MindLab Blog Week 18 - Future-oriented Learning and Teaching:

MindLab Blog Week 18 - Future-oriented Learning and Teaching:

MindLab has certainly challenged me in many areas of my teaching practice. There have been many positive changes that I have implemented due to the knowledge gained and the tools that have assisted me to make the necessary changes. I’ve critically reflected on my teaching and learning pedagogy and evaluated the impacts it has had on the students. I will use Gibbs’ reflective cycle to support me with this blog. The theme from ‘Supporting future-oriented learning and teaching - a New Zealand perspective’ that I am reflecting on is personalising learning (Bolstad, Gilbert, McDowall, Bull, Boyd, & Hipkins, 2012).

Description:

This term I made a conscious decision to make a deliberate shift in my teaching practice to personalise learning more that incorporates the development of 21st century skills. This was a mammoth task as I had to rethink the role of the teacher and that of the student. This change initiative came about a new skill learn’t which was to really value and listen to student voice more intently. In doing so inspired me to make a significant change in my teaching pedagogy by allowing a particular class I teach decide what they wanted to learn and how. As Lindgren & McDaniel (2012) point out, “people are more driven to achieve the agendas they set for themselves.”

Feelings:

I felt like I had let these students down this year by allowing curriculum content and policies dictate what I must teach. End of term I felt disheartened because majority of the class had disengaged with the content and didn’t pass assessments. Going forward the plan was to get students to choose what subjects they wanted to learn about. I was overwhelmed with an assortment of feelings how this was going to pan out. (The unknown) The major shift in my practice was one that Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins (2012) describe as “being built around the learner rather than the learner conforming to the system.”

Evaluation:

Students thrived being part of the decision making process and the learning became more personal, relevant developing necessary skills. Students felt in control and took ownership from start to finish giving 100% engagement and participation. The changes made dramatically enhanced self-confidence and promoted self-esteem. Truly awesome teaching experience to be a part of and learn alongside my students. Certainly exceeded my expectations seeing all diverse and special needs learners succeed.

Analysis:

As Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins (2012) states “structuring roles and relationships in ways that draw on the strengths and knowledge of each other in order to best support the learning,” also supports the idea of when there is a balance of teacher and student led learning allows for all students to use their strengths becoming the best learners they can be.

Conclusion:

The main challenge I will face is to keep the momentum going for the rest of the year from support from colleagues. I cannot anticipate what problems may arise or what students needs are but we can work together to meet those needs. Allowing students to become 21st-century learners could solve various problems on their own. Bishop and Berryman (2009) states, “improved student engagement comes from recognizing and valuing students.” This initiative has provided great opportunities for me to gain a better understanding of how the students think, learn and feel about the learning process.

Action Plan:

I need to aim for a paradigm shift in thinking to be knowledgeable and keep up with current readings, research and literature in education. To believe that I am the best advocate for my students by listening to their needs and backing myself more.  

References

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from http://www.education counts.govt.nz/publications/schooling/109306

Finlay, L. (2009). Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/flies/ecms/web-content/Finlay-(2008)-Reflecting-on-reflectivepractice-PBPL-paper-52.pdf

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

Lindgren, R., & McDaniel, R. (2012). Transforming Online Learning through Narrative and Student Agency. Educational Technology & Society, 15(4), 344-355.

Price, M. V., & Savicki, V. (2017). Components of Reflection: A Longitudinal Analysis of Study Abroad Student Blog Posts. Frontiers: The Interdisciplinary Journal of Study Abroad, 29(2). 51-62. Retrieved from

http://web.b.ebscohost.com.libproxy.unitec.ac.nz/ehost/pdfviewer/pdfviewer?vid=1&sid=f3251423-d15b-4a12-aabd-3191c49f6c55%40sessionmgr120