Week 32

Reflective practice

Embarking on the post-graduate experience seemed, at first, intimidating and it was.  Blood, sweat and sleepless nights! The course required persistence, challenging me to try out new practices and to open my mind to innovative ideas and possibilities. 

However, studying at the Mindlab helped me focus on not just a particular aspect of my practice, but also made me more reflective on being a professional and the importance of being a lifelong learner. I am now a more focused researcher and adopted the need for new information.

To me reflective practice is a means by which I can develop a greater level of self-awareness about the nature and impact of my performance, awareness that creates opportunities for professional growth and development.  Because of reflective practice I am always actively searching for innovative ideas and new strategies to support and improve teaching and learning.  

How my practice in the classroom has changed

With Primary school learners, I have introduced online collaborative learning.  Students are more confident to share ideas, solve problems together, make decisions and produce a digital outcome.  Students are constantly seeking innovative digital ways to present their work.  Power point and Word are just a stepping stone to more exciting ways of presenting. Aurasma and PrimaryPad are now often being used to engage the audience during presenting work. The students are as much a part of my Mindlab journey as I am. 

Practicing Teacher Criteria

Criterion 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice.

• identify professional learning goals in consultation with colleagues.
• Participate responsively in professional learning opportunities within the learning community.
• Initiate learning opportunities to advance personal professional knowledge and skills.

E learning TKI (2017)

Consulting with colleagues was an important part of my learning journey.  The professional conversations and online interactions with likeminded people were extremely valuable to me. Knowing that there are other teachers going through the same process than me helped me to feel less isolated since I was the only teacher at my school undertaking the Mindlab journey.

Criterion 6: Conceptualise, plan, and implement an appropriate learning programme.

• Articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice.
• Through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines, and curriculum documents.

E learning TKI (2017)

Some of the changes I proposed were completely foreign to some colleagues. It was imperative for me to clearly state my intentions and possible outcomes to the classroom teachers I worked with. They needed to understand why these changes are introduced and how it is going to be practical. I also had to share my research as evidence of successes along the way.  Sometimes I felt impatient with the progress and participation from other classes, realising it is because other teachers were not all “hyped up” as I am about these innovative ways of teaching and learning.

Future Focus

Imagine a world where teachers equip students with skills to, not just cope, but thrive within an ever-changing world.  Where problem solving skills acquired as a child are useful and valuable in modern society.  Where students have the desire to stay currant and to ‘self-manage’ their learning. The Mindlab are preparing teachers to be the role models for the future generations. Lead by example, show the way!

‘To transform New Zealand education to better align skills and capabilities to the demand of the contemporary world’ The Mindlab by Unitec (2016).

References

E learning TKI (2017)

http://themindlab.com/