Key Change in my professional practice.
For this reflection I am using Rolfe's model of Reflection.
Step 1 (What): Identify one key change in your professional practice .
During my journey with mindlab I have learnt heaps. However, there was a lot to take in this 32 weeks. I have taken on board the things that I could use in my practice now and in the future. I am so glad that I took this course as it has given me the opportunity to understand the trends in education. The things that have impacted me the most are;
Step 2 (Now what): Evaluate the identified change.
Stage 1: Problem Identification.
When I reflect back to my teaching practice and beliefs before I joined mindlab, I realise that I was more of a dictator in class than a facilitator as I had more control over my students' learning. My teaching was quite structured, I preferred my children to work quietly, learning activities did not promote collaboration, digital technologies were not used effectively in class. Through mindlab I came to know about 21st century skills, innovative learning spaces, culturally responsive environments, student agency, student engagement, impact of digital technologies on student achievement, teacher inquiry and the list goes on. During my journey with mindlab I started modifying my teaching practice in order to meet the needs of individuals and groups of learners. I started designing learning activities that enable students to collaborate, self-regulate and use digital technologies.
Stage 2: Observation and analysis
Observations of my students revealed that when students worked in pairs or in groups they understood the task better and as a result they were more engaged and performed better. Digital technologies not just engage my students in the learning but also improve their achievements.The students who were shy to share in front of the whole class, now use ipads to record their ideas to share. Students are finding digital games and activities fun and engaging. Computer games like kodable are teaching them problem -solving skills. Students find instant formative feedback helpful in their inquiry learning process. The literature that I came across during this course helped me to modify my teaching and beliefs to meet my students' needs.
Stage 3: Abstract re conceptualization
I have gained a lot of knowledge about student agency, technology , innovative learning environments through my personal experience and through mindlab. All the readings that I have done through mindlab have helped me to make positive changes in my students' lives. For example the ITL Research readings informed me that ICT can help students to collaborate in ways that were not possible before. Students can connect to the outside world (ITL Research, 2012) . From formal readings I also found out that students benefit from using digital games in the classroom by learning how to handle success and failure as well as how to use critical thinking and problem-solving skills (Icard, 2014). I definitely got lots of knowledge through formal readings.
Stage 4: Active experimentation.
This year I have started to teach my topics through inquiry based approach as it gives students opportunities to use their prior knowledge, use computers for research and to work collaboratively, create/design and share their thinking. I am using kahoot, kodable, edpuzzle in my class and my students find them fun and engaging. I have become a facilitator in class, I let students take ownership of their learning.
Step 3 (What next) Share your next plan(s) regarding your future professional development or your future practice.
In the future I want to explore further into the education of Maori and Pasifika students. I want to familiarise myself to the Maori and Pasifika cultures so I can support Maori and Pasifika learners. I also want to support my students to use digital technologies in their learning. I want to make sure my students are actively involved in their learning. I want the best outcomes for my students.
References
Icard, S. B. (2014). Educational technology best practices. International Journal of Instructional Technology and Distance Learning. 11(3), 37-41. Retrieved from http://itdl.org/Journal/Mar_14/Mar14.pdf#page=41
ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Martin, J. (2004). Self-Regulated Learning, Social Cognitive Theory, and Agency. Educational Psychologist, 39(2), 135-145.
Ministry of Education (nd). Our code, our standards. Retrieved from https://educationcouncil.org.nz/content/our-code-our-standards
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Corwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.
Step 1 (What): Identify one key change in your professional practice .
During my journey with mindlab I have learnt heaps. However, there was a lot to take in this 32 weeks. I have taken on board the things that I could use in my practice now and in the future. I am so glad that I took this course as it has given me the opportunity to understand the trends in education. The things that have impacted me the most are;
- how digital technologies can support student learning.
- different leadership styles.
- teacher inquiry.
- culturally inclusive environments.
- innovative learning environments.
- 21st Century skills.
- Student Agency.
- Diffusion of Innovation. I do not have a leadership role at my school but I found the readings on different leadership styles very interesting. The area that I am going to reflect upon is "Teaching" from the Standards for the teaching profession (MOE, nd. p.20).
Step 2 (Now what): Evaluate the identified change.
Stage 1: Problem Identification.
When I reflect back to my teaching practice and beliefs before I joined mindlab, I realise that I was more of a dictator in class than a facilitator as I had more control over my students' learning. My teaching was quite structured, I preferred my children to work quietly, learning activities did not promote collaboration, digital technologies were not used effectively in class. Through mindlab I came to know about 21st century skills, innovative learning spaces, culturally responsive environments, student agency, student engagement, impact of digital technologies on student achievement, teacher inquiry and the list goes on. During my journey with mindlab I started modifying my teaching practice in order to meet the needs of individuals and groups of learners. I started designing learning activities that enable students to collaborate, self-regulate and use digital technologies.
Stage 2: Observation and analysis
Observations of my students revealed that when students worked in pairs or in groups they understood the task better and as a result they were more engaged and performed better. Digital technologies not just engage my students in the learning but also improve their achievements.The students who were shy to share in front of the whole class, now use ipads to record their ideas to share. Students are finding digital games and activities fun and engaging. Computer games like kodable are teaching them problem -solving skills. Students find instant formative feedback helpful in their inquiry learning process. The literature that I came across during this course helped me to modify my teaching and beliefs to meet my students' needs.
Stage 3: Abstract re conceptualization
I have gained a lot of knowledge about student agency, technology , innovative learning environments through my personal experience and through mindlab. All the readings that I have done through mindlab have helped me to make positive changes in my students' lives. For example the ITL Research readings informed me that ICT can help students to collaborate in ways that were not possible before. Students can connect to the outside world (ITL Research, 2012) . From formal readings I also found out that students benefit from using digital games in the classroom by learning how to handle success and failure as well as how to use critical thinking and problem-solving skills (Icard, 2014). I definitely got lots of knowledge through formal readings.
Stage 4: Active experimentation.
This year I have started to teach my topics through inquiry based approach as it gives students opportunities to use their prior knowledge, use computers for research and to work collaboratively, create/design and share their thinking. I am using kahoot, kodable, edpuzzle in my class and my students find them fun and engaging. I have become a facilitator in class, I let students take ownership of their learning.
Step 3 (What next) Share your next plan(s) regarding your future professional development or your future practice.
In the future I want to explore further into the education of Maori and Pasifika students. I want to familiarise myself to the Maori and Pasifika cultures so I can support Maori and Pasifika learners. I also want to support my students to use digital technologies in their learning. I want to make sure my students are actively involved in their learning. I want the best outcomes for my students.
References
Icard, S. B. (2014). Educational technology best practices. International Journal of Instructional Technology and Distance Learning. 11(3), 37-41. Retrieved from http://itdl.org/Journal/Mar_14/Mar14.pdf#page=41
ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Martin, J. (2004). Self-Regulated Learning, Social Cognitive Theory, and Agency. Educational Psychologist, 39(2), 135-145.
Ministry of Education (nd). Our code, our standards. Retrieved from https://educationcouncil.org.nz/content/our-code-our-standards
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Corwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.
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