Looking through a different lens

Everyone who has stood alongside me on this journey will appreciate just how game-changing the experience has been. We may not have been on the same path all the way, but our ways have converged and sometimes run parallel to each other. As I reflect on the changes to my mind-set and practice over the last 32 weeks, I am astounded by just how far I have travelled on this new, (largely) unmarked road.

I had a very traditional view of Professional Development prior to Mindlab. In the early days I was very happy to have knowledge imparted to me, and felt slightly resentful when I was required to be actively engaged and THINKING after a full day of school teaching. Can't you just teach me some clever computer stuff and let me go home? 

As the path wound its way through new, uncharted territory I began to realise that I was responsible for drawing my own map. I had to problem-solve my own way out of the wilderness (technology) that threatened to engulf me. Sure I was given some tools to keep me happy (Coggle, Mindcraft, 3D printing etc), but increasingly I was aware of a shift in my mindset. Changes in education were more than simply BYOD. This was a brave new world of inter-connectedness and life-long learning. I could see it in the distance now that I had my new lens. Suddenly it didn't seem so far away. I was getting excited again about my role as a teacher. 

PTC - Criterion 1

In order to develop relationships with akonga I recognise that I need to change my practice to allow them sufficient opportunities to input their prior knowledge. This is especially important for Maori learners who need to feel that their cultural knowledge and identity is valued. More and more I realise that my role is not to simply impart the knowledge I consider they need, but to act as a facilitator. 

I have made some changes already - mainly in Maths, where I have planned Inquiry Communities and increasingly work with groups of students, encouraging them to share their perspectives. The class operates smoothly, and I feel I have much more appreciation of what they really understand about using maths in their everyday lives. We work together on their online goals and next steps, uploading evidence along the way. Thus ownership of their learning is back on the student. Osterman & Kotttkamp put it nicely when they say that 'by giving away control, we gain control' (p13). The students are able to articulate their goals to me, and our conversations are increasingly reflective. In addition they can share these with their whanau and these can give rise to even more new learning opportunities in an authentic and culturally sensitive environment.

PTC - Criterion 12

I am excited to be invited to become a member of my school's wider Community of Learning. As we work though our shared goals, I anticipate gaining from working with colleagues from a wider cross-section of schools. I have grown to value the increased connectedness with other professionals that is possible through technology. Mindlab has encouraged me (albeit reluctantly at times) into connected cyber-space. The discussions and research out there is incredible, and I am keen to work alongside my colleagues in an increasingly collaborative and connected manner. 

"Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same". George Siemens

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.