional or physical harm to another
person or group of people. Isolated instances of hurtful
behaviour, teasing or arguments between individuals would
not be seen as bullying".
Bullying is experienced in several ways which include: Physical;
hitting, pushing and shoving, fighting, tripping, yelling at someone,
making rude gestures, taking or breaking another persons things,
spreading malicious rumours and gossiping. Emotional; name
calling, making fun of someone, laughing at someone, leaving
someone out on purpose, starting rumours or telling lies about
someone, sending mean messages on a computer or cell phone
and trying to make someone feel bad about who they are,
Technological; Cyber Bullying.
1. Develop a purpose or focus statement outlining the

purpose of the research: In addition to receiving


complaints from parents, frequent fights, student isolation,
increase absenteeism, low academic achievements;
teachers have noticed the following effects on students
which also leads us to determine that there is strong sense
of bullying at the school. Other evidence of bullying include:
shock, anger, feelings of frustration and/or helplessness,
increased sense of vulnerability and loss of confidence.
Among physical evidence is inability to sleep and loss of
appetite. There is also Psychosocial evidence in the form of
panic, anxiety, inability to concentrate and low morale and
low productivity. All these evidence concretely justify the
need for change which is manageable in the school. As
educators we are motivated to make students feel
comfortable and would like to see the results of this action.

4. Define the variables: Students behaviour, acceptance and

caring, bullying,

5. Develop the research questions: What is the importance of

implementing an anti-bullying program at Alpha Junior High?


How effective will be the implementation of an anti-bullying
program at Alpha Junior High? Why should an anti-bullying
program be implemented at Alpha Junior High?

6. Describe the selected interventions or innovation: Due

to so many effects, it is safe to say that bullying is an issue


which must be addressed at the school. The program
speaks of implementing some Preventative Measures to
reduce bullying in the school. Some of these are: the
Placement of Health and Safety officer at the school, and
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additional guards;Training of teachers in Alternative Dispute


Resolution / Mediation; full complement of student support
services which constitutes guidance counsellors, guidance
officers and school social workers, with educational,
behavioural and clinical psychologists looking after our
students in need as well, Efficient staffing to ensure
supervision, Use of new strategies to improve academic
performance and encouraging of extra and co-curricular, Use
of CCTV cameras, Use of hall passes to restrict movement,
Heavy monitoring of students during break and lunch
sessions, Use of motivational speakers, Signing of
Behavioural Contracts. Other preventative activities
described by Rigby (2002, p. 47) activities that were
undertaken as part of the program are; improved supervision
of students during recess and lunch times, provision of
playground equipment that would encourage students to
become more engaged in play activities rather than bullying.
Strategies that the school could use included:
Development of resources related to bullying that could be
used within the school curriculum
Training for those involved in playground supervision on how
to identify and discourage bullying
Training for staff on how to help students to become more
assertive
Training for students to become peer-counsellors whose role
was to listen, rather than act
Training in working with bullies using the non-blaming Method
of Shared Concern (Pikas, 1989).
Steps to implement the Anti Bullying programme:
1. Assessment to identify the forms and incidence of bullying.
2. Ensure that all stakeholders are aware.
3. Creating and awareness in the school by defining and by

sharing the forms that bullying can take.


Outline the Zero tolerance policy for bullying behaviour.
The use of video and guest speakers to demonstrate the
discipline plan for modelling acceptable behaviour.
The Physical Education Component designed to teach self regulations.
The mentoring program where adults and peers assist
students in the prevention of bullying.
4. The use of questionnaires to evaluate the awareness
aspect of the Anti Bullying programme.

7. Document the project timeline, participants

responsibilities assigned and resources required: The


project is scheduled to run for three months, basically one
school term. This takes into consideration implementation,
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creating awareness and training, mentoring and


documenting change. The participants are: Principal- who
supports the program and markets the innovation to the
other stakeholders. The teachers- who work along with the
main teacher doing the study. Helps to create awareness
and changed behaviour in students. Teachers also attend
seminars for change. Students- must be accepting change
and change their attitude to each other. They should also be
active participants in the anti-bullying program. Parentsshould support the program as it benefits their children. They
should attend mentoring sessions organised by the school to
change their attitudes towards children, to better handle
situations. To make necessary contributions to the program.
The business community- to assist with financial and other
aids and to support the School and the children in the
change process. Past Pupil- to act as mentors, counsellors.

8. Identify types of data to be collected, data instruments,

and data analysis procedures: Qualitative data can be


gathered in a variety of ways, for example, in the form of
Questionnaires which is a series of questions and other
prompts for the purpose of gathering information from
respondents, that is, to VET stakeholders. Interviews can be
used which is a conversation between two or more people
where questions are asked by the interviewer to obtain
information from the interviewee(s). Data will be analysed
narratively.

