Week 32: Changes in Practice

Osterman & Kottkamp (1993) defines reflective practice ‘as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance’ (p.2).  I have never been so reflective and proactive in developing my own professional and personal growth pathway in teaching, and becoming the ‘learner’ has been a challenging but exciting journey.  I have changed the way I think, feel and teach.  I have learnt so much in the past 32 weeks and I have enjoyed being able to experience it with my fellow colleagues and teaching friends around Taupo.

The 1^st key change in my research informed practice:

Criterion 7: Fully certified teachers promote a collaborative, inclusive; and supportive learning environment

I chose to investigate the 21^st Century skill ‘Collaboration.’  I soon changed my idea about what this entailed, moving away from just ‘working co-operatively’ with others, to providing real opportunities for students to collaborate and work together; to discuss an issue, solve a problem and create a product.  This was initiated during our ‘Cause and Effect’ inquiry where I introduced new ‘collaborative’ digital technologies to my students that I had been exposed to during Mindlab sessions such as Padlet, Coggle and collaborative OneNote spaces.  I also changed my digital programme to promote higher forms of thinking to enable students to analyze, evaluate and create in a meaningful and purposeful manner using Bloom’s Taxonomy. I began using a variety of new collaborative tools and online programmes with my students to enhance student collaboration and engagement in their learning. I was particularly impressed with the Jigsaw classroom steps and many of Clifford (n.d.) collaborative learning tips and strategies which I regularly used.  Later in their  ‘Global Change’ inquiry I noticed a huge improvement in the students’ work ethic, collaboration and engagement, it was astounding. 

The 2^nd key change in my research informed practice:

Criterion 12: Fully certified teachers use critical inquiry and problem-solving effectively in their professional practice.

A major highlight for me would we be my ‘inquiry assignment’ which aimed at raising student achievement and learning outcomes for Maori and Pasifika students in Mathematics, for my Year 7 students.  According to Dweck (2010), a growth mindset drives motivation and achievement and argues that students with a positive, determined attitude believe that they can get smarter which then leads them to putting in more effort, into their learning.   

Although I was familiar with the ‘Teacher as Inquiry’ model I chose the Spiral Inquiry format (Timperley, Kaser, & Halbert 2014) because it:

1. Required me to consider how students learn by adopting a more curious mindset, before deciding on an action of plan.

2. Involved more many ‘communities’ throughout the entire process i.e. H.O.D. Mathematics at T.I.S., Waikato University Mathematics facilitators, my students and whanau/parents/caregivers.

3. Fostered student voice and input which promoted respect and positive relationships for the learner via questionnaires and surveys.

4. Created new learning opportunities and actions for students, and teacher.

5. Had overlapping and interconnected phases, with the key questions to guide my inquiry.

6. Promoted ‘Whakawhanangatanga,’ a key factor in raising Maori student achievement, based on building positive relationships.

My dream in future professional development:

Criterion 5: Fully certified teachers show leadership that contributes to effective teaching and learning.

I personally don’t plan to stop this new learning journey and I plan to continue to share the current collaborative and digital technology knowledge, skills and understanding with my team of teachers and staff, to benefit and engage our adolescent learners.  I hope my team of Mindlab colleagues, and myself, are given the opportunity to run staff workshops so all our teachers are familiar with the 21^st Century skills and the numerous digital programmes that I have been exposed to.  Our ‘TIS Digital Guide to the Galaxies’ programme has already been planned so I would be happy to run workshops to familiarize new (and existing staff) with these digital tools and programmes.  My final dream is to work with the team of Technology teachers at my school to create a joint inquiry technology-project plan where all facets of information technology, balanced curriculum and specialised technologies are integrated into my class programme.

‘Titiro whakamuri, kokiri whakamua’ 

Look back and reflect, so you can move forward

References:

·         ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education. Microsoft.cm/GetTrained/ITL-Resarch

·         Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from http://elearning.tki.org.nz/Professional-learning/

·         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.