The positive changes I have made since being engaged
in Mindlab for the past 17 /18 weeks. I will use Gibbs reflective cycle (1988)
and pick a researched theme identified by Bolstad,
R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012) and
discuss this in more detail.
Description: Personalising
learning; the aim of attempting to build
learning around the needs of individual learners with a 21st-century
perspective, having a major shift from system-level and changing
the way we think and learn.
Feelings: This has been a good and hard and journey. In a good
way that students are thinking and learning differently. Teaching the old
industrial age way is not going to work anymore, the teacher standing
up in front of the classroom is a style in the past. Being more of a
facilitator has taken me time to adapt and apply into my practice.
The hard way, was my way of thinking,
in a way 'it was going to too much work', the preparation etc, however, over
time I have learnt that the more work I put in to set up and having a more
efficient way to work. 'work smarter not harder.'
Evaluation: The changes I have witnessed in my class and my teaching practice
is that is more student driven. I have found my self-roaming around the class
supporting students and redirecting them when stuck. I have found, that I have
been more explicit in my teaching and instructions, I am witnessing more
frequent collaboration between my students and they are creative and they are
learning to problem solve using digital devices.
Lastly, I have found my communication
with my families has improved and the feedback from parents are positive.
Through daily conversations, parent conferences, and parents comments on the
seesaw app, parents are impressed with their child's confidence in there
reflection on their learning. It is the best put, 'creating
ongoing relationships and interactions that support learners to realise these
aspirations. (p.19)
Analysis: Within the reading by Bolstad et al, the following key points I have
found are; 21st-century learning needs, developing students potential,
involving students, engagement and opportunities. I have had to dig
deeper to understand and implement in my teaching practice the points mention
above. For me, I needed to know more about 21st-century skills. Over time,
exploring this, I have seen it come to life and proud of my effects to explain,
model and refer to in my classroom.
My leadership style transactional,
servant leadership, and the innovation cycle - early majorities and supporting
the laggards /lazzie-faire. I now have a better understanding of my leadership
style and I know I have work hard with my innovators who have taught their
peers and the roles have switched from me to them. This is awesome to see in my
class.
Conclusion: I need to work harder with my laggards for I am finding there are
students who rely on others to do their work. I need to find ways to get then
more engaged to drive their own learning. It makes me think, what am I
missing?, am I moving to fast, the expectation to time to finish their work,
the key competence skill of self-managing, why don't they understand. How can I
best help them manage themselves instead of me nagging at them?
Action Plan:
I have just created an email address
for some of my students. This is my next step for my students to use and
communicate with others. As well as my thoughts mention in the above
conclusion, these will a working progress for me to ensure personalised learning
and how I can best support my students to provide more opportunities for
learning around individual needs.
Thank you for stopping by, Anne.
Bolstad, R., Gilbert, J., McDowall, S., Bull, A.,
Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and
teaching — a New Zealand perspective. Report prepared for the Ministry of
Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Finlay, L. (2009). Reflecting on reflective practice.
PBPL. Retrieved from http://www.open.
ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
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