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.
Great blog Jane.
ReplyDeleteIt is interesting that I too felt it was the process of a "true" inquiry that has been the learning of great value. You have used 12(i). systematically and critically engage with evidence and professional literature to reflect on and refine practice. I have mentioned in my blog that the Mindlab has really allowed me the know how and confidence to successfully work on this criteria. When the opportunity to attend the Mindlab was given to us I also felt caught up in the "wave" of jump on board or miss out!! I am confident we will look back (when the dust has settled, and the grades are back) and be very grateful we were apart of this experience.
HI Jane, really liked reading your final blog. I too jumped on board because i didn't want to get left behind. Yet did it by myself, bettering my own teaching practice to ensure i keep current and on trend so to speak. It was incredibly difficult doing it with no one else to feed off from school, yet once we started collaborating, with the help of social media, it seemed took. I to struggled with the pressure to read, view, digest and regurgitate so much learning. The tasks as you said a "gargantuan task on top of working full time plus all those other life commitments". I am not going to lie i also struggled, yet have found that i have learnt a lot and i am still processing and will continue to learn new things in the years to come. If anything it has made em think about my practice and how i can better enrich the learning of my students. Keeping abreast of the ever-changing technology etc, I am sure it has enriched us for the better as educators, i can even teach my own children "digital Natives" a thing or to.
ReplyDeleteWell done Shelly. I won't know because I didn't have to, but I don't know if I could have kept going on my own. What a journey, eh. Look forward to following the rest of the adventure.
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