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Community of Practice


Community of Practice
For this blog I am looking at two possible inquiry topics and how they could be related to and contribute to my Community of Practice. I have found this the hardest blog to do so far as I have had to do a fair bit of extra reading regarding what a Community of Practice (CoP) is. Afterwards I now think I understand what a CoP is and have been involved in them for years but just did not realise. I think my first stumbling block was thinking a CoP was similar to a Community of Learning. Wenger (2011) said that “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” (p. 1). I believe that as teachers this is part of our everyday life, it just I didn’t realise it had been given a title for me. In his video Knox (2009) said a CoP requires three key areas – community (mutual engagement), domain (joint enterprise) and practice (shared repertoire).
I now had to figure out my topics, I had two clear thoughts on this, firstly how to overcome boy’s reluctance to do the theory side of the course which I believe would fit in to Agency and Engagement strand of the Digital and Collaborative aspect. Secondly I wanted to look at how to increase female uptake within Hard Technology which for me fits into the Developing a Growth Mindset strand of the Leadership aspect. My CoP for either of these topics would be firstly my department as it is not just my classes that have these issues, rather all the hard material classes. It would also be the DVC&CMT Forum on Google Groups that I am a part of. I am going to use Jay and Johnsons reflective model against these topics.
Agency and Engagement
Developing a Growth Mindset
Descriptive
What is happening? Is this working and for whom? How am I feeling? What do I not understand?
At the moment the vast majority of the male students love the practical aspect of the course but not so much the theory side. They are typical boys and want to ’make stuff’ and not carefully plan their ideas taking into account the best materials and construction methods. This results in good achievement in the units that involve making and weaker results in the design, plan and evaluation units. It is generally across the board, with the odd exception. It makes me feel as though I rush through those stages with the students to allow them more time on the practical aspect. I need to understand what I can do to make the research seem more appealing to the students.
Recently whilst writing my effectiveness report, it hit home that I have very few females taking my subject once they become seniors. I will be honest and say that I hadn’t even realised this whilst teaching the classes, to me they’re all students, everyone is treated the same but the data shows that of all the students taking Hard Technology only 3% are female. Over the three senior classes I currently have two female students. I believe this is because Hard Materials has always traditionally been seen as a ‘boys’ subject. This demonstrates a very fixed mindset from the students, their parents and also possibly from teachers within the school when it comes to option picking time. I find it annoying as historically the females who take the subject outperform the boys. I want to understand why there is still this fixed mindset and how to change it to a Growth Mindset
Comparative
How do other people who are involved or indirectly involved describe what’s happening? What does research contribute to an understanding of this matter? How can I improve what is not working
Talking to the other hard materials teacher within my school and he had also found that historically the boys show real reluctance towards writing. When we were talking about this we both agreed that the main problem is that in the minds of the students it is still classed as ‘metal work’ ‘wood work’ whereas Hard Technology, as it is now know, is a completely different beast. It requires in-depth analysis and evaluation, not just ‘making stuff’. When doing some research into boys reluctance to write I found this quote from Senn (2012) “When boys’ attempts at writing are not met with complete success or are ridiculed, it is no wonder that they become reluctant to persevere. For this reason, it is essential that teachers provide scaffolded activities for writing and do not expect mastery after first attempts” (p. 215).
I have only been at this school for 2 years so I spoke to the department to find out if this has always been the case. They said that no it hasn’t and in previous years there has been a much higher proportion of girls taking the subject. I started to think that I might be doing something wrong and how can I improve this percentage. Silverman and Pritchard (1994) gave these three strategies to improve take-up “provide better information to middle school students about TE course offerings in high school, find role models for girls in TE, and have TE teachers develop strategies to attract more girls to their classes.’ This gives me quite a lot to think about and work on. I also believe that it could be the mindset of the girls that stops them choosing Hard Tech for an option. Dweck (2009) stated that rule number 3 to develop a Growth Mindset students need to “Embrace your mistakes and confront your deficiencies.”.
Critical Reflection
What are the implications of the matter when viewed from these alternative perspectives? How does this reflective process inform and renew my perspective?
Looking at what has been written about the reluctance maybe even more scaffolding needs to be put in place in the junior years and slowly reduced as the student progresses through the years. My worry and concern about this is that would it make the work to prescriptive and would all the students work look the same?
So if the reluctance is down to failings they have had or poor results or made errors during projects in previous school years we, the department and I, should embrace what went well and how that can be built upon. Also is it worth looking at our feeder Middle School and working closely with their Hard Tech department to help with the transition and appeal of the subject which can be further developed once the girls get to High School.

