Graduate Diploma in Tertiary Education - Work Context

Understanding my organisation within a wider context

In order for me to gain a better idea of where I fit within the organisation and where the organisation fits within the wider community, nationally and internationally,  I drew up a mind map of the context, the idea taken from a previous paper.  The different colours indicate the influencing factors that need to be taken into consideration when working in an educational institution.  A systems approach was used and is one that explores the surrounding environment indicating that this has influencing factors on the teacher/facilitator.

I also felt it was important to explore the importance of learning in context and the underlying factors behind this Link to Learning in Context.

I then looked at "THE GOVERNMENT’S TERTIARY EDUCATION 

PRIORITIES FOR THE NEXT THREE TO FIVE YEARS 

• Increasing the number of young people (aged under 25) achieving qualifications at levels four 

  and above, particularly degrees 

• Increasing the number of Mäori students enjoying success at higher levels 

• Increasing the number of Pasifika students achieving at higher levels 

• Increasing the number of young people moving successfully from school into tertiary education 

• Improving literacy, language, and numeracy and skills outcomes from levels one to three study 

• Improving the educational and financial performance of providers 

• Strengthening research outcomes. "

(Tertiary Education Strategy, 2013) and  compared these priorities with the Otago Polytechnic's, (2013) Strategic Goals, 

"Achieving educational excellence

• Our learners succeed in their studies
• Our learners enjoy an outstanding experience
• Our graduates are: capable, future focused and ready for work (self-employment and for continuing employment)
• Our graduates practise sustainably, and make a difference to society. " This indicates to me that
• the educational priorities of OP are that all learners should be successful and have access to the necessary support  to achieve success in their area, no matter their age, ethnicity or background.
• I also looked at the Maori Strategic Framework,(2013)
• "Priority Three: Kai Tahu/Māori Students.  This priority area reflects the desire for increased recruitment, access, participation, retention, development and success of Kai Tahu/Māori students at Otago Polytechnic. " There is a good support network in place to offer a whanau environment to ensure retention and success.  There is also continued support from the tertiary sector to "continue our efforts to make tertiary education more relevant and more efficient, so that it meets the needs of students, the labour market and the economy " (Tolley, 2010).  

There is particular attention being paid on an area"which is focused on improving literacy and numeracy, youth achievement, and tertiary system performance" (Tolley, 2010).  

In order for me to explain and understand the relevance of all this information on my position within the orgainsation I decided to show an example of some of the techniques used to assess, monitor and provide assistance for those learners identified as needing it. The priority to provide literacy, language and numeracy skill improvement for learners has resulted in all students up to level three being assessed and assisted in particular areas.  I have provided particular students with individual learning plans and here is an example of one that provided some positive results.

Evidence of work with students on Literacy and Numeracy

Individual learning plan

ILP showing structure of lessons

 

When the student first started the Cafe and Bar course, they appeared very timid with low self-esteem, nervous and unsure of themself.  When preparing for an assessment they would become very agitated and tearful.  However, their attendance was 100%, they took detailed notes in class and studied for the assessments.  X was given the option of attending extra tuorials at The Learning Centre, but chose to work through their notes and revise in their own time.
The student was really pleased with their improvemnt in all areas covered and has grown in confidence during the course.  A number of factors have contributed to their success, including the way the course was taught, breaking down the parts and structuring the lessons to build on the main ideas.The motivation of the student who had clear goals of what they wanted to achieve and their willingness to put in the extra work.  All this contributed to the students's comprehension and their over-all success.  The student, when re-assessed on the on-line assessment tool had made a significant gain in a short period of time. ( See example of lesson structure ).

Future action influences
This exercise has enabled me to think about the wider context and influencing factors that effect me and the students in our learning environment. If I look at OP's strategic goals (2013) in terms of three words; (Graduate outcomes).  My aims will be;

• Capable - creating opportunity to do presentations, work in groups and problem solve
• Future focused - providing careers advise and providing examples of possible job opportunities
•  Ready for work - Creating more opportunity to role play, volunteering and work place scenarios

It is easy to focus on the micro aspects of your daily job and easy to forget about the macro implications on the bigger picture, so good to review  "Otago Polytechnic's Mission and Purpose; Communities to prosper and advance

We contribute to the economic and social success of New Zealand and to international communities
• We lead by example and deploy our resources in the interest of our communities." (Otago Polytechnic, 2013)

References;
Ministry of Education. (2013).Tertiary Education Strategy. Retrieved from  http://www.minedu.govt.nz/NZEducation/EducationPolicies/TertiaryEducation/PolicyAndStrategy/
~/media/MinEdu/Files/TheMinistry/TertiaryEducationStrategy2010/TES2010to2015.pdf

Otago Polytechnic. (2013). Governance and Management plans.  Retrieved from http://www.op.ac.nz/about-us/governance-and-management/plans/

Graduate Diploma in Tertiary Education - Cultural Competence

While wading through the vast amount of literature regarding cultural competence I thought about my learners and the diverse mix of uniqueness that each one of them brings to the class environment.
How, through different techniques, observations and reflections (both by the facilitator and the learner) they grow, contribute and help to create a unique environment where learning happens, cultures are shared and a new culture is generated.  I have just finished an analysis of learners for my GCTLT paper and thought it would link in well here. Link to analysis of learners.  These particular learners are studying their Diploma in Travel and Tourism and have limited Industry experience.

