NET Scheme News 2024 Summer issue 46

Inherent in the process is reflective practice , which involves meaningful self-inquiry of one’s own competencies and situational context . Reflection is the first step in this “experiential learning cycle”. Gathering evidence is key. Framed as “visible learning”, teachers use evidence to evaluate their own teaching and change their practice in response. PDNETwork and learning communities Between these “together” experiences, learners engage in individual experiences, online learning being one example. Yet, it must be emphasised that “a website in itself is not a community of practice”. So, how does PDNETwork create collaborative and reflective learning experiences to build a culture of continuous learning and improvement? A NET Section study found that, while teachers (“learners”) were engaged in a solo activity online, a collaboration was evolving through the mentor-learner (advisory teacher-teacher) process, including the online workshops’ iterative feedback-chat function. Also, some teachers in schools complete online workshops together, and many use the workshops as part of a bigger school strategy to improve an aspect of their curriculum or practice. The study also showed that learners appreciated PDNETwork’s use of exemplar practices from other Hong Kong schools, something that teachers rated in the 2019 COTAP report as desired but not common in PD. In particular, PDNETwork workshops are designed to encourage self-reflective practice through the use of reflection questions (before, during and after the learning), learning journals, KWL charts, analysis of samples and practice, and action research graphic organisers. PDNETwork and learning hubs The NET Section’s learning hub model aims to build communities of collaborative, reflective practice. PDNETwork offers parallel PD experiences for teachers to develop skills and knowledge that inspire ideas and solutions, which they bring to their learning hub community. The following case studies show how PDNETwork has facilitated learning communities, within a school and across schools, who share professional challenges. Could online learning and learning communities transform your practice? References Wegner-Traynor, E. & B. (2015). Introduction to Communities of Practice: A Brief Overview of the Concept and Its Uses . Retrieved from https://wenger-trayner.com/introduction-to-communities-of-practice/ . Palloff, R. M., & Pratt. (2015). K. Lessons from the virtual classroom: The realities of online teaching. Journal of College Student Retention Research Theory and Practice , 17(2), 264-269. Australian Institute of Teaching and School Leadership (AITSL). (2022). Retrieved from https://www.aitsl.edu.au/teach/ standards Kolb, D. A. (2015). Experiential Learning: Experience as the Source of Learning and Development (Second ed.). New Jersey: Pearson Education. Hattie, J. (2013). Visible Learning for Teachers: Maximizing Impact on Learning . Routledge: UK. Native-speaking English Teacher (NET) Section, EDB, HKSAR. (2022). Comparing and evaluating professional development workshops conducted via Free Learning and face-to-face modes. In Free Learning: A Student-directed Pedagogy in Asia and Beyond . (Eds. Parker, Coniam & Falvey). Routledge: UK. Committee on Professional Development of Teachers and Principals (COTAP). (2015). Odyssey to Excellence: A Learning Profession of Vibrancy; a Teaching Profession of Excellence: Progress Report 2015 . Hong Kong. 3 NET Scheme News Issue 46