MindLab Reflective Blogs

Choosing a reflective feedback model. My first consideration was which model to choose to structure my reflective writing. I considered Gibbs 2008, Teaching as Inquiry by MOH, Jay and Johnson 2002. Although they all have merits, none appealed to my preference for a model that is accessible for a novice, my criteria are if must be succinct, have relevant examples, and have scaffolding.   After researching this problem, I discovered   the 3 stage model (description, interpretation, outcome) of Hampton (2010), contained in two pages with a vocabulary aid. This model meets my criteria for acceptability and utility. It also incorporates both deep levels of reflection and future application, elements which are absent from some of the previous models. I found the vocabulary guide useful for its practical application. My reflective practice: During and after a teaching event, I always engage in reflective thinking on how the session went, both the good and not so good aspects. I b

I will reflect on Theme 5, A culture of continuous learning for teachers and educational leaders. Like Bolstad et al state, myself, my colleagues and my leaders are all of generation X, we were educated in the 20 th century.   My learners are adults of generation Y. My workplace is the teaching hospital pathology laboratory. https://www.publishersweekly.com/images/data/ARTICLE_PHOTO/photo/000/043/43619-1.JPG I have experienced the acceleration of the pace of change and the exponential increase in information since I entered the workforce at the beginning of the 21 st century. I felt curious to understand what was happening and   how to make the most of this. Pulitzer winner and explanatory journalist Thomas Friedman in his recent book ‘Thank you for being late’ helped me understand the converging causes of   change and how to thrive in this age of accelerations.  As I was pondering the problem of how to thrive in a complex, uncertain and fluid world (Bolstad 2012, p2),

Inquiry topic 1. What would a LMS that is independent of institutions look like? Inquiry topic 2.   How would teachers from the COP learn to use this LMS?   Issues related to this topic are that the learners and teachers from different institutions, need a common LMS for a blended course, and the issue of incorporating more 21CLS and in particular,   upskilling   teacher’s digital literacy. This is a reflection for future practice. The relevant   and meaningful COP are my colleagues in the domain of medical education.   We are informally bound together by our involvement in a joint project, namely teaching a new blended   course in Post Graduate Pathology. We are distributed around Auckland, with different employers and affiliations. We share a willingness for implementing new technology to enable effective 21 st Century learning experiences for our learners, but are time poor. I expect our levels of participation will be different because we have different levels of inte