Activity Two: Reflecting on Learning and Practise

Activity Two: Reflecting on Learning and Practise

Challenge is always a good thing I think. I'm heading to the Paris Marathon to compete, in just six weeks time, so I'm up for a challenge. They really do make us learn, grow and reflect, whether we realise it or not. Completing the different requirements within the Mindlab Applied Practise Course has proven extremely challenging many times, and looking back I feel I could have done better, but know I have gained many new insights and skills, and have a better awareness and understanding of the future my students are heading into. 

The challenge was mostly because of time restraints: working full time with a classroom, having multiple leadership roles within the school, setting personal challenges, maintaining friendships and a family life, squeezing in personal interests. It made me understand the value of taking a sabbatical to study; time to really read and research topics both set and of interest, to formulate personal responses, complete assignments, reflect on previous actions and think of actioning new learnings. I have realised that I like to get involved with one or two things and stick with them until they are finished, sufficiently learnt and done well. I can multi task, and my job insists that I can and do, but I prefer to get really involved in one or two activities or topics at a time and see them through. Time restraints are frustrating. So learning to switch from one order of thinking to another and then another, has been part of my development in succeeding in getting assignments complete and managing my other responsibilities. 

Richards stop motion exploration. 

Karen's Slideshow on an explorer. 

Early on I recognised that the important Key Competency I needed to develop was Managing Self. Attending the Monday night sessions over the first 16 weeks I really enjoyed. They kept me on track and ensured I looked at the course work and readings on a regular basis. I often included the teachings into my classroom and enjoyed the hands-on nature of it. A key change in my own practise was to develop digital and collaborative ways students could respond to texts in Reading, Writing and Inquiry. We used and created movies and clips, created stop motion movies, padlet discussions, voice overs, kahoots, blendspaces and more. The following 8 weeks, working independently, have been more of a challenge to maintain a steady connection with the requirements. 

Working alongside a colleague who had just completed Mindlab, I noticed his confidence in developing mini workshops for other staff as well as his enthusiasm to discuss new ideas and collaborate within the syndicate to action some of them. Many of these pedagogies were voicing ideas that I had always taught by, but not labelled or reflected on, and so my interest was caught. When two other teachers that I worked closely with and admired agreed to undertake the course, I felt it would be invaluable to myself and the school if there was a 'team' involved. At the time I was aware I was 'loading my plate' with even more responsibilities, but felt it would be personally advantageous to the direction I would be taking my class in 2016; 1:1 devices and digital learning. I knew that I needed to develop my own competency in Language, Symbols and Text in the area of digital devices and this was the main reason I decided to go ahead with the course. The pressure to work out systems and ideas with minimal instruction, a Mindlab trait, has pushed me to really concentrate on what I am doing and to try and remember the multiple platforms, apps, websites and systems that are available. Over the time I have gained many new skills and become more 'savvy' when using a variety of digital devices. I know I look at problem solving myself (and not relying on others to show me) far more than I did. This also changed the way I gave instructions to my students both in the classroom and for tasks set at home. There was less scaffolding and more collaborative opportunities to problem solve. They were given a freer reign to explore, discuss and create together  in many areas of the curriculum.