Week 32 reflection

Stage 1: Problem identification

I began this journey with an interest in how I could implement 21st century skills in the classroom as I was concerned with how I was preparing my learners for their future. On this journey I focused on the skill of collaboration. I feel like I still need to work on my ability to support truely collaborative learning by using the rubric supplied by ITL (2012) . My next step is to share this with my collaborative teaching partner as well so we can reflect on how our partnership is collaborative and how we both set up our learners for collaboration. It is important for me to implement change when it comes to my teaching of collaboration but also in regards to how I am collaborating with my teaching team. We need to be role models who are enacting what we are teaching. This will help our understanding of collaboration and will mean we can be role models for the learners also.

Stage 2: Observation and analysis

I have observed and experienced collaboration but when I look at this collaboration in the context of the ITL rubric I feel both my learners and my teaching team are operating at the lower stages (2012). When I stand back and reflect on why this is I think it is because I have become to narrowed in on some areas, rather than looking at the whole picture of what collaboration is. I also think we need more time to focus in on this skill and learn about what it looks like for learners and teachers.

Stage 3: Abstract reconceptualization

 It is relevant to consider the teaching council on collaboration. When looking at Our Code Our Standards collaboration is mentioned in one of the values, Whanaugatanga, in the code of professional responsibility, Commitment to the Teaching Profession and in the Professional Learning and Professional Relationships standards. This shows that collaboration is an essential skill for a practising teacher to have and to develop in their learning environment.  When looking further into collaborative practise I noticed the the Ministry of Education have placed a significant focus on this in their Communities of Learners information and they have a range of resources around this. As my school is currently looking into being part of a Community of Learners this could be a good opportunity for us as a school to develop our collaborative practise. 

Voogt and Roblin have looked at a range of research on 21st Century skills and have found that collaboration is mentioned across multiple sources (2010).

Stage 4: Active experimentation

In response to the research and as part of the inquiry so far I have tried to implement change in my practise by using provocations in the classroom that prompt children into engaging in collaborative and computational thinking based learning through play. I have been deliberately teaching the skill of collaboration in whole class time and also focusing on coaching the children in regards to this during their learning through play. They also have been receiving specific descriptive feedback and praise in regards to their collaboration.

From this experience I have learnt that change needs happens when you use more than one strategy and when you have the time to commit to it. I have also learnt the value of having colleagues on site who are on the same journey as you. When I completed the first half of my Mindlab journey I worked at a school with three other colleagues who had a different focus to myself but were always available to talk through my thinking and to keep me on track and engaged when I needed it. This year I have moved to a new school where I am the only one completing the Mindlab course. I have noticed that has had a significant impact on my engagement in the inquiry and the course and that my understanding of content and my next steps has reduced. I have learnt in the second half of this course the value of having a support network in the school where you are working. Osterman suggest that talking things through and working with a colleague is a valuable way to develop solutions to problems (2015).  This is one example of why it is important for me to make sure in the future that I have this.

References

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.

ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research

Voogt, J. & Roblin, N. (2010). 21st Century Skills Discussion paper. University of Twente. Retrieved from http://opite.pbworks.com/w/file/fetch/61995295/White%20Paper%2021stCS_Final_ENG_def2.pdf

https://www.education.govt.nz/assets/Documents/col/Development-map-Version-3.pdf

Ministry of Education (2017). Our code, our standards. Retrieved from https://educationcouncil.org.nz/content/our-code-our-standards