Sitting back now and reflecting on my journey, it's hard to believe how much learning has taken place. Articulating what I have gained in under 600 words is going to be a challenge! ;) Hence, I'll resort to bullet pointing....
Benefits gained:
- Opportunity to delve deep into research around best practice.
- Heightened awareness of current trends and the impact and implications they are having on education and future instructional design.
- Taster of innovative technologies that our schools have available to us.
- Opportunity to truly collaborate with colleagues and experience first hand what it means to collaborate, the dispositions we develop and benefits we reap - I guess for me it helped me to answer the 'why collaborate?' particularly when tackling group assignments.
- Reflect on approaches to leadership, considering the research and rethinking my current practice and implementing changes.
- Time to really engage in the Teaching As Inquiry and Change Management processes, discuss and reflect on findings.
- Further build my online professional learning network and recognise the value!
- Opportunity to carefully consider the issues that my communities of practice need to address - and through our online network, think about these issues from different perspectives and viewpoints.
Above all, this has been a time for critical reflection and exposure to new ways of thinking based on sound research. While some of the content has been affirmation for my own philosophies of teaching and learning, it has also challenged me to think differently in some areas - and that has been exciting!
Two Key Changes in My Practice:
Strengthened Desire to Collaborate
To be honest, the group assignments pushed me right outside of my comfort zone when we first began. I was working alongside colleagues who I highly respected so you'd think it would have been easy for me... but it wasn't. Initially we took so much time negotiating the content of our assignments. For me, I was concerned about my contributions - not wanting to come across as domineering, overthinking my contributions - worried that I wasn't adding value.... I guess it came down to a lack of confidence and initially a lack of trust (in myself and how the others may perceive me).
However - the development of our collaborative group evolved significantly over time and it was fantastic to be able to reflect on this growth we all experienced as collaborative members of this group. Essentially this came down to strengthened relationships within the group and developing an appreciation for the different strengths that each member could bring to the task. Once we found our 'place', a high level of trust developed, resulting in much better outcomes - and is now at the stage where I don't ever want to go back to tackling such assignments on my own!
Collaboration enabled me to think more critically and creatively as we bounced ideas off each other. We could build on each others ideas and come up with new and better ideas as a team. I also became a lot more aware of myself as a learner in the process and recognised areas for further development. Isn't this exactly what we want for our students?
With this revelation (so to speak) - I need explore further! Hence - I have recently taken on a new part time position, working in a collaborative team (Year 5/6) - to really focus in on the 'ingredients' for successful collaboration, the dispositions that need to be developed, the communication skills that need explicit teaching and how to foster those positive relationships of trust and confidence. It is also giving me the opportunity to recognise the significant gains our students experience through more collaborative approaches.
Practicing Teaching Criteria in eLearning:
Criteria 7: Promote a collaborative, inclusive, and supportive learning environment.
Teacher/Leader as Facilitator - Not limiting my students to my own areas of expertise
I've always known this - but haven't always practiced this!
This is a message that has come through strongly during this course and something I was keen to address.
Coding and Computer Sciences is a field that I have always been interested in but lacked confidence to pursue - however it is an area I know is becoming more and more relevant for our students today. I see huge potential in our students understanding the fundamentals of computer science (and the basics of coding) and then utilise that understanding within design thinking processes (also experienced during our course!)
This has led to the formation of a Coding Club at our school where I am genuinely learning alongside the students. I am loving being their facilitator - who doesn't have the answers but can help facilitate the processes of problem solving, critical and creative thinking.
We rely a great deal on our online network of experts who have provided much guidance and valuable resources for us. Our latest venture is collaborating with the university and trialling a series of lessons designed to introduce computer science fundamentals to primary students. What a great opportunity! The kids are incredibly excited and feel empowered by the connections they are making and the people (around the world via Twitter) who are interested in what they are doing - and for me, every session is exciting and highly motivating!
Practicing Teaching Criteria in eLearning:
Criteria 5: Show leadership that contributes to effective teaching and learning.
Next Dream?
Having developed a better understanding and experienced the affordances of reflective practice, I'm keen to further develop my approaches to eLearning professional development. This is an area that is constantly evolving for me and one I am passionate about - that is looking at how PD can be better delivered in context and enable/encourage teachers to be more reflective about their practice - better tying together theory and practice. This quote from Osterman and Kottkamp (1993) pretty much sums up my beliefs as a facilitator:
"The learner assumes a central position, and the model of instructor as expert gives way to that of the instructor as facilitator. The role of the leader is no longer to deliver but to guide - to provide information and resources to facilitate the learners personal inquiry and personal growth....entering into a reflective conversation" (P.16)
.... so what does this look like in practice? Here begins my next Inquiry....... :)
References
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf
Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning
