Week 32 Reflective practice - key change in prof practice
I’m really grateful to be able to use Rolfe’s Reflective model to critically evaluate the professional change and learning journey I’ve experienced over the past 32 weeks. In addition to this framework I’ll be using the Cycle of Experiential Learning, by Osterman and Kottkamp to assist in scaffolding my thoughts.
Step 1 - What?
I think the biggest shift in my thinking occured way back in week 9 when the idea of management vs leadership was explored. This resonated with me because I had just recently entered into Middle Management and I felt totally under prepared for leading a large team and being part of a CoP that was making decisions for the school moving forward. This fitted in well with Criteria 3 Ministry of Education (2017) Professional relationships - Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. My perspective and confidence grew as we explored different leadership styles and we started to apply these to changes in our class. I particularly gained huge personal and professional insight after reading about Agile and Servant leadership. Combined with the fact we were able to embark on this learning journey and work collaboratively made it both a beneficial and rich experience.
Step 2 - So What?
According to Osterman and Kottkamp (2015) identifying the problem is the first step and certainly for me once that became clear it opened up a pathway for change.
Identifying the problem: I wanted to see more innovation of ideas within my class and within my team, I wanted to see a move from old methodology towards a culture driven climate and that team work needed to be valued over tracking and monitoring.
Observing: In both my team and class there were learners who were very prescriptive in their approach to things. Anecdotally if a model was given or a checklist presented it would be followed to the letter.
Abstract: Through our research into Agile in the classroom many new possibilities opened up so . It opened up the development of 21st century skills such as collaboration and problem solving using the Bransford and Stein (1993) model. Agile lent itself to creating a growth mindset environment, an opportunity to discover and evolve growth within the Key Competencies. Agile was flexible and allowed everyone to build on their successes and that “changes in teaching practices and improvements in student learning across a range of valued outcomes are complex problems that require a process of continual experimentation, learning and refinement.” (Breakspear, n.d., pg. 68)
Experimentation: We adapted Kanban into our curriculum and into our team so everyone could see where each team member was. We re-contextualised how we assessed by aligning to Gaming where points were given throughout activities that focused on effort and problem solving. We learned how to reflect as individuals and as a squad. We looked at what we did well, what we could do better and what we can start improving. The interesting result was an increase in both cognitive and emotional engagement.
Step 3 (What Next):
The next step for me is to incorporate Design Thinking with the Agile classroom. I want to explore how Design Thinking as a mindset, a framework for problem solving and how it will germinate creativity and engagement within my students. I would like to explore how an Agile classroom would tackle Wicked Problems where I could examine more fully using this framework for problem solving, the framework and as a vehicle to improve creativity and engagement. I would like to explore how we could use an Agile classroom using computational thinking experiences and in reference to using the new digital curriculum. I can see the benefits of Agile in our syndicate where we can work collaboratively more effectively. I'm motivated to exploring other avenues of learning, particularly the Masters of Contemporary Education.
References
Bransford, J.D., & Stein, B.S. (1993). The Ideal Problem Solver: a guide to improving thinking, learning and creativity (2nd ed.). New York, NY: W.H. Freeman Company.
Breakspear, S. (n.d.). Embracing Agile Leadership for Learning - how leaders can create impact despite growing complexity. Retrieved from, http://simonbreakspear.com/wp-content/uploads/2017/09/AEL-Article-Embracing-Agile-Leadership.pdf
Ministry of Education (2017). Our code, our standards. Retrieved from
Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.
It is great that you were able to use what you have learnt through Mind Lab in both your classroom and personally as a team leader. By understanding the various leadership styles you have been able to create authentic and rich learning experiences for your students who have in turn developed some very important 21st century skills such as collaboration, problem solving and self reflection. Completing our assignments through Mind Lab have helped us to improve our classrooms in many different and exciting ways!
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