Week 32 Reflective Practice - key changes in professional practice

I took on the Mindlab course to pick up some new ideas around digital technology and how I can use them in the classroom to engage and foster the learning of my students. The course offered so much more than this and the information gained was far more than I expected. Although it was tough trying to manage my time due to my busy schedule, the journey has been worth it in terms of the reflective nature the course took in making you question your thinking in a range of different ways.

What

 Our code, our standards (Ministry of Education, 2017).

With regard to the Code of Professional Responsibility and Standards for the Teaching Profession Our Code Our Standards, I will focus this reflection on creating a learning focused culture in this reflective entry. I knew I had students in my year 6-8 class who were keen on digital technology and had a few ideas as to how to engage them. Throughout the Mindlab journey I have learnt about a range of tools that could be used in the classroom to enhance digital learning experience. Part of the journey was trialling ideas with the kids and also be an active participant along side them in the process of discovery and play. I very quickly learnt that after I had introduced a new idea or concept, they would leave my behind as the facilitator and student as they ran with their ideas and very quickly became the experts teaching their teacher.

So what

Problem identification

The problem I had in my practice was I wanted to introduce coding to my students but didn't really know much about it or how to do it, apart from the brief introduction to Scratch through the Mindlab course. Although I am fairly confident in using computers - coding was completely new. As Osterman & Kottkamp, (2015) state, a relevant problem rivets attention and arouses the need to learn. I wanted to learn about coding and it's benefits in computational thinking, therefore I had to facilitate reciprocal learning relationships with my students in a respectful and collaborative manner.

Observations and analysis

Osterman & Kottkamp, (2015) outline observations where the participants observe the experience, interpret what they have seen, and come to certain conclusions about what happened and why. What I discovered about the process was that the students were keen to share their knowledge with me and the other students. We ended up on a journey of discovery together whereby the students would solve their own problems and share their knowledge with others for the betterment of everyones learning. When problems arose, students become cognitively engaged in order to provide solutions and discover new ways of coding. As a bonus, some of my more disruptive students became behaviourally engaged which had a positive impact on my classroom management. I had obviously sparked their interest in a positive way by introducing Scratch.

Abstract re conceptualisation

Through the Mindlab journey, I was introduced to a number of useful resources around collaboration, different aspects of engagement and computational thinking. As Fullan, (1999, 2001);
Miller, (1990) cited in Osterman & Kottkamp, (2015) state, educators may find great value in working collaboratively with colleagues as they attempt to develop solutions to the same or similar problems. Having the the opportunity to share ideas through Mindlab classroom discussions, online blogs and discuss the research with colleagues has helped me to work through my lack of understanding of how to teach coding to students when I didn't know much about it.

Active experimentation

Having had some success in working with the students through a reciprocal teaching process in coding on Scratch, I wanted to try other platforms with them. We have used Hopscotch to code on Ipads and purchased both the Makey Makey and a Sphero to experiment with. I have learnt from my practice that when you work alongside the students in a space whereby you are an active learner, relationships are strengthened and the students become more open with their learning and less afraid to make mistakes on their learning journey.

What next

As I eluded to in the introduction, I have enjoyed the journey through Mindlab and enjoyed trying out new digital ideas with the students. I hope to continue to revisit some of the ideas I have learnt, particularly the 21st century skills and apply them to other curriculum areas of my practice. I'll also continue to seek out new digital practices as they arise and introduce them to my students where possible to continue this digital learning journey alongside them.

References

Ministry of Education (2017). 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 from http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf