Week 18:
Gibbs Model for Reflection
Description:
I have begun to implement a Makerspace within our school context since starting my Mindab journey. Classes are timetabled to go through the Makerspace when I am releasing teachers to have their scheduled CRT twice a term. Students are given the choice of stations that they have an interest or passion in.
Feelings:
Before this initiative was implemented I felt excited how being able to try something new and offer our students lots of various 21st century skills. The overwhelming feeling of making this venture necessary as a next step for our school as we embrace the new digital curriculum. I wanted to place the student at the centre of the learning, increase the use of digital tools and to develop student’s self-management, collaborative and perperserverance skills. I feel that the classes that have been through the Makerspace have reached some of these aims and I look forward to next Term as I really hit the ground running .
Evaluation: What was good and bad about the experience?
Of the classes that have been through the Makerspace the majority of the students have reacted positively towards this new initiative as was indicated by the engagement throughout the sessions and perseverance on a task. On reflection I know that I had thought that this Term I would be fully into this space been operational and used fully but with quite a few new staff on board this year I have had to spent a considerable amount of time with new staff as they learn new systems and expectations in a new work place. I had to put the space on hold until really starting properly in Term 2. This has allowed me to do more research into what would be most effective in the Makerspace and I believe will allow me to have more success at a rapid rate.
Analysis: What sense can you make of the situation?
The Makerspace approach is starting to change the learners’ and teachers’ roles across the school.“Changing the Script” theme in Bolstad, R., et al 2012 report. A knowledge-building learning environment is developing where roles and relationships are structured in a way that draws on the strengths and knowledge of both students and teacher in order to best support learning (Bolstad, R., et al, 2012). I now see myself as a facilitator for student knowledge building. The shift in practice is also developing student’s self-management skills in a supported environment.
The changes to my teaching practice were triggered and supported by the exposure to numerous theories and literature during my Mind Lab journey. I was influenced by Roach’s (2014) idea that benefits of this type of learning allow for “more one on one time with students, more opportunities for active and collaborative learning and self-paced learning” (Roach, 2014, P 75).
Conclusion: What else could you have done?
Although positives have been experienced with the implementation of the Makerspace it has been hindered with time constraints. On reflection, I think it was ambitious to have started this at the beginning of the year with so many new staff. Other issues are the lack of funding and having to think strategically about what we purchase and use in this space to get value for money. The time constraints to a degree have been a positive in regards to resourcing because it has allowed me the time to research what would be best to purchase as well as undertake some fundraising for this space.
Action Plan: If it arose again what would you do?
By implementing this change initiative I learnt that it is worth taking a risk to change my teaching practice towards future-orientated learning. I will continue to work on my leadership of other teachers as early adopters. Continuing to highlight the qualities of relative advantage, compatibility with existing values and practices, and the simplicity of the initiative (Robinson, 2009) will hopefully help spread the change in practice. Ideally I would like everyone to spend some of their release time in the Makerspace with me so that each teacher values what is been done as well as upscaling themselves so that in the future this can be replicated in the classroom. I don’t wish to be seen as the font of all knowledge in regards to the Makerspace. I want our staff to be able to have this knowledge themselves so that if I left the school tomorrow this initiative would continue and thrive.
References
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Finlay, L. (2008). Reflecting on reflective practice. PBPL paper, 52, 1-27.
Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.
Robinson, L. (2009). A summary of Diffusion of Innovations. Changeology. Retrieved from http://www.enablingchange.com.au/Summary_Diffusion…
Dear Kim,
ReplyDeleteI love the work that you have done in the Maker space and as you have stated it will be a great idea to have teachers take on a role in the Maker Space and for you to provide the leadership - building capacity. Time constraint has certainly been a frustration for you. Hopefully the following terms will be better. Students who have worked in the Maker Space have been so positive - it really is a fantastic place to learn.