Mind Lab - Week 16 - Leadership

Mind Lab - Week 16 - Leadership


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Mind Lab - Week 2 - Digital - 21st Century Skills

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Flipped Learning Flipped preparation (required): Prepare for the session by watching the video "What 60 Schools Can Tell Us About Teaching 21st Century Skill" and reflecting how 20th century and 21st century skills differ? Do we need both? What are 21st century skills? What were 20th century skills? There are certainly some 20th century skills that are still required such as working alone - these are still valuable attributes. Listening to the teacher is also a good skill! Sitting still - there are times when you need to show resilience and just sit still through the most boring of activities - that is life. However, one the whole, 21st century skills are more valuable than 20th century. 21st Century Skills - from Mindlab notes This week we open with some reflections on the flipped preparation video "What Can 60 Schools Tell Us About Teaching 21st Century Skills?" and discuss how do 20th century and 21st century skills differ? Do we ...
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Week 29 - Consider your audiences (Take action)

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D uring my inquiry into the use of robotics in maths to increase engagement in maths learning, and subsequently to improve learner outcomes, I have made changes in my practice. My plan is for this change to filter down through my team to other Year 5 teachers at my school. Here I will critically reflect on my wider audiences using Rolfe’s Model of Reflection . S tep 1 - W hat L ooking at my practice within a wider, national, context I need to consider the future of education and the role of new technologies within this. Bolstad et al (2012) suggest that 21st-century learning is ‘an emerging cluster of new ideas, beliefs, knowledge, theories and practices”. Whilst their research project is now 7 years old, one of Core Educations 10 trends for 2019 is Human Capital which states that “we must keep learning and changing to acquire skills and dispositions that meet the needs of different contexts and emerging opportunities.” Essentially 21st Century Learning for 2019. S tep 2 - S o...
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Week 31 - Evaluate Your Impacts (Check)

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S tep 1 : W hat is the observed impact after the ‘Take Action’ phase? T he evidence from the ‘Take Action’ phase is that students were engaged in their learning (as long as the activities were pitched at the right level) which resulted in positive student learning outcomes. H owever, there is no evidence that it was actually the robotics that has improved outcomes and not other factors. I needed to have a control group, that I taught without the use of robotics, to compare with, in order to obtain evidence that robotics increased engagement and therefore student outcomes. W hen researching for the ‘Learn’ phase it was evident that there is no research around teaching maths using robotics, only information on using robotics to teach technology such as coding. This research, if conducted again with a control group, could provide valuable information in this field. F inally, my inquiry did not provide evidence for collaborative groups improving student outcomes as I focuse...
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