Identify one key change in your professional practice
Since beginning my Mind Lab journey, the key change in my practice is “creating collaborative learning environments” re. Standards for the Teaching Profession “Teaching Standard”.
“Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning” “Our Code, Our Standards (2017, p 20)”.
I have changed both the way I use technology as well as my role as the classroom leader.
Evaluate the identified change
“Reflective Practice for Educators” Osterman and Kottkamp (2015, p.70)
Problem identification
I had been using the Blended learning approach before I started the Mind Lab course. I thought my teaching approach was well balanced allowing both independent and collaborative learning using technology. However, in collating 21CLD Learning Activity Rubrics (ITL Research, 2012) I realised the collaborative activities I set were not giving the learners opportunities to share responsibility and/or make substantive decisions together.
Observation and analysis
My learners had not collaborated deeply and worked together only superficially on tasks I set up using the Blended Learning approach. My collated learners’ voice suggested learners didn’t feel they were truly working with others.
Osterman & Kottkamp (2015) point out “a problem is a discrepancy, a gap between an ideal or desired condition and the current reality” (p 69). This exactly describes my situation.
I believed my learners worked interdependently using digital tools but this was not the reality.
Abstract re conceptualization
Bikowski and Kessler (2010) stated a successful autonomous collaborative language learner displayed:
- the ability to use language interdependently to contribute personal meanings as a collaborative member of a group;
- the ability to use appropriate strategies for communicating as a collaborative member of a group;
- the willingness to demonstrate these abilities within a group.
My language teaching is based on Ellis 10 principles (2009) approach, which is Task Based Language Learning and Teaching.
Willis and Willis (2007) support this approach as “learner engagement in real world scenarios is done by designing tasks, discussion, problems, games and so on – which require learners to use language for themselves”.
Ellis’s principles require learners to share responsibility, make substantive decisions together and work interdependently. These criteria exactly match the Collaboration Rubric of ITL Research (2012, p 9).
I have modified tasks to require learners to work interdependently using digital tools. I have also tried to modify my role as a leader/classroom teacher to include:
- Motivating people and delivering the vision;
- Building ever-stronger, trust-based relationships with learners (Bass, 1985).
Active experimentation
I have re-designed the whole course programme using the Blended learning Station Rotation Model (previously used Flex Model). This model has a fixed schedule and learners get the opportunity to work more collaboratively because they are all required to move together to complete each task and so there are always groups of students that arrive at each station ready to form groups.
“Blended Learning Models.” Blended Learning Universe. http;//www.blendedlearning.org/models/.
Starkey (2012) states "the learners in the digital age are able to connect and collaborate with people beyond their physical environment. They can connect a range of information or data and draw on a range of perspectives to collaboratively generate and critique new ideas." However, I have found that learners need a good facilitator to develop their collaborative skills. Educators need to foster a good collaborative working environment for learners.
My future practice
In the Research and Community Informed Practice course I researched Gamification. The research opened my eyes to how Gamification elements help to develop collaboration skills. The Kaupapa Māori view is also supportive of Gamification as a useful methodology. My next step will be to implement tasks using Gamification elements to encourage collaborative learning.
References:
Bikowski, D. & Kessler, G., (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: Attention to meaning among student in wiki space. Computer Assisted Language Learning, 23 (1), 41-58. Retrieved from
Education Council of New Zealand | Matatū Aotearoa. (2017). Our Code Our Standards Code of Professional Responsibility and Standards for the Teaching Profession Ngā Tikanga Matatika Ngā Paerewa Nga-Tikanga Matatika mo-te Haepapa Ngaiotanga me nga-Paerewa mo-te Umanga Whakaakoranga. https://doi.org/978-0-908347-28-5
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
ITL Research, (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Katoa Ltd. (n.d.). Kaupapa Māori Research. Retrieved from http://www.katoa.net.nz/kaupapa-maori
Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional
development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.
Starkey, L. (2012). Teaching and Learning in the Digital Age. Abingdon, Oxon: Routledge
Willis, D. & Willis, J. (2007) Doing Task-Based Teaching. Oxford: Oxford University Press.
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