Week 32-Reflect on your learning journey (Check)

So, 32 weeks ago I sat in my classroom and listed the things that I wanted to accomplish with the Mind Lab course. 

Well, I think I have achieved points 2 and 3, and I’ve made good progress on point number 1 - although that is a journey I continue to make.

Now, using the Cycle of Experiential Learning (Osterman & Kottkamp, 2015) I will reflect upon the changes I have made in my practice over these 32 weeks.

Stage 1: Problem identification

I had toyed with the idea of the Mind Lab course for a couple of years. I felt I had good exposure to digital learning through my eLearning leadership but I wasn’t seeing new initiatives sustained in my classroom or the rooms around me. New learning quickly died as problems identified by school leadership became more urgent. I needed to revisit my core beliefs and values and they sat so well with Mind Labs mission. And I didn't even need to move - Mind Lab would come right into my classroom - how could I say no!

Stage 2: Observation and analysis

Osterman & Kottkamp (2015) state that since we do not all have the same data ‘assumptions we draw may not be accurate, and the decisions we make may be flawed.’ Stoll & Temperley (2015) state that ‘Often in education, we jump to conclusions and rush to action … well-intentioned interventions which turn out to be a waste of time.’ I see this often with myself and my colleagues making sweeping statements and generalizations with only limited data. I must spread the word regarding the importance of scanning our learners (Kaser & Halbert, 2017). During my next cycle of the Spiral of Inquiry, I will place greater emphasis on the ‘Scan’ phase.

Stage 3: Abstract reconceptualization

Whilst much of the Mind Lab course involved new learning there were many concepts that I had come across before - blended learning, flipped learning, digital tools - and many readings came from familiar sites - enabling e-Learning, Assessment Online etc. As I revisited these articles I felt that my eyes had been opened - is that from being surrounded by supportive, like-minded individuals?

I have always been an advocate for personalised learning in my classroom but found it so hard to practice what I preached. Now the 21st-century learning skills are on the wall in my classroom along with the definition of collaboration (ITL Research, 2012). No longer will my students work alongside each other and co-operate. I had not realised that there was so much to collaboration. Collaboration in heterogeneous groups (Smith, 2009) is the way forward and I now have the research to back up this point of view with the management team.

Stage 4: Active experimentation

As part of my Spiral of Inquiry I have increased engagement in maths through the use of robotics. My next step is to create collaborative activities for heterogeneous groupings. Up until now, I have used homogeneous grouping and producing activities suitable for heterogeneous groups is currently proving challenging, however, there are a wealth of digital activities in my notes for me to draw upon. I just need to use my Growth Mindset to develop them.

I know that change takes time and that working through an Agile method allows for small steps to be worked on (Filho, 2011). 

Many iterations can be work through and critically reflected upon, making improvements at every stage, making the overall change seem less daunting. And, as we go on, the easier it becomes because as Osterman & Kottkamp (2015) say ‘we become more adept because reflective practice, like other activities, becomes habitual.’

References

Filho, H. (2011). Achieving Agile Leadership: Proposing the Agile Leadership Manifesto. Retrieved from https://www.scrumalliance.org/community/articles/2011/january/achieving-agile-leadership

ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research

Kaser, L. and Halbert, J. 2017. The Spiral Playbook: Leading with an inquiring mindset in school systems and schools. C21 Canada.

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.

Smith, K. (2009). Reprint September 1979: learning together and alone: cooperation, competition and individualization. NACTA Journal, 53(3), 71+. Retrieved from http://link.galegroup.com.libproxy.unitec.ac.nz/apps/doc/A288980095/AONE?u=per_unit&sid=AONE&xid=a1766caf

Stoll, L., and Temperley, J. (2015). Narrowing the Gap with Spirals of Enquiry: Evaluation of Whole Education’s Pilot. Whole Education, UK. Retrieved from http://www.wholeeducation.org/download,634