Reference
Efron, S, E. & Ravid , R. (2013). Action Research in Education: A
Practical Guide. Retrieved from
http://books.google.com/books?id=QR_EfPW9DXYC&
printsec=frontcover&dq=action+research+in+education&hl=en&
sa=X&ei=rspBUuCvG5be4AOw1YCgCQ&
ved=0CC4Q6AEwAA#v=onepage&
q=action%20research%20in%20education&f=false
Singh, S.T (2013).Action research. Retreived from
http://e-pao.net
/epPageExtractor.asp?src=education.Action_Research.html
Mills, G. E. (2007) Action Research: A Guide for the Teacher
Researcher (3rd edn.) Upper Saddle River, NJ: Pearson
Education, Inc.
Bullying in the workplace. Retrieved from: http://www.ccohs.ca
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/oshanswers/psychosocial/bullying.html
Levels of Change & Intervention.
http://www.bridgingpositions.com/levels-of-change/
What is Bullying; Pacers Centre: Kids against Bullying; Retrieved
from:
http://www.pacerkidsagainstbullying.org/kab/what-is-bullying/
Sample of Anti Bullying Policy for schools; Retrieved from:
http://www.eyepat.org/login/uploaded/antibullying_policy.pdf
More examples of anti-bullying programs. Retrieved from:
http://www.cengage.com/education/book_content
/0170181812_krause/go_further/pdf/krause3e_gf_1305.

Show parent | Reply

Re: Activity 2.1


by Erica Berkeley - Sunday, 18 October 2015, 11:05 PM
Hello Keitha,
Keeping up with the trends is a good way to mark your
professional progressiveness as a educational leader. It is
commendable that you can check mark all of the trends as was put
forward from the article. I applaud your efforts to be conservative
with regards to climate change.This a admirable since I did not
look at professional progressiveness from that angle.
We are experiences plenty of world changes, therefore as
educators we are expected to be more aware and critical on these
matters. We need to share as much information with students as
they are directly in our care for passing on valuable information.
Remember we are viewed as lifelong learners and we must act the
part always.We can certainly start by viewing news and reading
any print source. We should also encourage the students to adapt
to some of these trends and to become motivated to educate
themselves about world trends.
Continue to be professionally progressive, this will build you
personally and professionally and it will empower you to be your
best at your workplace.

Take best care,

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Erica
Show parent | Reply

Re: Activity 2.1 In response to Erica


by Keitha Southwell - Tuesday, 20 October 2015, 11:50 AM
Hi Erica
Thank you for responding to my post. As educators I believe
that we need to be more cognizant of the any or all changes
taking place in our homes, workplace, churches, communities,
country, region and the world specifically in this order listed. I
am often hesitant to encourage students to adapt trends; I am
very selective in my choices of what and how I encourage
students. Parents in my opinions are responsible for telling their
children which trends to adopt. Teachers and educators can
share knowledge of the trends with children; however upon
discussion with parents, a decision can be made. Education is
rapidly changing because of technology and globalization;
however we need not do away with the morals, values and
standards; if anything we should improve on them.
Let me share some information I found regarding trends in
education. Barseghian, Tina (2011) suggest three trends that
define the future of teaching and learning: Collaboration, the use
of interactive tools and blended learning; integrating computers
with the traditional teaching methods. My controversy with
collaboration is that it is time consuming and at times not
convenient. However, I realize that UWI is keeping up with the
trends suggested by Barseghian. The use of these trends would
change the relationships between teachers and students as they
learn from each other. Teachers must shift gears from being
owners of information to facilitators and guide the learning
process. It is my goal to implement these trends.
Gal, Diane (2005) states that Global education involves (1) the
study of problems and issues which cut across national
boundaries and the interconnectedness of cultural,
environmental, economic, political, and technological systems
and (2) the cultivation of cross-cultural understanding, which
includes development of the skill of perspective-taking, that is,
being able to see life from someone else's point of view. Tye &
Tye (1992) however share that the global perspectives are
important at every grade level, in every curricular subject area,
and for all children and adults. It is suggested that by modelling
pedagogy through the use of not just readings and lectures, but
role plays, case studies, and collaborative investigation of useful
resources among colleagues, we will be able to infuse global
perspectives into teacher education programs
Reference
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Barseghian, Tina (2011); Three Trends That Define the Future of


Teaching and Learning; KQED News; Mind / Shifts How will we learn;
Retrieved from:http://ww2.kqed.org/mindshift/2011/02/05/three-trendsthat-define-the-future-of-teaching-and-learning/
Gal, Diane (2005), Global Perspectives for Teacher Education, in David
P. Baker, Alexander W. Wiseman (ed.) Global Trends in Educational
Policy (International Perspectives on Education and Society, Volume 6)
Emerald Group Publishing Limited, pp.259 - 287; Retrieved from:
http://www.emeraldinsight.com/doi/abs/10.1016
/S1479-3679%2804%2906010-4
Regards
Keitha

Show parent | Reply


Evidence of Competence to Collaborate as Reflexive Leaders of Change
Evidence of Competence to Collaborate as Reflexive Leaders of Change

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