Reflection using Rolfe's model of reflection.
Stage 1. Problem identification
I am Gen X, I was educated in the 20th century, the style I was taught was teacher centric, didactic, content driven, and analogue. We know now, this is not the optimal way to teach and learn in the 21st century. This is the gap between the current and preferred situation (Osterman 2015 p73).
How can I incorporate 21st CLS into my teaching encounters?
How can I overcome the inertia or resistance to change in my colleagues, other Gen X teachers ?
How can I lead change in teaching methods when I am not in a position of formal leadership?
Stage 2. Observation and analysis
My observation is that often students expect and are comfortable with 20th century teaching and learning, the classic teacher centric didactic lecture is well within their comfort zone.
Exit surveys I have given students after a teaching encounter however, show students find most valuable and engaging, actual hands on problem based learning.
I have asked my colleagues what their thoughts are about the incorporation of digital methods and including peer-peer collaborative learning. There is a range of responses, from 'keen to try', to 'would try if I knew how', to 'no, too hard'. This data has reframed my assumption that my colleagues are disinterested in adopting 21CLS, instead, there is a range of attitudes to the incorporation of 21CLS into teaching encounters.
Stage 3. Abstract reconceptualisation
I found Robinson's (2009) interpretation of Rogers Diffusion of Innovations theory introduced to me by Mindlab in Week 14 useful to:
a) understand the variation in my fellow teachers : they are at different points on the curve
b) understand my own position: usually at the early adopter, high curiosity end, and this is different from my colleagues.
Kellerman (2008) followership helped me to understand how to lead change: by recruiting first followers, and other early adopters.
Stage 4 Active experimentation
Implementation of 21 CLS in a teaching encouter:
In a 2 day course in Aug 2017 for postgraduate medical learners in Wellington, the course director and I incorporated successfully, for the first time
a) digital virtual microscopy on BYOD
b) face to face Pair Programming,
c) online textbook
d) blended learning
e) online pretest - Google forms
f) online Qualtrics student post course survey
g) Anki spaced recall online flash cards
h) student collaborative co-creation and sharing of digital multimedia content
i) hands on dissection
In this course we were able to include 15 of the 16 WEF 21st CLS. Not covered was financial literacy.
What didn't work so well and why:
A) ipads as BYOD (slow data entry and search due to lack of keyboard, screen to small to share for pair programming),
B) Think Pair Share (too slow)
C) Google drive as LMS/content repository (poorly organised, reliance on too many email notifications).
Stage 5. What areas to explore further
Optimising online course content organisation and delivery using free, open access, non institution dependant LMS. On my list to explore further are Google classroom, and a Wordpress blog.
Learn more about web analytics (Google and Wordpress analytics in this case) to understand student use of LMS.
Stage 6 . How I will develop these ideas in the future.
To learn Google classroom LMS, I have enrolled in a blended Teaching Course delivered by the University of Otago as a student, that uses Google classroom as the LMS. This will enable me to experience the LMS from the perspective of the student, talk to other course participants about their user experience of the LMS, and talk to the course online coordinator to ask for their advice for using Google Classroom. The data from these multiple perspectives will inform my design of Google classroom. This is how I approach Social Networking into my PD (Wenger 2002). In person is more effective for me than online Social Media. Additional ways to become proficient :
Google classroom help site
Third party Instructional videos
Lynda.com online course Learning Google Classroom 2016
References
Kellerman, B. (2008) Followership: How Followers Are Creating Change and Changing Leaders, Harvard Business School Press, 2008.
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Corwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.
Robinson, L. (2009). A summary of Diffusion of Innovations. Changeology. Retrieved from http://www.enablingchange.com.au/Summary_Diffusion...
Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Cambridge, MA: Harvard Business School Press.
World Economic Forum. (2016). New vision for education. Fostering social and emotional learning through technology.
https://www.weforum.org/reports/new-vision-for-education-fostering-social-and-emotional-learning-through-technology
Step 1. What
One key change in my professional practice brought about by the Mindlab course is my recognition of 21st-century learning skills, and the incorporation of many of these into my teaching encounters. |
| https://www.weforum.org/reports/new-vision-for-education-fostering-social-and-emotional-learning-through-technology |
The WEF diagram resonated with me because the whole model is wrapped up in lifelong learning, it is holistic as it addresses not just knowledge (foundational literacies) and skills (competencies), but also attitudes (character qualities). I like that this framework is applicable across one's learning lifetime from K-12, to tertiary to workplace based learning. My learner group is post graduate medical education of adults. Acquisition and application of these skills will enable all of us, students and teachers, to thrive in the rapidly evolving, complex and unpredictable 21st century. I liked this model so much I stuck printed copies on the fridge, and in my office at work and home.
