Week 32 - Key change in my practice
Week 32’s blog is structured using Rolfe's model of reflection.
Step 1 (What?):
I am thankful for the skills and tools I have encountered during my Mindlab journey. There have
been many changes to my practice and my pedagogy and but a key change is my confidence
in using reflective practice and inquiry learning as a way of assessing and refining my practice.
It is strongly linked to the standard of Professional Learning from Our Code, Our Standards
(Ministry of Education, 2017). This standard involves using inquiry, collaborative problem-solving
and professional learning to improve professional capability to impact on the learning and
achievement of learners.
been many changes to my practice and my pedagogy and but a key change is my confidence
in using reflective practice and inquiry learning as a way of assessing and refining my practice.
It is strongly linked to the standard of Professional Learning from Our Code, Our Standards
(Ministry of Education, 2017). This standard involves using inquiry, collaborative problem-solving
and professional learning to improve professional capability to impact on the learning and
achievement of learners.
Osterman and Kottkamp (2015, p.66) note that "awareness is essential for behavioral change.
To gain a new level of insight into personal behavior, the reflective practitioner assumes a dual
stance being, the actor in a drama and the critic who sits in the audience watching and
analyzing the entire performance." The “Spiral of Inquiry” tool, made me more observant and
reflective on practices working in my classroom and what new learning was required to support
learners. It created an awareness on designing learning for my students to allow for student
agency and collaboration.
To gain a new level of insight into personal behavior, the reflective practitioner assumes a dual
stance being, the actor in a drama and the critic who sits in the audience watching and
analyzing the entire performance." The “Spiral of Inquiry” tool, made me more observant and
reflective on practices working in my classroom and what new learning was required to support
learners. It created an awareness on designing learning for my students to allow for student
agency and collaboration.
Osterman and Kottkamp (2015, p 68) suggest that it is important to be a “reflective practitioner”
and therefore, I made observations in my classroom and asked questions like: "What’s the
problem? What’d I do? What happened? What can I do differently?”
and therefore, I made observations in my classroom and asked questions like: "What’s the
problem? What’d I do? What happened? What can I do differently?”
Now What?
Stage One: Problem Identification
Initially digital technologies in my classroom were used to a limited degree. I realised that
students were at the substitution level according to the SAMR model, Puentedura (2012).
Devices were used for research and publishing. This created an awareness to up-skill and
develop a classroom practice that supported 21st Century learning skills.
students were at the substitution level according to the SAMR model, Puentedura (2012).
Devices were used for research and publishing. This created an awareness to up-skill and
develop a classroom practice that supported 21st Century learning skills.
Stage Two: Observations and Analysis
There was a group in my class who were disengaged during mathematics lessons. They
contributed very little to lessons and seemed unmotivated. Therefore, I decided to learn,
research and implement digital technologies into my mathematics programme. After looking at
the SAMR model,I could see the gap between where I was and where I needed to go. I was
only using apps at the modification and redefinition stage rather than the substitution and
augmentation stage.
contributed very little to lessons and seemed unmotivated. Therefore, I decided to learn,
research and implement digital technologies into my mathematics programme. After looking at
the SAMR model,I could see the gap between where I was and where I needed to go. I was
only using apps at the modification and redefinition stage rather than the substitution and
augmentation stage.
Stage Three: Abstract Reconceptualisation
As I searched, I found a myriad of online tools that could support my students to achieve
success. ITL Research (2012) suggests that 21st century skills such as: collaboration,
knowledge construction, self-regulation, real-world problem-solving and innovation, and the
use of ICT for learning are important in today's education.
success. ITL Research (2012) suggests that 21st century skills such as: collaboration,
knowledge construction, self-regulation, real-world problem-solving and innovation, and the
use of ICT for learning are important in today's education.
Stage Four: Experimenting
I introduced students to Prodigy and Khan Academy. These are in the early stages of
implementation, but the plan is to include more collaboration and reflection. Initial student
engagement with these tools has been positive and there has been a noticeable improvement
in mathematical outcomes. Students often use Prodigy without prompting, allowing for student
agency and ownership.
implementation, but the plan is to include more collaboration and reflection. Initial student
engagement with these tools has been positive and there has been a noticeable improvement
in mathematical outcomes. Students often use Prodigy without prompting, allowing for student
agency and ownership.
What next?
The “Spiral of Inquiry”, has encouraged me to reflect and look back at earlier stages in the
inquiry process. This and the Mindlab course made me realise that “digital fluency” is a natural
part of a student’s life, and that technology in my classroom needs to be delivered in a
meaningful way. I will continue to provide opportunities to develop 21st Century Skills and to
use the Spiral of Inquiry to look closely at what is happening in my classroom. I am keen to
continue with my personal learning on how to embed technology so that my students gain an
enthusiasm and a passion for learning.
inquiry process. This and the Mindlab course made me realise that “digital fluency” is a natural
part of a student’s life, and that technology in my classroom needs to be delivered in a
meaningful way. I will continue to provide opportunities to develop 21st Century Skills and to
use the Spiral of Inquiry to look closely at what is happening in my classroom. I am keen to
continue with my personal learning on how to embed technology so that my students gain an
enthusiasm and a passion for learning.
References
ITL Research. (2012). 21CLD Learning Activity Rubrics.
Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Ministry of Education. (2017). Our code, our standards.
Retrieved from https://educationcouncil.org.nz/content/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.
development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.
Puentedura,R. (2012) SAMR Thoughts for Design.Retrieved from
Rolfe, G., Freshwater, D. and Jasper, M. (2001). Critical reflection in nursing and the helping
professions: a user's guide. Basingstoke" Palgrave Macmillan.
Retrieved from https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.
pdf
professions: a user's guide. Basingstoke" Palgrave Macmillan.
Retrieved from https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.
Timperley, H., Kaser, L. and Halbert, J. (2014). A Framework for transforming learning in
schools: Innovation and the spiral of inquiry. Victoria: Centre for Strategic Education.
schools: Innovation and the spiral of inquiry. Victoria: Centre for Strategic Education.
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