Activity 2: Reflection on learning and practice

Activity 2: Reflection on learning and practice

In late October my principal approached me with the opportunity to study the relatively new initiative at the mindlab.  As mentioned previously I enjoy trialling new things in my class, especially related to the integration of technology. I thought this post graduate course would be a handy way to pick up some tricks and tips I could bring back to my students and staff in my role as ICT lead teacher. While this is true, it has also been so much more. I have described it as the push in the right direction I needed and it has helped my practice in a variety of ways.

My key learning as a learner

Collaboration is hard

From the start we were asked to collaborate as professionals. The clue should have been in the name of the qualification, yet as we progressed through the course I had the chance to think about collaboration and how it fits with students in my class. This is something I expect my students to do all of the time, asking them to move to groups and discuss. This really challenged me in a group and I think I am better for the experience. I have allowed more freedom for students to organise themselves into groups, while also challenging them to work with a different set of people at different times.

Disruption is good

I have shared that I am willing to accept a challenge and disrupt ‘the way’ I have done things in the past. The in house sessions provided me with different tools to try out. This learning has encouraged me to become more active, looking at different techniques and ideas and has provided me with supporting ideas to share with my colleagues in the role of ICT lead teacher.

Digital learning models-don’t reinvent the wheel

Without the mindlab course, it would have taken me a lot longer to have been exposed to key ideas. Next year I am going to be part of a 1:1 device class. The exposure to both the flipped learning and blended learning teaching models excites me. There is lots going on in these fields and a global network of  The key learning from this is that I have identified with pedagogical approaches that will support me to successfully implement this model.

How my practice has changed

The physical space

One of the biggest changes in my practice has been the way that I approach the space in my room. Assigning kids a seat/desk/chair was what I thought helped me to manage the class effectively. But why? I have grabbed old bean bags from the library, moved in an old coach, grabbed a stack of cushions integrated a whiteboard table and given the students some responsibility about making the choices to sit where they will learn best. This is as new for them as it is for me and guess what Our mat hasn’t become anarchy, kids choose where they would like to sit providing they don’t take the stuff of others and they are repaying the trust that I gave them. Of course there are issues but that is ok. The kids have the space to collaborate and move, all in a single cell class.

Introduction of small scale design thinking -

I value critical thinking and problem solving. I have buddied up with my syndicate leader, the other Year ⅚  teacher and negotiated with our principal to involve kids in design and technology thinking challenges. We collaborate across the school and have been successful so far during Term Two. The kids are enthusiastic and as teachers we are seeing these skills develop, albeit slowly because they haven’t really had the chance before.

Seeing myself as a researcher- 

The research and community informed practice paper reminded me of what I liked to do. Find and validate ideas. Having access to the unitec library has helped but being a researcher has made me question and opened my eyes up to possibilities. I have a plan ready to go for flipped classes, I need to act on this and have the platform to do this next year in a 1:1 class environment.