Reflective Journal
(Activity 2)
The ‘Gibbs
Model for Reflection’ highlights a change in my teaching practice and its affects.
The descriptive aspect identifies for me the way knowledge is conveyed to
better enhance the learning development in the student and their capacity. This
in a way makes a comparison between how I was taught and how the students are
taught today. “One of the biggest challenges for education
in the 21st century is that our ideas about curriculum are currently
underpinned by at least two quite
different epistemologies, or models of what counts as knowledge.”
Making way
for innovative methods of learning has been at the forefront of my Mindlab
journey. This in turn challenges me to incorporate a different kind of mindset
in teaching but uses my prior knowledge as a foundation to strengthen that
innovative process. I consider my prior learning as a huge part of my
reflection, this helps me recognise skills I do have and at the same time
skills I could develop to better prepare myself and the students. This
obviously has a ripple effect and not only affects my class and myself but the school
as a whole.
The ‘Feelings’
aspect is one of apprehension but excitement which is a contradiction. I have apprehensive
feelings of new learning and keeping up with the trend of the time, thus knowledge
is ever evolving and learning new skills is the new trend. Mindlab has helped
with this perspective, and has reshaped my thinking hence the excitement aspect
of my feelings.
In the
previous assignments, I have gauged the importance of my innovation and how
from a leadership perspective evaluated its process and the systems I have put
in place. This has been beneficial for the growth of the innovation but highlights
areas of focus to better support its progression.
Having an
analytical point of view in my opinion is essential for critiquing the
innovative process. This enables you to gather supporting evidence to inform
your decision making in turn raises awareness of possible outcomes to achieve
success. This is the inclusive process where you share in a collaborative setting,
strategies you might have to better support the innovative process.
With this
type of reflection process it helps you focus sequentially on areas of your
innovation. So drawing conclusions becomes easier because you have a scaffold that
generates outcomes or strategies that build, hopefully, success. I know one
area of development I could have done was time management. If anything managing
time effectively is the hallmark of good teaching practice. To prioritize your
timetable and schedule is essential.
The ‘Action
Plan’ is the culmination of all the aspects of the model and information that
has been obtained. This part is the new learning and processes that you have
used through your change initiative. For me reflecting on my experience through
this process has been beneficial and helps support me in providing knowledge
essential to the 21st century learner.
References
ReferenceBolstad, R., Gilbert, J.,
McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting
future-oriented learning and teaching — a New Zealand perspective. Report
prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Kia Ora e te tungane, three points that stand out for me in your blog that I can definitely relate to. The first point being the change of mindset from how we were taught to the mindset for the 21st century learners. This was a shift for me and like you the feelings were not exactly that of excitement, however with time, more practice and experience, the feelings will hopefully improve. Time management is always a goal for me and like you I agree the effective time management is the hallmark of good.
ReplyDeleteE mihi ana ki a koe e hoa!
ReplyDeleteTuatahi, e mārama ana ki āu kōrero i a koe e kōrero ana mo ō mōhiotanga, ngā mea kua mau, kua akona e koe, ka noho mai ērā akoranga, ērā wheako, he mea nui, he mea hirahia ki a koe. No reira pea e kite ana kei te tika rā ngā kōrero - 'Ka titiro whakamuri au kia anga whakamua'.
Tuarua, e tautoko ana i āu kōrero mo te ako i ngā mea hōu. Ētahi wa he mea whakamānatunatu i ahau i runga i te mōhio kāore i te mōhio i te hua o tāu kawe i a koe anō i roto i taua mahi. Ka kino, ka whakamā, ka pēhea rānei? Heoi, nā ēnei akoranga o Mindlab nei, kua tau tērā āmaimai i roto i ahau. Kua tūwhera ake te tatau te whakamātau ētahi akoranga hōu. Ka mutu, ko tēnei āhuatanga, te 'whai haere i ngā mea o te wā nei', ā tōna wā, mehemea i te hiahia, kāore rānei, he āhuatanga tēnei me ako te tangata. Kāore e tino mōhio ana to whakatau, ō whakaaro mehemea kāore e whakamātauhia.
Kei te tungāne, he rawe katoa ēnei kōrero āu. I kōrerotia te tūāpapa o tō whare ako arā ko tō mōhioranga, ko ngā āhuatanga katoa tērā o te whare tipuna, arā ko ngā heke, ko te tāhūhūhu, ko te poutokomanawa, ko te poutuarongo te aha atu, te aha atu. Ko ēnei tūāhuatanga katoa ngā āhuatanga e kii ana i ngā kōrero, i ngā hītori. Mā ēnei e pakari ai te tū o tō whare - tō whare ako. He miharo o whakaaro e te tungāne, kua whātaretare koe i ngā tūāhuatanga e tika ana hei whāngai atu ki a tātau tamariki. Ngā mihi nui.
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