Activity 8: Changes in my practice

Changes In My Practice

I’m big enough and ugly enough to make my own decisions, and I won’t succumb to bullying of any kind. So how did I get into Mindlab?

  Because I was afraid I would be left behind. There was a rush of enthusiasm and everyone in my team was signing up – I couldn’t be the only one not doing this. And there was the looming Practising Teacher Criteria (PTC) in e-learning.

 In reality, I was terrified. I have been in teaching long enough that I don’t have a degree. I am a rare Diploma creature. You know us – gradually disappearing as we retire.

  I have kept up with PD. The dinosaur in amongst the tech savvy spring chickens at i-School. The one at U-learn because the stimulation is refreshing and keeps me trying to improve my practice.

But something was missing.

The ingredient that was missing in any depth in my practice was the use of reflection, theory and evidence to guide changes. 12(i). systematically and critically engage with evidence and professional literature to reflect on and refine practice.

 I had done so using basic observations and discussions with students and colleagues, but the in depth thought, hypothesising, developing hunches and then creating an academically archaeological style dig to find the evidence and make the connections was sadly lacking. I believe real inquiry will make the biggest change to my teaching.

The other elements are all there and very important. I had dabbled in most, but relished the opportunities to find new digital tools and play with them. The excitement of identifying new ways to collaborate and to give student agency. To dig in depth into cultural responsiveness and what it really means to our learners. To really get to know myself as a learner. These were being refined and adapted. All valuable stuff.

  Perhaps one of the most surprising elements for me was the online sharing. Finding so many like-minded people to sound out for advice and ideas. To offer suggestions and compare notes with so many was a new aspect of my practice. I have followed many, but had never considered putting my own views across. Something I am enjoying and learning from.

As a result of the Mindlab programme I have been researching and using Growth Mindset to improve student outcomes in Mathematics. In its fledgling state this programme is gathering momentum. I am reluctant to comment on changes yet, because I need to carry out the ongoing cyclical inquiry to understand what is really happening.

 Rolfe's (2001) model:

However, it was confirming and exciting to hear parents saying at recent interviews that they had noticed positive attitude changes in their students. Exciting times ahead.

The pressure was immense. Time pressure to read, view, digest and regurgitate so much learning in so short a time was a gargantuan task on top of working full time plus all those other life commitments. I believe that the task was made manageable because I was in a study group of close colleagues and we supported each other. To do this task alone would be difficult. At times, I felt like a walking dictionary of jargon, and sometimes it took a week to decode what the words and phrases meant before I could then go on to synthesise the information.

  The pressure of completing assignments, and waiting for results – haven’t had that pressure for many years. What better way to empathise with our students as learners.

  So, was it worth it?

My mind is saying it was terrible. I hated the pressure. There were so many things that confused and frustrated me, like 3D design. Some sessions dragged and others flew. Some connections developed and grew, others not. I would never do this to myself again.……

……except that I learnt so much. So much about myself, my pedagogy, application of ICT, my practice, a learner’s perspective. The jury is still out right now but maybe……

References

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

Rolfe, G., Freshwater, D., Jasper, M. (2001).Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.

Week 31 Crossing the Boundaries

Crossing the Boundaries



Andrews (1990) defines interdisciplinary collaboration as occurring "when different professionals, possessing unique knowledge, skills, organizational perspectives, and personal attributes, engage in coordinated problem solving for a common purpose" (cited in Berg-Weger &. Schneider, 1998).
  Using this definition, I quickly realise that not all of my connections fit the model. Some of the tentative connections that are being made are not a fit with the "professional" label. This makes me wonder whether the model is complete, or whether , as professionals, we are protecting our domain. Perhaps a little nervous of the implications of anywhere, anytime and with anyone education that may threaten our very existence.
  That aside, I feel that our school have, like many others, become champions of the integrated curriculum but are just dabbling in the truly interdisciplinary collaboration. The most likely next step for me is to jump, boots and all, into the developing Community of Learners (CoL) being formed, which includes our primary school and two other state primary schools, one state intermediate school, two state secondary schools and nine early childhood education providers. (http://shapingeducation.govt.nz/guiding-the-process-of-renewal/find-my-school/linwood-learning-community-cluster).

We need to invest the necessary time and energy required to collaborate, plan, problem solve and create a working model that will allow for;

1. innovative delivery of programmes

2. student agency

3. meaningful extension, remedial and alternative programmes for students

4. possibilities of community education projects inclusive of whanau/parents

5. development of programmes that enrich and extend all curriculum areas .

So easy to list these lofty goals. Realistically we have started with baby steps. While the CoL forms we are making small connections. a small group of mathematicians attending the college once a week. Students from the college helping light up our Wearable Arts , Music and Dance Artstravaganza. Meetings are happening, information sharing, applications being asked for jobs in the CoL that don't have a job description because no-one actually knows what the job entails.

Time to be brave. Time for early adoptors to jump right in. Maybe.

I think that wise heads need to prevail. We need to proceed and problem solve. Look at models that have worked e.g. The Ross Spiral Curriculum, learn from others, but don't be afraid to learn, to make mistakes, to learn some more and to proceed.

Sounds amazing. Sounds like the future. So what could go wrong?

The experimentation phase is fraught with danger. We must know what we are doing and why we are doing it. We need to ensure that no harm is done while we play around with students futures. Will we be able to work together and ensure that learning doesn't become a diluted version of what it should be? Will relationships and pastoral care be preserved with movement between campuses or online interaction without the human touch? What effect will the digital curriculum have? How will a career framework adapt to this way of doing things? Can ECE, NZEI and PPTA really work together, or will their be a major overhaul to combine these groups?

I don't have the answers. My crystal ball is misted up and my tardis is being overhauled.

The best I can do is to believe that people with passion can work together for the greater good by researching, developing sound pedagogy and adapting and adopting best practice.

Casey Jones (2010) Interdisciplinary Approach - Advantages,Disadvantages, and the Future Benefits of Interdisciplinary Studies. Education 1100.