Changes in Practice.

This song says it all, my journey, my song

Reflection is learning, and learning leads to more reflection, “Learning, they argue, is most effective when the learner is actively involved in the learning process, when it takes place as a collaborative rather than an isolated activity, and when it takes place in a context relevant to the learner (Brown, Collins, & Duguid, 1989a, 1989b; Prestine & LeGrand, 1991).”

What a journey this has been! When I took on this challenge I thought ok so I’ll learn some new digital apps, learn how to help my students work together, it’ll be fun. What did occur was so much more than this. I have learnt about myself as a teacher, as a member in a collaborative learning community and my understanding and knowledge has imprinted and improved my pedagogical beliefs.

For me reflecting on my practice and understanding why I did things the way I did was eye opening. I faced my fears and misunderstandings surrounding technology in the classroom and learnt to use it in far more meaningful and engaging ways, as opposed to replacing pen and paper and looking up stuff.

My classroom practice is more innovative, more open to students leading the way. In fact it is one of the reasons I have made the pedagogical shift and why I learnt so much about technology in the class as I let my students be the expert. We learnt together, working collaboratively to integrate collaborative technology into our classroom practice. More and more my students are taking the lead, showing innovation in new ideas I share, and in the sharing of their knowledge. They have become more confident problem solving, critically evaluating ideas and even technology, weighing up their needs and purpose to what the different digital tools offer.

I have gained a far deeper appreciation for the Teaching as Inquiry reflective model we use at our school. With my growing understanding I saw the purpose of the process and incorporated into my practice more effectively. I learnt to critic my own actions, looking at ways I could improve my results and bring about a more effective program for my class.

My understanding of 21^st century learners and 21^st century skills meant that I could begin preparing my students. We used the language, broke them down into the skills and together we worked on improving them. My students questioned the relevance of what they were learning, or told me the relevance of what they were learning. They were able to choose an inquiry, and use collaborative tools and skills to work together to complete an inquiry where everyone knew what was going on.

I grew, my knowledge grew, my practice evolved and improved, I was better able to use the tools school was promoting while gaining the confidence to share what I had learnt. I have become a better teacher, a better leader, a better learner. Surprisingly it has also awoken the higher learner in me, I want to go on, learn more so that I can understand, so that I can be a better leader so that I can share what I learn. It is exciting times ahead, and yes I am changing, but I have learnt I don’t have to do it on my own, I can ask my friends, colleagues, students and family. Through this I will get stronger and become a more innovative constantly changing teacher of the 21^st.

Thank you for sharing in my journey!

No reira Tana koutou, tena koutou, tena koutou katoa

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

Retrieved from Youtube Published on Oct 26, 2013

Jennifer Hudson - I'm Changing (scene from DREAMGIRLS) HQ