Week 32: Changes in Practice and Future Plans

Activity 8: Changes in Practice and Future Plans

The what: Identify one key change in your practice

The main change is in the increased flexibility of my thinking and in my teaching. This applies to the Teaching standard in Our Code, Our Standards: ‘Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace’. (Ministry of Education n.d. p20)

The main reason I signed up for the Mindlab course was because after nearly 30 years in the profession, I was beginning to lose the joy of teaching and learning. Although, over these years, I have attended myriads of PD sessions, I wanted something that I hoped would be truly transformative to my teaching rather than merely adding to my knowledge.

Now What – Evaluate the identified change

The problem was that my students were not engaged in their learning, They were not on task or if they were, they were not enjoying what they were doing. Many could not see the purpose in what they were doing and believed that they were unlikely to achieve.  A further problem was that of technology – their use of it inappropriately in the classroom. I needed to harness it for learning.

Observation and Analysis

Surveys using google forms, observations and one on one interviews revealed much of the results above but also that many did not feel confident about writing. They also felt that English required too much effort compared to other subjects and there was too much writing. The lack of purpose and confidence was revealed in homework not being done and classwork not being completed. I felt like I was the one doing all the work.

Abstract reconceptualization and experimentation

Through the Mindlab course, I have been exposed to current research and theories so that my teaching is now more evidence-based. Reading about Carol Dweck’s Growth mindset and the ‘power of yet’ (2012) helped me to shift my thinking and change the language I used with my students so they can see that improvement is possible. Another important concept for me is that of student agency ‘In his Edted talk, Derek Wenmouth explains agency as

‘When learners move from being passive recipients to being much more active in the learning process, actively involved in the decisions about the learning, then they have greater agency. (Core Education 2014)

I have begun to give students more choice in topic and in activities. The author of  ‘Learner in the driver’s seat’ Chris Watkins like Dweck asks teachers to recognise and change their mindsets: “They haven’t got the skills.” Rather than talk about students in terms of deficits, can we think about their experience to date and whether we have helped them master it yet? (Watkins 2009 p.31) Part of the learner being in the driver’s seat is knowing where they are going i.e. the purpose. I am being clearer on the destination and the signposts need to reach it. Following my literature review which looked at the impact of blogging on writing, I am now trialing this in an inquiry with my students; the authentic audience is engaging and motivating them.

What Next? Future Plans

There has definitely been a change in my teaching through this course. I want to continue to develop and apply student agency in my classes, to ensure that the student is in the driver’s seat; to enable students to learn from each other and in way that suits them rather than a one size fits all approach. I want to continue to be informed about current research and directions in education. Most of all I want my students to enjoy learning and to be flexible enough to face whatever the future brings.

The Standards from Our Code, Our Standards (Ministry of Education, 2017)

References

Dweck, C. (2012). Mindset – How you can fulfil your potential. Robinson. Great Britain.

EdTed (2014). Ten Trends 2014: Learner Agency. Core Education. Retrieved from https://core-ed.org/research-and-innovation/ten-trends/2014/learner-agency/

Ministry of Education (n.d). Our code, our standards. Retrieved from https://educationcouncil.org.nz/content/our-code-our-standards

Osterman, K. & Kottkamp, R. (1993). Reflective Practice for Educators. California. Corwin Press, Inc. Retrieved on 7th  May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.

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

Watkins,C. (2009) Learners in the driver’s seat. School Leadership Today. 1.2 pp 28-31 Retrieved from http://library.teachingtimes.com/articles/learners-in-the-driving-seat