When I reflect
on my own personal learning journey over the last 32 weeks of the Mindlab course,
I am satisfied that I have learnt a great deal – in terms of knowledge, but mostly in
understanding ways I can improve my practice.
The main ideas that have really
resonated with me are:
-the need to teach 21C skills. This is not just another flash-in-the-pan
trend in education. Even though we think the way we were taught worked for us
(we learnt for sure, was it the best way though?), it is not enough for those
entering the today’s world.
- use of technology. This should not just be a more engaging
substitute for pen & paper but as a way to transform learning. Yay for the
SMAR model! Easy to remember and apply and be challenged by.
- growth mindset. I have read Carol Dweck’s book and a
number on on-line resources. I am fascinated about the effect of mindset on
learning anything and I keep on seeing examples of fixed or mindsets in myself
and others. I am currently introducing these ideas to my Year 9 students and intend
to share it with all my learners.
-collaborative practice. I am learning the importance and
benefits of this and of the interdisciplinary approach. Teaching this year in a
connected learning environment has forced me into some connected learning but I
am keen to develop this further.
- reflective practice. I have always been a bit averse to it,
mostly because I have thought of it as a way to beat myself up for lessons that
haven’t gone well. The Mindlab course has taken me out of my comfort zone and
challenged me to understand what it is about and to see the real benefits it
can bring. I intend to keep developing reflective practice.
There are
two Practising Teacher Criteria1 that I would like to discuss here.
1. establish and maintain effective professional relationships focused
on the learning and well-being of ākonga
|
i. engage in ethical, respectful, positive and collaborative
professional relationships with:
·
ākonga
·
teaching colleagues, support staff and other
professionals
·
whānau and other carers of ākonga
·
agencies, groups and individuals in the community
|
As a
teacher I am committed to promoting the learning and well-being of ākonga at our school. It
has been valuable to learn practical ways of collaborating through digital
means with my school colleagues, but especially through widening my community
of practice to include colleagues in other schools and even around the world.
No longer do we need to feel isolated as practitioners, there are plenty of
fellow teachers out there with the same goals and grappling with the same issues
as us. Digital tools enable us to make connections in our community or beyond.
We can establish and maintain relationships with many others who are committed
to the well-being of ākonga.
12. use critical inquiry and problem-solving effectively in their
professional practice
|
i. systematically and critically engage with evidence and professional
literature to reflect on and refine practice
ii. respond professionally to feedback from members of their learning
community
iii. critically examine their own beliefs, including cultural beliefs,
and how they impact on their professional practice and the achievement of
ākonga
|
The Mindlab
course has taught me, among other things, a great deal about critical inquiry,
evidence-based practice and cultural responsiveness. This week’s reading on reflective
practice has articulated a lot of muddled ideas I have had about experiential
learning, problem-solving approaches and self-reflection. Osterman & Kottkamp
(1993)2 present reflective practice as “a means by which practitioners
can develop a greater level of self-awareness about the nature and impact of
their performance, an awareness that creates opportunities for professional
growth and development” (p. 2). From reading this article I see reflective practice
as a meaningful and self-directed way to approach & try to solve real,
relevant problems through changing our behaviour. The traditional approach to
professional development is based on knowledge acquisition and is largely ineffective
at producing behavioural change. Reflective practice on the other hand, considers
self-awareness (and acceptance that some of our own behaviours need to change),
emotional and cultural factors that go along with making changes to behaviour.
So my goal for professional development in the foreseeable
future is to embrace reflective practice and use it to problem-solve and
enhance areas of my practice. The learning will continue...
REFERENCES:
1Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from http://elearning.tki.org.nz/Professional-learning/
2Osterman, K. & Kottkamp, R. (1993).
Reflective Practice for Educators. California.Cornwin Press, Inc. Retrieved from
http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf