Activity 8 - Reflect on your Learning Journey

Reflect on how you have changed your practice during your Postgraduate DCL journey.

32 weeks ago, I really had no idea what I was in for. But I love to learn, and I love my job, and it turns out this demanding yet pertinent course was the perfect fit for me. During week 1 of this journey, I identified 3 personal learning goals: to increase meaningful collaboration in my classes, to enhance my use of digital technologies and to grow as a leader. 

This week I am using Osterman & Kottkamp's (2015) Cycle of Experimental Learning model to evaluate the change in my practice over this 32 week journey.

Stage 1: Problem identification

It's easy now to look back and see that my previous attempts at teacher inquiry had seriously lacked depth, or perhaps it was my understanding of the inquiry cycle that was lacking. Each week I was inspired and overwhelmed by new theories and initiatives, which seemed to raise more questions than they answered. I could see early on that Dweck's (2006) growth mindset would be a must if I were to successfully tackle these new challenges, and after weeks of experimentation and ideating, my thoughts turned to blended learning and student agency. Many of my students were simply not engaged, and I needed to find a way to increase Mauri Ora, where students are actively engaged in their learning experiences (Pohatu, 2011). 

Stage 2: Observation and analysis

I generally have a great rapport with my students, and it has been student voice that I have found to be the most valuable source of data during this journey. Stoll and Temperley (2015) stress that time is needed for change to be effective, and highlight the importance of ongoing conversations with our akonga about their learning. My students have shared their insights into varied learning styles and individual needs, their need for learning to be personal and authentic, to honour their culture. 

Stage 3: Abstract reconceptualization

When it comes to implementing change, it is essential to look to the Ministry of Education code of practice and to embrace cultural responsiveness.  Under the Ministry's (2017) guidelines, "Design for Learning" should be based on curriculum and pedagogical knowledge and an understanding of each learner's strengths, interests, needs, identities and cultures. Unpacking the key principles of Kaupapa Maori (Kaupapa Maori Research, n.d.) helped me to better understand why some of my students might be struggling to find their learning relevant and authentic. I had observed an increasing need for differentiation among my students, and through reading Horn and Staker's (2014) research on Blended learning, and more specifically Badenhorst and East's (2015) work on Hybrid learning, I knew I was on to something. This research described Blended Learning as a co-constructive model, where the teacher is a partner in the learning, allowing more student-centred learning, differentiation and equal opportunities for all students - a model I believed would meet the needs of my key stakeholders and wider communities.  

Stage 4: Active experimentation

During this DCL journey, I have successfully implemented a Hybrid Learning program for my Year 9 French students, where half of our lessons are in a traditional full class setting, and the other half see students working on devices on their own individualised learning program. What's been most rewarding for me, is the increase in observable behavioural engagement, and also the emergence of cognitive and emotional engagement (AITSL, 2016). Now, heading into a new unit of work, and the second round of the cycle of inquiry, I am filled with excitement at the thought of this innovation growing and strengthening, working with my students as we help each other learn and fulfill everyone's needs. I have experimented with gamification - a concept I intend to explore further - and have so many new tools in my kete. 

Osterman and Kottkamp (1993) state that it is the self-awareness gained from reflective practice that can lead to change in behaviours, and I couldn't agree more. This journey has changed my mindset, helped me to let go of "control", and given me confidence in my leadership abilities. 

References:

Australian Institute for Teaching and School Leadership. (2016). Engagement in Australian schools. Retrieved from http://www.acleadersresource.sa.edu.au/features/engagement-in-learning/workshop-1/Handout_4_Engagement_in_Australian_Schools.pdf

Badenhorst, G., & East, M. (2015). Hybrid Learning in a Multi-Level German Class: Making the Most of the Reality of Combined Classes. New Zealand Language Teacher, 41, 64–77. Retrieved from http://libproxy.unitec.ac.nz:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=111644221&site=ehost-live&scope=site

Dweck, C. (2006). Mindset: The new psychology of success. Random House.

Horn, M. B., & Staker, H. (2014). Blended : using disruptive innovation to improve schools. Retrieved from https://ebookcentral.proquest.com

Kaupapa Maori Research [Web log post]. (n.d.). Retrieved from http://www.katoa.net.nz/kaupapa-maori 

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 hhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf

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

Pohatu, T. W. (2011). Mauri - Rethinking human wellbeing. MAI Review, 3, 1-12. Retrieved from http://www.review.mai.ac.nz/index.php/MR/article/v...

Stoll, L., and Temperley, J. (2015). Narrowing the Gap with Spirals of Enquiry: Evaluation of Whole Education’s Pilot. Whole Education, UK. Retrieved from http://www.wholeeducation.org/download,634