Week 21

Okay so we have spent time trying to define our initial teacher inquiry question and then refine it so that it is good for a literature review question

So here is mine



I am getting a little freaked out about the literature review that we have to do.  I have never done anything like that before and looking at the exemplars is just scary.  I'm hoping to find someone I can work with on the literature review so I can share the load. 

Week 20

Wow, it's week 20 already.  Another assignment completed and handed in and onto the first part of the research section of the course.

So after doing the first part of the applied practice in context I had decided to look into either SAMR or Growth Mindset.  Now I've read the notes I am thinking I might be able to combine the two areas with a question along the lines of

"How can redefinition and modification of tasks in the SAMR model increase the Growth Mindset of pupils?"

I realise this question will undergo a lot of changes in the coming weeks.  The reason I am thinking of doing this is many pupils want to be spoon-fed information rather than explore or experiment - by redefining and modifying tasks this would encourage them to be more critical in their thinking and to look for new ways of showing their learning. I also want to include more elements of Growth Mindset into my teaching.

So on to the next part of the journey!

One question I have is can this part of the course be done collaboratively - perhaps with someone from another school.

Contribution of Teacher Inquiry Topics to my Communities of Practice

Step 1 (Descriptive):

Identify Two Inquiry Topics

The first topic I have identified is Carol Dweck’s work on ‘Developing a Growth Mindset’, this was
one of the topics covered in the leadership section of the course. The second topic is ‘Implementing
Technology Innovation in the Classroom” ie using SAMR and TPack, this is also a leadership
section of the course.

My Communities of Practice

After reading about communities of practice I find that I am involved in more than one already.

Step 2 (Comparative):

Step 3 (Critical reflection):

I’m really lucky in the fact that my school staff, Trekkers syndicate and Uru Manuka group all share
the same ideas on both mindset and the Implementation of Technology Innovation in the Classroom.
We have all taken part in Professional Learning about these areas. This makes it easy to have it
as a focus for inquiry. The cluster PLG (Professional Learning Group) focusing on feedback links
directly into Growth Mindset so I have a CoP that is being set up to help with this.  By doing further
research into one of these areas I will have greater knowledge to share with all the communities
that I am a part of.

The key thing is I have found two areas that I am interested in researching further.  The hard thing
will be to choose which one I want to look at first.

Reflection on Personalising Learning

Reflection on Personalising Learning using the ‘Gibbs
Model for Reflection’

Step 1  (Describe)

In my practice I have used some personalising learning.  The students all have individual goals and know
what they need to do to achieve them, the next steps they need to make and teaching is based around
these goals.  By having the goals the students have aspirations for their learning. However, the
personalisation is shallow. The programme is still mainly dictated by me and is not real world based.

Step 2 (Feelings)

I was feeling really good about my steps to personalisation of learning.  The children were motivated
and could talk about their learning. Looking back now I see it as a good first step and I need to allow
chances for deeper personalisation in my class.  This will take a big shift in thinking for both myself
and my students.

Step 3 (Evaluation)

The students were motivated in their learning and their parents could see a clear pathway in their
child’s learning.  The good thing about this change was the ownership the students felt for their
learning. Another good outcome was the greater focus of my teaching.  The bad thing was that
once the goals were set I then planned the programmes rather than having the pupils have input
into the learning tasks.

Step 4 (Analysis)

Personalised learning is about moving away from the Industrial age where ‘one size fits all’.  It is
“differentiated learning to meet differentiated needs”. Personalising learning means that students have
a route to success - they know what they need to do to succeed and can discuss their learning.  They
develop motivation and aspirations to help with learning and can develop to their full potential.
Personalised learning can be described as deep or shallow (Leadbeater).

What is described above is shallow personalisation.  For deep personalisation it needs to be
transformative.  The students can have more input into their learning programme and direction.  They
can describe their learning better as they have more understanding of what the are learning.  Their
learning is more authentic, relevant and real world focused.

By having personalisation through goal setting in my class I have been involved in shallow
personalisation of learning.  This is a good first step but I need to progress and allow the pupils to
have greater input into their learning in relevant, authentic and real world contexts.

