Reflections on Learning Journey


Early 2018, an innovative teacher, leading a PD session at my school, signed all our staff up to complete The Mind Lab Digital Passport. As I was fundamental to leading the digital changes within our school, this was the first digital PD (that I had not sourced) that generated new learning for me.  I was hooked. This, of course, led to the completion of the DCL where I have been challenged, forced to think, and have grown in new ways.  This has created immediate and sustained changes in my pedagogy and teaching practice, some of which, I will discuss in this reflective blog, supported by The Cycle of Experiential Learning from Osterman and Kottkamp (2015).

When identifying the problem; finding what drives me to change my practice, I admit that I had become stagnant.  I was tired and just wanted to be 'fed' new ideas through my school's professional development program. In 2018 I saw a thought-provoking documentary, 'Most Likely To Succeed'.  It discussed the growing shortcomings of conventional education methods in today's innovative world. When I stood back and observed the situation, I was a part of the problem.  I was a teacher who had been doing the same things for 20 years (never saw that happen!) I needed to change my pedagogy. My personal goal when starting the DCL was to create a more interesting, collaborative and fun classroom that educates students for their changing and unknown future.  

With regards to the abstract reconceptualization stage, Osterman & Kottkamp (2015) state, "At this point in the cycle, the reflective practitioner engages in an active search for new ideas and new strategies. There is strong motivation to find new information and ideas to address the problem. At every stage of the cycle, the nature of the learning has been personal and engaging." (p. 87)  This certainly was true for me.  The Mind Lab taught me to base my practice on research, not to be afraid to try new things, and to truly be reflective. I have been exposed to a range of tools that have enabled me to develop my own digital skills and to think about the changing world my students are living in.  I have learnt that it is OK to share power with students, to encourage them to be creators of technology, not mere users, and to facilitate student agency in my practice. 

It is important that teaching practitioners meet expected levels of Our Code, Our Standards, MoE (2017) and are able to provide examples as evidence. The Mind Lab's thorough evaluation of the Spiral Playbook Kaser & Halbert (2017) has helped me to meet and provide evidence for the professional learning criteria, using inquiry, collaborative problem-solving and professional learning to impact student learning and achievement. The inquiries I have completed this year have been deeply reflective and highly valuable to the change in my practice. 

I want my students to be 'change-makers', to feel empowered to make a difference in their world and not limited by the four walls of the classroom. The active experimentation through the DCL allowed me to become connected with similar-minded practitioners, to network and stay updated with current pedagogy.  I have learnt to 'put myself out there', through blogs, websites, online contributions, forums like MeWe and Twitter, etc.  I now feel no fear of being seen on a world stage, and this has changed the way I think and teach.  

I am so excited about next year; having the skills and tools to make tangible changes to my program, being the change I want to see in my students. 


2020 Plans & Goals
  • 'Whānau & Food' get together to establish relationships and solid communication networks early in Term One.
  • Continue culturally responsive practice by focusing on Maori & Pasifika student achievement through student agency.
  • Te Reo learning integrated into personal language and life - demonstrating authenticity.
  • Explore Steve Peha's agile classroom model in more detail.
  • Design learning opportunities that support 21st Century skills through ITL Research (2012).
  • Facilitate collaborative learning and student agency through new digital tools (sharing power).






REFERENCES


Bolstad, R. & MacDonald,J.(2016). An analysis of participant blogs supplemented by teacher interviews. Wellington:New Zealand Council for Educational Research. Retrieved from 
https://drive.google.com/file/d/0B3XlqOzMz1L7V2ZvS3oxazNoYlk/view

Kaser, L. & J. Halbert. (2017). The Spiral Playbook: Leading with an inquiring mindset in school systems and schools. C21 Canada. Retrieved from http://c21canada.org/wp-content/uploads/2016/10/Spiral-Playbook.pdf

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Corwin Press, Inc. Retrieved from hhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.

Ministry of Education (2017). Our code, our standards. Retrieved from
https://teachingcouncil.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf









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