Activity 8: Changes in my practice - My Learning Journey
My learning journey on this postgraduate programme has given me insights into reflecting on my practice through different lenses. The perspectives and insights that I have gained by being more reflective in my practice (Osterman & Kottkamp 1993) have constantly changed throughout the programme. As I reflected on one aspect of my practice I would change my thinking again and I would begin another cycle of reflecting. The amount of change from the reflection has not been implemented, as I am still absorbing much of the material of the programme.
Guiding question - Criteria 7 of the PractisingTeaching Criteria (PTC) in e-learning.
How do I promote a collaborative, inclusive, and supportive learning environment that embraces e-learning and engages learners?
How do I promote a collaborative, inclusive, and supportive learning environment that embraces e-learning and engages learners?
My first key change in practice was embedding and using technology to provide challenging and collaborative learning experiences for students. I have used digital technologies to encourage students to collaborate and to gain new knowledge. Prior to Mind Lab learning was largely whole class for content. I have modified sessions by students working in small groups researching and using more a constructivist (Perkins, 1999) approach constructing their knowledge collaboratively. The Mind Lab programme provided me with the skills and pedagogy to be able to implement this in my sessions. It supports providing a collaborative, inclusive and supportive learning environment.
Guiding question - Criteria 1 of the Practising Teaching Criteria (PTC) in e-learning;
How do I/can I embrace e-learning to establish and develop working relationships with my ākonga, their whānau, and my colleagues to support the learning of those I teach?
The second change was providing 'student voice' opportunities using google slides/surveys. This was a quick and easy option and depending on how robust the questions were the data provided evidence and sometimes this supported our initial 'hunches'. Students found these easy to use and the data was easy to find trends. We also asked our contributing schools' teachers to complete the surveys to provide us with more information. We then implemented changes to our practice and also have made changes to the layout of student learning journals to support students' learning. As we teach a large number of students and we require a simple but robust process we will continue to use google slides to inform a overall student voice. Following each session we also ask for verbal feedback from our students. I have reflected on this and wondered it this also could be set up digitally to encourage students to provide us with honest feedback.
My dream for the future:
My literacy review was on 'flipped learning' and I also based my inquiry on this, so my next goal is to implement this. I have videos of practical techniques that students can view during sessions, but now I am ready to take learning to the next level. Students only have a 2 hour session once a week and many cannot retain knowledge in the sessions from week to week. My goal is to set up 'flipped' or 'blended' learning via a website to provide students with information that can be accessed prior to sessions. This would be available during sessions as well to allow more opportunities to understand the content knowledge and practical techniques.
Since the implement of Huakina Mai we have had professional development around integration Te Reo into our daily practice. I am sourcing ways of integrating this using digital tools to provide support for correct pronunciation and also to engage students. This could also be integrated into the 'flipped' model above; headings and audio with appropriate phrases and words.
References
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 fromhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf
Perkins, D. (1998). The Many Faces of Constructivism. Educational Leadership, 57(3), 6
Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning
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