Step 5 (Conclusion)

In conclusion I could have allowed more student voice in the planning of programmes to meet their
needs.  This would have made the changes I made to my teaching ‘deep’ and transformative - at
present it is still too ‘shallow’.

As a first step this was a could start but I need to continue to refine my practice to ensure that the
students have greater input into their learning as this will increase their motivation and they will be
able to discuss their learning with more meaning.

Step 6 (Action Plan):

Have I personalised learning? - Yes, in a shallow way.

Next time I will co-construct the learning with groups of pupils that share similar goals.  I feel it is
still to big of a shift for me to go from being in charge to have all individuals design their own
learning.  Also by having groups planning their learning to meet identified goals they can support
each other in their journey.

I will need to teach the parents about the new way of the students working.  This is to ensure them
that there is still specific learning being done, and that the students are working to meet goals - the
only change is they are helping to direct their learning.

My Reflective Practice

My Reflective Practice

Descriptive

What is happening?

At the present point in time I do lots of introspective thinking.  I have never really thought about taking the time to
write down my thinking as having the time in a busy day makes this seem like a waste of time.  In fact lots of my
'reflection on action’ happens in the shower when I have nothing else bothering me and I can think about what I
did and ways I could improve on it (if I tried to write it down then I would end up with a soggy mess).  If I have run
school wide events we do staff reflections afterwards which means I have other people’s ideas recorded so in
future I can change the events.

Is this working and for whom?

In general these reflective methods work for me.

I ponder and puzzle and think things through.  I make changes to my practice based on my introspective thinking
and reasoning.  However, if people as ask why I do things a certain way I do not have evidence as to why.  This
is not a problem when I am there to explain the reasoning behind why I do things, when I’m not it could lead to
speculation that is not always correct.

Following school-wide reflection I use the ideas to change events to ensure they run smoothly eg changing the
start/finish line placement  for the cross country to ensure the course is easier to follow.

How am I Feeling?

I did feel okay about my way of reflection but after reading different articles I suddenly think maybe I’m not being
professional enough by not recording it!  But then again if I spend time recording all my reflections when do I find
the time for planning, marking, teaching, keeping up to date with professional development…. There’s not enough
hours in the day.

What don’t I understand?

I really don’t understand how people find the time to do written reflective thinking and still manage to do all that
their job involves while maintaining a good work/life balance.

Comparative

How do other people who are involved or indirectly involved describe what is happening?

• Schon would describe my reflection as ‘reflection on action’
• Zeichner and Liston would say my reflection is rapid, repair, and review
• Brookfield would see my reflection as being open to further investigation (stance) and experimenting with

practice (dance)

• Finlay and Gough would put me on their continuum somewhere between reflection and critical reflection
• Finlay(2002, 2003) would also say I use introspection, intersubjective reflection and mutual collaboration

So overall I am doing a lot better than I thought.  

How does research contribute to an understanding in this matter?

There are so many different models out there that it is difficult to get a true understanding of the matter.  It doesn’t
help when even the experts keep changing their theories (eg Johns).

I can see why reflective practice is important and the accountability it can lead to for professional practice.

How can I improve what is not working?

To improve I need to find a model that I like and use it as a regular and recorded tool!  As you can probably
tell I like questions to hang my answers on.  I also need to make sure my reflections are not too mechanical.

Critical Reflection

What are the implications of the matter when viewed from these alternative perspectives?

From doing this activity I have identified that I do reflect on my practice in an introspective way.  I need to be
willing to share my reflections with others. I have seen the need to do more research before modifying my
practice (not just my reflective practice but also my teaching practice).  I can also see the need to be more
collaborative in my reflections (I did do this more when in a collaborative teaching team).

How does this reflective process inform and renew my perspective?

I now have a lot more information about the reflective process and can see some benefits of using it.  I will
attempt to record my thinking and to be more collaborative in my practice. I won’t be afraid to share my thoughts,
problems and ideas with others, as they may share the same problems and be able to offer more perspectives.