Changes in Practice - Mindlab Week 32

My 32 Week Mindlab Journey

• What have been the impacts on my practice and what are the key changes relating to the Practising Teacher Criteria (PTC) and eLearning? 
  

The first 16 weeks of the Digital and Collaborate Learning course (DCL) offered a smorgasbord of new tools and strategies, some of which I could immediately see as being beneficial to my learners, while others were less relevant to my context. At the end of each week I reflected on my learning and used the following questions to consider the merits of the tools and strategies that were presented:-

• "WHY should I use this tool or strategy with my learners?"

• "WHAT are the benefits?"

• "HOW could it enhance or support their learning?" 

This helped me to critically assess whether or not a tool or strategy might have value for my learners. 
(Criteria 7: Promote a collaborative, inclusive, and supportive learning environment) 

During this course I enjoyed the challenge to be innovative, to push the boundaries, trial new ideas and think 'outside the box'.

The ITL 21st Century Learning Design, which was introduced to us during the second DCL session, has had a huge impact on my teaching. Prior to reading the ITL research I would have said that my classroom literacy programme supported the development of self-regulation and collaboration. However, after using the ITL rubrics to critically reflect on my programme, I realised that many of the activities did not provide opportunities for students to move beyond level 1 or 2 of the rubrics. The ITL 21st Century Learning Design rubrics have helped me to develop and implement more meaningful learning activities, that provide students with opportunities to develop 21st century skills. These rubrics have become a key resource that help to guide my planning.
(Criteria 6: Conceptualise, plan, and implement appropriate learning programmes)
 
An aspect of the Leadership in Digital and Collaborative Learning course that I found really worthwhile, was having the opportunity to work collaboratively with a colleague.  It has been invaluable to bounce ideas off each other and engage in some really in-depth professional conversations. I enjoyed working together to complete the second leadership assignment, developing a year long professional development plan for our staff. This plan focused on 21st century learning skills and as a result our Mindlab study, evolved to include the ITL 21st Century Learning Design rubrics.  Together we are leading our school-wide PD and sharing many of the ideas we have been exposed to through Mindlab.   
(Criteria 5: Show leadership that contributes to effective teaching and learning) 

Mindlab Postgraduate Programme Overview

I preferred the more self-directed nature of the last 16 weeks, especially the Research and Community Informed Practice paper, which encouraged me to delve deeper into an area of interest. I enjoyed the academic nature of this paper and the challenge of completing my first literature review. I began to question my assumptions and critically evaluate the evidence. As a result I believe I have become a more reflective practitioner. The literature review helped me to develop a deeper understanding of the impact that goal setting has on self-regulated learning, and this formed the basis for my Applied Practice in Context 'Teaching as Inquiry' project. I am currently exploring how using digital technologies to support the goal setting process might impact on children's ability to self regulate their learning. 
(Criteria 8: Demonstrate in practice their knowledge and understanding of how ākonga learn)


What's Next?
After studying continuously for the past three years, I plan to take a short break before continuing working towards my Masters.
I have applied for a terms sabbatical to allow me time to explore the links between relevant learning from the Mindlab postgraduate studies and my CORE education eFellows research, before I begin the second phase of my research inquiry. 

References:

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

Ministry of Education (nd). Practising teacher Criteria and e-learning. Retrieved from http://elearning.tki.org.nz/Professional-learning/

The Mindlab by Unitec (nd). Programme Overview. Retrieved from http://themindlab.com/postgrad-studies/programme-overview/?gclid=CJ3wvuLH-NQCFRR8vQodEy4Arg