Step 2. Now what. Evaluate identified change
Stage 1. Problem identification
I am Gen X, I was educated in the 20th century, the style I was taught was teacher centric, didactic, content driven, and analogue. We know now, this is not the optimal way to teach and learn in the 21st century. This is the gap between the current and preferred situation (Osterman 2015 p73).
How can I incorporate 21st CLS into my teaching encounters?
How can I overcome the inertia or resistance to change in my colleagues, other Gen X teachers ?
How can I lead change in teaching methods when I am not in a position of formal leadership?
Stage 2. Observation and analysis
My observation is that often students expect and are comfortable with 20th century teaching and learning, the classic teacher centric didactic lecture is well within their comfort zone.
Exit surveys I have given students after a teaching encounter however, show students find most valuable and engaging, actual hands on problem based learning.
I have asked my colleagues what their thoughts are about the incorporation of digital methods and including peer-peer collaborative learning. There is a range of responses, from 'keen to try', to 'would try if I knew how', to 'no, too hard'. This data has reframed my assumption that my colleagues are disinterested in adopting 21CLS, instead, there is a range of attitudes to the incorporation of 21CLS into teaching encounters.
Stage 3. Abstract reconceptualisation
I found Robinson's (2009) interpretation of Rogers Diffusion of Innovations theory introduced to me by Mindlab in Week 14 useful to:
a) understand the variation in my fellow teachers : they are at different points on the curve
b) understand my own position: usually at the early adopter, high curiosity end, and this is different from my colleagues.
 |
| Diffusion of innovation Bell curve. https://www.enablingchange.com.au/One_page_bell_curve.pdf |
Kellerman (2008) followership helped me to understand how to lead change: by recruiting first followers, and other early adopters.
Stage 4 Active experimentation
Implementation of 21 CLS in a teaching encouter:
In a 2 day course in Aug 2017 for postgraduate medical learners in Wellington, the course director and I incorporated successfully, for the first time
a) digital virtual microscopy on BYOD
b) face to face Pair Programming,
c) online textbook
d) blended learning
e) online pretest - Google forms
f) online Qualtrics student post course survey
g) Anki spaced recall online flash cards
h) student collaborative co-creation and sharing of digital multimedia content
i) hands on dissection
In this course we were able to include 15 of the 16 WEF 21st CLS. Not covered was financial literacy.
What didn't work so well and why:
A) ipads as BYOD (slow data entry and search due to lack of keyboard, screen to small to share for pair programming),
B) Think Pair Share (too slow)
C) Google drive as LMS/content repository (poorly organised, reliance on too many email notifications).
Step 3. What next. Plans regarding future PD and future practice.
Stage 5. What areas to explore further
Optimising online course content organisation and delivery using free, open access, non institution dependant LMS. On my list to explore further are Google classroom, and a Wordpress blog.
Learn more about web analytics (Google and Wordpress analytics in this case) to understand student use of LMS.
Stage 6 . How I will develop these ideas in the future.
 |
| https://support.google.com/edu/classroom/answer/6072460?co=GENIE.Platform%3DDesktop&hl=en |
To learn Google classroom LMS, I have enrolled in a blended Teaching Course delivered by the University of Otago as a student, that uses Google classroom as the LMS. This will enable me to experience the LMS from the perspective of the student, talk to other course participants about their user experience of the LMS, and talk to the course online coordinator to ask for their advice for using Google Classroom. The data from these multiple perspectives will inform my design of Google classroom. This is how I approach Social Networking into my PD (Wenger 2002). In person is more effective for me than online Social Media. Additional ways to become proficient :
Google classroom help site
Third party Instructional videos
Lynda.com online course Learning Google Classroom 2016
References
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Corwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.
Robinson, L. (2009). A summary of Diffusion of Innovations. Changeology. Retrieved from http://www.enablingchange.com.au/Summary_Diffusion...
World Economic Forum. (2016) New vision for education. Fostering social and emotional learning through technology. https://www.weforum.org/reports/new-vision-for-education-fostering-social-and-emotional-learning-through-technology
Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Cambridge, MA: Harvard Business School Press.
World Economic Forum. (2016). New vision for education. Fostering social and emotional learning through technology.
https://www.weforum.org/reports/new-vision-for-education-fostering-social-and-emotional-learning-through-technology
Comments
Post a Comment