Week 18 - Reflective Practice
I have made lots of changes into my teaching practice after joining Mindlab. Not only I have implemented apps, edpuzzle, kahoot, imovie and sculpt into my classroom but I have been trying to make learning personalised for my students using the 21st century skills of problem solving, collaboration, knowledge construction, ICT, skilled communication and self-regulation (ITL Research,2012) . According to Ministry of Education (2012, p.17) personalised learning means "differentiated provision to meet differentiated needs". Schools need to change in order to support learners to actively develop skills to survive in the future. Personalised learning makes learners feel that they are "co-investors in their own learning, helping them to develop motivation and high aspirations, and creating ongoing relationships and interactions that support learners to realise their aspirations" (MOE,2012, p.19).
When you walk into my classroom you will see my students working in pairs or groups, solving problems, playing educational games, sharing ideas, using you-tube to attain new information, teaching each other and moving from one activity to another. My classroom is no longer a traditional type where teacher does all the talking but one where students get opportunities to take responsibility for their learning. In the article "Supporting future-oriented learning and teaching it says that research shows that people do not learn well as spectators, as passive recipients of knowledge delivered to them by experts: good learning requires active engagement" (MOE, 2012, p. 2 ). Instead of me teaching in ability groups and following my lesson plan, I started working around the needs of my students. For example when I see a group in math, I have the resources set aside and the students help themselves to the resource they like to work with, they work with their buddy to solve problems and when they have solved the problem they will share their strategy with the group and the group asks them questions if they need any clarification. I only jump in at the end to connect the ideas or expose them to a new strategy. When I do topic I have four to five stations. One station will have topic related books, one will have Ipads, one will have a worksheet and one will be a construction space. Students move at their own pace as long as they have been to all the stations. Students enjoy this as they feel relaxed and not rushed. They have the flexibility to choose how they want to move. Another way in which I personalise their learning is by asking them to set their own learning goals instead of me telling them what their goals are. As I teach young children I give them some structure and help to guide their learning. I still feel I need to find other ways to make learning personalised for my students. I want my students to take more control of their learning. My goal is to support every student to develop their full potential. Personalised learning gives students the opportunity to explore their strengths, weaknesses and interests which helps them to think what they want to be when they grow up. I totally agree with Ministry of Education article that schools should move towards forming partnership with learners and involve learners in choosing curriculum content to motivate learners "to have more agency and ownership of the direction and outcomes of their learning work" (MOE, 2012, p. 21).
References
When you walk into my classroom you will see my students working in pairs or groups, solving problems, playing educational games, sharing ideas, using you-tube to attain new information, teaching each other and moving from one activity to another. My classroom is no longer a traditional type where teacher does all the talking but one where students get opportunities to take responsibility for their learning. In the article "Supporting future-oriented learning and teaching it says that research shows that people do not learn well as spectators, as passive recipients of knowledge delivered to them by experts: good learning requires active engagement" (MOE, 2012, p. 2 ). Instead of me teaching in ability groups and following my lesson plan, I started working around the needs of my students. For example when I see a group in math, I have the resources set aside and the students help themselves to the resource they like to work with, they work with their buddy to solve problems and when they have solved the problem they will share their strategy with the group and the group asks them questions if they need any clarification. I only jump in at the end to connect the ideas or expose them to a new strategy. When I do topic I have four to five stations. One station will have topic related books, one will have Ipads, one will have a worksheet and one will be a construction space. Students move at their own pace as long as they have been to all the stations. Students enjoy this as they feel relaxed and not rushed. They have the flexibility to choose how they want to move. Another way in which I personalise their learning is by asking them to set their own learning goals instead of me telling them what their goals are. As I teach young children I give them some structure and help to guide their learning. I still feel I need to find other ways to make learning personalised for my students. I want my students to take more control of their learning. My goal is to support every student to develop their full potential. Personalised learning gives students the opportunity to explore their strengths, weaknesses and interests which helps them to think what they want to be when they grow up. I totally agree with Ministry of Education article that schools should move towards forming partnership with learners and involve learners in choosing curriculum content to motivate learners "to have more agency and ownership of the direction and outcomes of their learning work" (MOE, 2012, p. 21).
References
ITL Research.
(2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Ministry of Education.(2012). Supporting future-oriented learning and teaching: A New Zealand perspective.Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Ministry of Education.(2012). Supporting future-oriented learning and teaching: A New Zealand perspective.Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
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