WOW is the word to describe my learning journey through the whole postgraduate MIndlab programme. At times I found it very challenging and had to draw on our NPS Learning Powers of Resilience and Being Me to keep me going, especially when the demands of daily school life threatened to take over completely. The new learning was extremely valuable and supporting this was my co teacher (Suzanne) who was also on this journey. Together we had the opportunity to make changes within our learning programme and environment which in turn has had a positive impact on our learners progress and achievement outcomes. This was further enriched by the connections made within our Mindlab Hamilton group where we were able to share, question, discuss, clarify, challenge and support one another - knowing I was not alone made the programme all the more enjoyable and beneficial.
Practicing Teacher Criteria -
Criterion 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.
Criterion 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice
Key Changes
There have been some key ideas, theories and research that have stood out for me as having a positive impact on my teaching practice. Our actions were informed and I now understand why I need to be using research based practices to develop 21st Century skills in our learners. These include using
And the
where we as class teachers (Suzanne & I) constantly asked ourselves where each task/activity sat, using Agile classroom tools such as Kanban, and the power of building a strong team spirit, grouping arrangements and teaching by example (Murdoch & Wilson, 2008).
We were introduced to the Microsoft ITL 21st Century Learning Design (2011) rubrics as part of our learning in the MindLab in-class task in week two. I had never seen these before and this concerned me as we promote ourselves as innovators not bound by “traditional classroom routines” and where we respond creatively to challenges in a digital ILE. The Microsoft ITL 21st Century Learning Design (2011) rubrics provided the opportunity for critical reflection of my practice and the impact on our main stakeholders - our learners!
Initially, we were focusing on
But quickly realised that in order to do this effectively we needed to build a collaborative and inclusive environment. If our students were not able to collaborate how could we expect them to then use ICT for learning?
Our decision to focus on collaboration first has paid huge dividends in all other areas of our learning programmes - it does not matter with whom our learners work with, they are becoming so much more responsive, sensitive to difference, able to listen, share and communicate. Building an inclusive learning environment that encourages our learners to collaborate will be at the forefront of our teaching and learning programme in 2018.
Practicing Teacher Criteria -
Criterion 7: Promote a collaborative, inclusive, and supportive learning environment.
SAMR Model
I, alongside Suzanne, wanted to use the SMAR model as outlined in ‘enabling eLearning’ on TKI, - using technology for creating, to critique our learning tasks and experiences against. This is becoming embedded in our teaching and learning pedagogy, ensuring that we don’t slip back into the comfortable past - me especially! Using this example helped me make sense of SAMR and I continue to refer to it when I unsure.
Retrieved from http://www.schrockguide.net/samr.html
Practicing Teacher Criteria -
Criterion 8 : Demonstrate in practice their knowledge and understanding of how ākonga learn.
What next?
Osterman and Kottkamp (1993) define being a reflective practitioner as “on one hand, the actor in the drama and, on the other hand, the critic who sits in the audience watching and analyzing the entire performance.” (p. 2) and this is exactly how it feels! What is also scary is that it almost becomes addictive - my awareness becomes so enhanced that I am continuously searching out new learning and research that will have a positive and sustainable impact on my teaching practice and pedagogy. I will continue to use (Timperley, Kaser & Halbert, 2014) model to improve, not just to prove my practice.
At the moment I am looking at several options for Professional Learning in 2018 -
- Culturally Inclusive Practice with Marian Pearce and Dr Mark Dashper (School PLD)
- Level 4 Te Reo Maori course through Te Wānaga o Aotearoa
- CORE Ed - Innovative Learning Curriculum
- CORE Ed - Innovative Learning Practice
Practicing Teacher Criteria -
Criterion 3: Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand.
Criterion 10: Work effectively within the bicultural context of Aotearoa NZ.
References
Microsoft in Education (2011a). 21st Century Learning Design Rubrics. (pp. 1-44). [PDF]. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Ministry of Education.Enabling eLearning. (2017). Elearning.tki.org.nz. Retrieved 4 November 2017, from http://elearning.tki.org.nz/Professional-learning/Teacher-inquiry/SAMR-model
Ministry of Education (nd). Practising teacher Criteria and e-learning. Retrieved from http://elearning.tki.org.nz/Professional-learning/
Murdoch, K. (2015). The power of inquiry. Northcote, Victoria, Australia: Seastar Education.
Murdoch, K., & Wilson, J. (2008). Creating a learner-centred primary classroom. Oxon, United Kingdom: Routledge.
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Cornwin Press, Inc. Retrieved on 7th May 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.