I analysed the Ministry of Education, (2011) version of a culturally competent facilitator and as I am a visual learner, in order for me to make sense of what this looks like I decided to illustrate this in a form of a diagram, linking all the concepts together.  Then I thought about what I do in the classroom towards cultural competency and wrote these thoughts around the outside.  In order to provide evidence of our actions in the classroom here is a link to a previous post that outlines some of the experiential learning environments the students encounter. to access, equity and diversity.

Ministry of Education, (2011)

Back in 1995 I completed an Otago University Education paper on Racism, Ethnicity and Educational reform, and wrote an assignment on Tino Rangatiratanga or Maori Sovereignty from both a Maori and Pakeha perspective.  The focus was on how this related to the interpretation of the Treaty of Waitangi in relation to the field of education.  This helped me have a better understanding and perspective of the history and culture of New Zealand.
The growth and development of tourism through NZ history is taught as part of our curriculum and I recognise the importance in the students understanding the priniples of the Treaty especially when engaging with overseas visitors.  According to Sir Tipene O'Regan, (2013) visitors want more than surface contact when visiting a different country, they want to engage with the history, culture and form relationships with the local people.  In that way they are able to make connections to their own culture,  history, and language.

I have just recently completed a Certificate in Te Ara Reo Maori through Te Wananga O Aotearoa, a one year level 2 NCEA qualification and found the teaching methods and techniques an inspiring experience, read about this through another blog entry Link to Indigenous learners.

All these experiences have helped me to understand and implement techniques in the classroom to engage, recognise diversity and use these unique qualities to each others advantage.

Particular aspects I have learnt and hope to incorporate more into my teaching in the future are;

• Ako - reciprocal learning
• Learning through exposure e.g. doing the activity, role plays, events, volunteering
• Modelling and demonstrating
• Importance of food gathering, songs and calls of welcome
• Group work - learners work through staircased tasks that get harder, they then have the opportunity to teach others (holistic thinking)
• Establish a Whanau group through team building, sharing stories and building connections
• Assessment - variety
• Group/individual assessments
• Oral assessment options available

All in accordance with the memo of understanding between Te Runanga o Moeraki, kati huirapa Runaka ki Puketeraki, Te Runanga o Otakou, Hokonui Runanga Inc (Ka Papatipu Runaka) and The Otago Polytechnic.

References;
Ministry of Education.
"http://www.teacherscouncil.govt.nz/http://teachercoucil.govt.nz/required/Tataiako.pdf.  Ministry of Education. n.d. Web. 10 Sept. 2013.  <http://www.teacherscouncil.govt.nz/>

O'Regan, T. (2013) Cross-Cultural Symposium Otago Polytechnic

GCTLT - Design overview

I stated in my analysis of learners blog Analysis of learners the reasons for my re-design of this paper.  This was evidenced in part by the response from the students evaluations of themselves, their peers and the course.  See below an excerpt of a response from one of the students in reply to some specific questions regarding the course.



Student evaluation of Destination paper

The paper is taught at the beginning of the academic year and in order to settle the students into a positive pattern of behaviour for the rest of the year, I feel that a more structured approach to this paper would help.  Therefore I plan to link the lesson plans to the assessment activities and the guest speaker slots, with an emphasis on team building activities/quizzes based on the International Destination.  The idea of separating some of the assessments into individual ones is in direct response to the students feedback.  I used the ADDIE model of design in an earlier post for my flexible learning paper and realised that I designed this one with the same students in mind, just for a different paper, but I feel the same principles apply; Link to ADDIE flexible learning draft plan.  Instead of planning a conference and dinner as shown in this design the students would plan and design a magazine, using a blog to illustrate their progress.

OTARA design model (Hunt,2013)

I have used the OTARA design model to illustrate the activity-centred approach I wish to incorporate into the paper.  

• Objectives - These are the learning outcomes
• Themes - I will base my lesson plans around these making them generic enough that any destination can be used
• Activities - How they will do this
• Resources - What we will use
• Assessments - Marking criteria to show evidence

In previous papers I have explored the importance of scaffolding the learning so that each segment fits together and builds on the last, I have used an example of 'making a cup of tea' and how the sequence is crucial to the end product, see Link to learning sequences.  I plan to build on each of the 'themes' during the paper so that they have all the resources to be able to produce a travel magazine.

My philosophical approach to teaching has been explored in a previous post see Link to Teaching Philosophy, as has my paradigm in which I teach and I believe that Vygotsky's approach fits best with my aims, beliefs and values.  See Link to Vygotsky's constructivism approach.


References;
Hunt, K. & Moore, M. (n.d.). resources.Learning, design and editing. Retrieved October 7, 2013, from http://kjh.co.nz/otara/

All other references in linked posts.