Posted in Applied Practice in Context

Refining my teaching practice

“Reflective practice is challenging, demanding and a trying process.” (Osterman and Kottkamp, 1993) If they had added enjoyable, informative and rewarding, it could have been a definition for the Mind Lab programme. For 32 weeks, you are constantly looking at what you do and reflecting on how you could do it better, with students at the heart of it all. And you come out the other side with, not only greater self-awareness, but also an awareness of the research that underpins our teaching practice. (Criterion 4)

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Source: Image taken from this website

My literature review focused on blended learning and the impact this has on student outcomes. I have long been a strong advocate for the flipped approach to teaching and learning. But week 7 was a game changer. A revelation. An epiphany. I discovered that the classical model of flipping was not the only one. Add in-class flipping and the rotational model of flipping to the mix, and you take away so many hurdles that staff and students put up. I felt free to send students off to view the video, while others surged ahead because they had already done the preliminary work. This led to investigating blended learning more fully. What I found was that much of the research suggests that the online environment and the blended approach enhanced students’ self-efficacy and self-regulation. (Criterion 6) The research component of Mind Lab has enabled me to develop the blended approach more fully.

Working in tandem with the blended approach was Carol Dweck’s concept of Growth Mindset, discussed in week 5. Dweck reasons that, how we feel about things like learning, intelligence and failure, can ultimately impact our performance and success. I hooked into this immediately and discussed it with my classes the next day. I have since incorporated the Growth Mindset into my teaching practice and have Dweck’s posters around my class as a visual reminder. It is incredibly empowering to tell a child that they have the potential to succeed at something they are struggling with. “Not yet” is a simple, yet powerful phrase. Teenagers know that they are not all destined to get excellence for everything all of the time. But if they feel they have some control over the skills they are mastering, it becomes a great enabler. After I complete this stage of my Mind Lab journey, I will continue to foster and nurture the idea of “not yet.” (Criterion 7)

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Source: Image from this website

Then there is the leadership strand. I have discovered that we all have a spectrum of leadership styles to draw on, depending on the situation. But I think one that resonates with me is transformational leadership. The idea of “walk the talk” I particularly like, or leading by doing. As a Community of Learning: Kāhui Ako leader, I have got the opportunity to work with both lower middle school and primary school teachers. Together we have started to look at the possibility of introducing basic coding into their classrooms. My dream future professional development (PD) involves taking this idea beyond the two schools that we have already targeted, to the rest of the community. As an English teacher, I was quite intimidated by the idea of coding which was introduced to us in week 5. But as I dug deeper, I found that there are programmes and apps that are quite user-friendly and can ‘hook’ students pretty quickly. Our students are avid consumers of technology. But it is important for them to become producers too. (Criterion 1)

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Technology has a language. It’s called code. Learning to code teaches you how to solve problems and work together in creative ways.”

Even with basic coding, there is no “googling the answer.” To go to the next step, you have to problem solve, and doing it collaboratively helps. With Swift Playgrounds, you have to read and decipher the problem before going on to the logic of solving it. That is why I believe that this PD could potentially tackle the problem of literacy and numeracy, in a fun and interactive way (Criterion 12).

What this journey of reflection has at its core is that the student’s development remains central to all that we do.img_0362

REFERENCES:

Osterman, 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

Zhonggen, Y., & Guifang, W. (2016). Academic Achievements and Satisfaction of the Clicker-aided Flipped Business English Writing Class. Educational Technology & Society, 19(2), 298-312.

https://educationcouncil.org.nz/content/practising-teacher-criteria-0

http://www.apple.com/swift/playgrounds/

https://www.edutopia.org/blogs/tag/flipped-classroom

https://www.slideshare.net/DonnovaKaye/q-guide-transformational-leadership

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4 thoughts on “Refining my teaching practice

  1. I am one of those English teachers who has been “intimidated’ by the thought of ‘coding’. I would love to learn more about how to integrate it into my teaching programme as it seems to me that with the drive towards agentic learning, the idea of not being able to Google the next step, and therefore forcing students to work it out collaboratively seems to fit with what we are aiming for.

  2. As you continue to push your career and professional development, I can see how useful Mindlab has been as a platform for leading real change in both your school and your community of learning. The COL initiative will take much transformative leadership as teachers and communities rethink how the process of education works. Nice blog, Linda!

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