Dweck, C. S. (2009). Mindsets: Developing talent through a growth mindset. Olympic Coach, 21(1), 4-7. Retrieved from https://garyhorvath.com/wp-content/uploads/2016/11/USOC-MINDSETS-by-Carol-Dweck-2.09.pdf
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
Knox, B. (2009, December 4).Cultivating Communities of Practice: Making Them Grow.[video file]. Retrieved from https://www.youtube.com/watch?v=lhMPRZnRFkk
Senn, N. (2012). Effective approaches to motivate and engage reluctant boys in literacy. The Reading Teacher, 66(3), 211-220.
Silverman, S., & Pritchard, A. M. (1994). Building Their Future II: High School Girls in Technology Education in Connecticut. Retrieved from https://files.eric.ed.gov/fulltext/ED376309.pdf
Wenger, E. (2011). Communities of practice: A brief introduction. Retrieved from https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/11736/A%20brief%20introduction%20to%20CoP.pdf?sequence%E2%80%B0=%E2%80%B01

Comments

  1. Unknown13 April 2018 at 18:41

    Ian, your inquiries look really interesting, largely because I have worked with a HELA Tech who has previously expressed exactly the same concerns that you have . I'm wondering if your CoP could include Tech teachers beyond your department and include those from the other high school in your CoL? (Just to confuse matters :)) I think there may already be some collaborative work in Soft Materials between the schools ? Best wishes with your inquiries - they look extremely valuable. Cheers, Bridget.

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    1. Mr. C14 April 2018 at 17:20

      Thanks Bridget, I could definitely look into collaborating with the 'enemy' over the road haha. I worked closely with the previous Tech teacher at the local middle school but the department is in a transition period at the moment so when that settles I will go back. Would be nice to go out to the primary schools within the CoL that's for sure.

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  2. Unknown13 April 2018 at 19:42

    I like the honesty and bravery of your critical reflection. Both are interesting inquiries....have you thought of ways to limit the writing while still recording the traditional written section. Could they use talk to text options as home ?
    Have you thought about sending out a questionnaire to class/ girls or talking directly to them and asking why they are not returning to this class? What are they prioritizing - you said they were some of your best students so it could be that they are choosing a different academic path (scholarships?). I talked to a boy recently about why he was dropping PE which he loved and it was because it didn't fit into his scholarship program. Such an interesting topic...it would be good for you to talk to Simon from TA college as he is on mindlab and teaches in your area.

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    1. Unknown13 April 2018 at 21:12

      Really honest and insightful reflections Ian. You raise two really interesting inquiry topics. Perhaps the boys are disengaged with the theory side either due to past experiences or because it takes away from what they enjoy about the subject - the creating and practical side. I am not a high school teacher, but from what I see at the primary level, especially with reluctant boy writers is that they will always choose a more practical task over a written task.

      I think you raise a good idea, talking to the feeder primary schools and perhaps you could work in with these schools, making sure they are teaching the writing skills your learners need to ensure success at your level in the more practical subjects.

      I also agree with Ali, have you actually surveyed the girls to see why they are not carrying on with Hard Materials? Perhaps they enjoy the subjects, and experience success but do not see it as a career path?

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    2. Mr. C14 April 2018 at 17:34

      Thank you Ali and Lisa you both raise so great points. I definitely think I need to survey the girls before option choice time to see what their plans are, and I totally agree that chosen career paths (be it theirs or what their parents want for them) can dictate what options the student chooses. I try to explain to the students that its good to have a mix of mainly practical based subjects with more theory focused ones. I also have to explain repeatedly to SMT that Tech is an academic subject, what with problem solving and creative thinking and evaluation and justification just to gain an Achieved. It should not be seen as a 'dumping ground' for the students who 'can't do academic subjects'.

