Whakatauki:
As this is my final reflective journey blog I
will explore my key change on my Mind Lab journey and the impact it has had
within my professional practice referring to Rolfe’s reflection model to
structure my thoughts.
What? Step 1 (What): Identify one key change in your professional practice
The key change in my professional practice I
identify with is:
Design for learning based on curriculum and pedagogical
knowledge, assessment information and an understanding of each learner’s
strengths, interests, needs, identities, languages and cultures.
This means
that I need to carefully select
teaching approaches, resources, and learning and assessment activities based on
a thorough knowledge of curriculum content, pedagogy, progressions in learning
and the learners. (Ministry of
Education (2017, p.20).
Now What? Step 2 (Now what): Evaluate the identified change
Stage 1: Problem identification
What
drives me to make this change is, how I need to have the knowledge to design
learning tasks. I have to try new things for I cannot do the same thing and
expect different results.
I
believe this change is important, for teaching is changing and evolving. The
way our students are learning is changing. Technology is now everywhere. I need
to design tasks
that will enhance my teaching strategies, approaches, and purposeful learning
activities, modify these to the needs of individuals and groups of learners.
Stage 2: Observation and analysis
I problem I
will face as design for learning is that student main use of technology or
digital devices is entertainment and they like to just play games. I need to
design tasks that is purposeful and that will challenge them. Osterman & Kottkamp, (2015, p74.) states I need to be honed in my
observation skills to analysis, reconceptualization, and
experiment.
Stage 3: Abstract re
conceptualization
Osterman, & Kottkamp, (2015, p.87 & 88) mentions that within
this stage, as educators may find great value in working
collaboratively
with colleagues as they attempt to develop
solutions
to the same or similar problems (Fullan, 1999, 2001;
Miller,
1990). By drawing on another’s experience and expertise of colleagues, we
increase a pool of available ideas and resources.
Stage 4: Active experimentation
Osterman, & Kottkamp, (2015, p.90) mentions points for me to apply
-
be open to
new ideas.
-
Develop new
ideas and theories and how might things work.
-
Develop and
action plan with strategies to cope and
work with.
-
Have a
growth mindset to give things a go.
What Next? Step 3 (What next) Share your next plan(s) regarding your
future professional development or your future practice.
This clearly links to my syndicate Spiral of
Inquiry and how explicit teacher talk links to task design to help students
articulate their learning. My where to next to carefully plan blended learning
environment into my classroom 2019. Carefully create task design that will
challenge, help my students learn about and develop 21 century skills.
I have learnt so much, leadership in digital and
collaborative learning, digital and collaborative learning, research and
community informed practice and applied practice. Yes, it was hard, but very rewarding. I love
digital technology and worked hard to implement it within my classroom. I am so
glad that there are teachers out there that know the best apps to use for there
are so many and it is very hard to find the time to explore them. The
opportunity to do this course with many of my staff was a great experience. This Mindlab journey of mine was a blessing with the wealth of knowledge shared.
References:
Ministry of
Education (2017). Our code, our standards. Retrieved from https://educationcouncil.org.nz/content/our-code-our-standards
Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for
educators : professional development to improve student learning.(2nd ed.) New
York: Skyhorse Publishing.
Rolfe,
G., Freshwater, D., Jasper, M. (2001) Critical reflection in nursing and the
helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.
