A Community
of Practice (CoP) is described by (Lave 1991), as ‘a process of social learning
that occurs when people who have a common interest in a subject or area that collaborate
over an extended period of time, sharing ideas and strategies, determined
solutions and build innovations’. CoP require three components a domain, community
and practice.
My CoP is for
both inquiry topics which is our Social Studies department comprising of 12
teachers that teach from years 9-13. We meet every Monday afternoon and
participate in the school wide action plan Kia Eke Panaku to accelerate Maori
learners and Interlead as an appraisal system. As a department we are working
towards inquiry as a key focus. Which is all about increasing student’s
motivation, engagement and developing self-management skills. As a CoP team we
decided that digital tools would enhance student achievement through engagement
and collaboration with others. Our CoP is split into year levels to focus more
on student agency, engagement and enquiry. Collaboratively the smaller focussed
groups share their expertise and knowledge. These interactions consist of face
to face or online. Our shared practice allows us to make deeper connections,
develop ongoing support, and share learning experiences or expertise to deal
with problems as they arise.
Our shared domain
is the teaching of the students in the classroom environment.
Our community
is the group of teachers who make up this community of practice.
Our practice
is defined by the curriculum levels as well as the teaching and learning.
Using Jay
and Johnson’s (2002) reflective model I will briefly reflect and
describe two potential teacher inquiry topics and how these relate to my
community of practice.
My first possible
inquiry topic is to develop 21st century learning skills through the
intergration of social studies by using authentic context, tools and rubrics
from ITL Research.
Students are
learning to understand that 21st century skills can improve student
engagement through the use of a variety of tools. Using relevant
contexts focusing on the development of 21st century skills by
providing a rich learning environment which will motivate, encourage and stimulate
all learners to want to learn.
My second possible
inquiry topic is what impact can a blended classroom have on student
engagement and achievement?
Students are
learning to develop the skills to learn that through participation and
motivation result in meaningful learning outcomes. The use of devices, current
research along with guided facilitation from the teacher students will
experience a deeper understanding of the content. Creating authentic learning
experiences along the way.
Both
inquiry topics relate to my CoP through peer and group collaboration work which
allows for student inquiry and ownership to take place. Other teachers in the
same curriculum can share the learning platform alongside you through the use
of a device. The main purpose is for students to become lifelong learners
developing the following skills:
·
Collaboration through participation
·
Problem solve to achieve a common goal
·
Sharing of ideas and resources
·
Motivated wanting to learn more
·
Engaged with the content
·
Use of prior knowledge skills
·
Builds confidence through active engagement
·
Set students up for success
·
Promotes ownership and develops inquiry
Upon critical
reflection I have discovered that being part of a community of practice has had
positive outcomes in terms of learning and support. The importance to collaborate
and share ideas to reach a common goal in order for students to progress and
become successful is vital. As
Cambridge, Kaplan, and Suter (2005) suggest ‘that communities of practice
provide an environment for people to connect, interact, build and extend the
shared resources within shared learning goals’.
References:
ITL Research. (2012). 21CLD
Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Jay, J.K. and Johnson, K.L.
(2002) Capturing complexity: a typology of reflective practice for teacher
education. Teaching and Teacher Education, 18, 73-85.
Lave,
J. (1991). Situating learning in communities of practice. Perspectives on socially shared cognition, 2, 63-82.
Ministry of Education, New Zealand Curriculum online. The Capabilities
for Living and lifelong learning, Accessed on 10.8.18, Retrieved from
Wenger-Trayner, E., & Wenger-Trayner, B. (2015).
Introduction to communities of practice: A brief overview of the concept and
its uses. Retrieved from