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    3. Mr. C14 April 2018 at 17:37

      Sorry Ali I forgot to ask, what is Simons full name and do you have a link to his G+ so I can reach out to him? Thanks

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  3. Unknown13 April 2018 at 21:06

    Hi Ian, I like the inquiry you have chosen with both the boys struggling with the theory and the girls lack of entering the subject. As you know in teaching English, it is the boys I struggle with the most when it comes to reading and writing so I am pleased you have chosen this. Maybe I can learn something too! The boys come into English so negative it is a real challenge to find something to engage them to read and write without them realising they are doing so.
    As for the girls ... I remember years ago in school - many many many years ago - I was the only female taking Technology Drawing. It was a real struggle for me because I wanted to choose the subject but hated the fact I was going to be the only girl. I wonder if these days that is the same attitude or is it something different that prevents girls from choosing the topic. It would be interesting to do a survey. In our High School we have a couple of girls who chose Building but it was generally because there was nothing else they wanted to do in that column. I'm looking forward to watching this space and what you learn as they are both equally something I would be interested in understanding and seeing if I could use some ideas.

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    1. Mr. C14 April 2018 at 17:27

      Hi Belinda, I definitely think boys reluctance to write is across all subjects and the readings I did for this blog show that. It is a struggle and I think that we have to possible undo the student mindset that has been in that way for years. I think you've also hit the nail on the head when it comes to the girls, it takes a few 'brave' students to take it so they are not alone then the others could follow. Also i agree that sometimes it is down to option lines and subjects are rated on 'best of a bad bunch' scenario. Thanks for your feedback

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  4. Anonymous15 April 2018 at 00:39

    Hi Ian, Your inquiries are definitely two interesting topics. I also had to research around what a CoP was as I had muddled it with a CoL. I find it interesting that such a small percentage of girls take Hard Tech during their senior years at high school. I think changing the mindset or perceptions that hard tech is a boys subject could be difficult to change however not impossible. From reading the comments you sound like you have some good ideas already, I was going to suggest working alongside the local intermediate could be beneficial. There are many tech alternatives writing the boys you discussed could use instead of traditional pen and paper. Talk to text is a good alternative that is easily accessible on most devices.

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  5. Miss Rose...15 April 2018 at 05:07

    Hi Ian, really interesting read on your two inquiry topics. I find it interesting that even at high school level we are trying to find ways to engage our young boys to engage in writing...let alone the theory side of Hard Materials. One of the main things we always tried to emphasis was the purpose of writing and making links to contexts. A lot of the time when we are in discussion with our students..especially the reluctant ones...they find it hard to hold onto their thoughts...and I love the idea of letting them use technology to help record their thoughts. Sometimes when they go back and revist what they said in conversations...it prompts them to remember what they said. just a thought...The other reflection you shared about the girls and how they arent participating as much as they did in the past....I like the old and tried method of asking . Ask them what they think about Hard Metal. Whats changed in the past few years...for them to switch classes? How could the CoP get female students interested in that particular class. Is it the course content or the career pathways that stem from it? How is it advertised at school? Do you have role models who have shared about that particular pathway? I like the idea of teachers working collaboratively to identify ways to engage students but...I prefer when these ideas are put into an action plan and rolled out in schools.

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  6. Unknown15 April 2018 at 14:02

    Hi Ian. You have great ideas for your inquiries and I find it interesting that while we are learning so much in this course we are also identifying many things we are already doing but had not labelled as such. Teaching for me is a collaborative profession and one of the reasons I entered the profession.
    I wonder as we alter our pedagogy to allow 21st century learning and skills to develop whether the many stereotypes and traditional barriers will break down and you will see more female students taking part in Hard Tech. We have been discussing models where departments join for project based learning and I can imagine some exciting opportunities combining with subjects such as maths.

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  7. Unknown26 May 2018 at 20:30

    Thanks Ian. Your post really helped me to get my head around my own understanding of what a Community of Practice is, and like you say, they are something that we have been involved with since we began in teaching and probably prior to that as well!
    I am looking at doing a similar topic of inquiry around growth mindset and the suggestion that girls studying science lack confidence (particular compared with male peers) and sell themselves short. My initial though when I came across the article that sparked my interest was "No, that's not right. Girls do great in Science". But after reading the article, the comments and reflecting on my own experiences as a learner and a teacher, there is definitely more than an element of truth. There are still those stereotypes out there that imply that boys are better at Maths and therefore, if you're no good at Maths, Physics and Chemistry will be too hard as well. These perceptions, as with those you have encountered around girls doing hard tech, will be hard to change. Especially, as I think girls arrive at high school already lacking confidence in these areas and maybe with an unwillingness to take risks that they perceive will be seen as failing. Working with feeder schools and maybe looking into the possibility of outreach programmes that bring hard technology and the STEM subjects into primary schools, could be a way of opening up mindsets to future opportunities.

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