Week 32. Reflective Practice - Key Change In Prof Practice.

This week I am going to reflect on a change in my practice using Rolfe’s (2001) model of reflection and the Cycle of Experiential Learning, recommended by Osterman and Kottkamp (2015, p.70) 

STEP 1 (WHAT): ONE KEY CHANGE IN MY PROFESSIONAL PRACTICE

In a New Zealand education context the Ministry of Education (nd.) has a set criteria for Standards for the Teaching Profession. Of the 6 standards, Te Tiriti o Waitangi partnership, Professional Learning,  Professional Relationships, Learning-focused Culture, Design for Learning and Teaching. I feel I have had the most growth relating to the standard of  

     

Professional learning - Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

Specifically my key change relates to the depth and quality of my reflective practise. 

STEP 2 (NOW WHAT): EVALUATE THE IDENTIFIED CHANGE

STAGE 1: PROBLEM IDENTIFICATION

Osterman and Kottkamp (1993) contrast the traditional approach of professional development by outside experts delivering workshops for schools with a reflective practice model. They suggest the traditional approach results in knowledge acquisition whereas reflective practice can lead to change in behaviours via self-awareness.  

I feel I have always been a reflective practitioner but while completing this course came to the realisation that outwardly, in a digital sense I merely 'list' what has happened rather than critique, question and analyse.

Scales (2013) states

"The most inadequate reflections are those which merely describe what happened in a teaching and learning session. On its own, this is of no value. But it is a start.”

STAGE 2: OBSERVATION AND ANALYSIS

During the Mindlab course, I gathered data through critical reflections on this blog and through discussions with colleagues as well as engaging in the Google+ forum and through social networking platforms (Facebook groups).   While gathering this data I began to realise that some of my previous reflections were not backed up with any research or depth, they were in fact very superficial.

STAGE 3: ABSTRACT RE CONCEPTUALIZATION

While researching and reading about reflective practices I came across the work of Donald SchoÈn (1983) cited in Scales (2013), who developed the notions of reflection in action and reflection on action. I particularly like this way of thinking about reflection as it's about 'thinking on your feet' and adapting a lesson to best suit the situation, yet it still considers the reflective process after the fact when you actually have time to 'mull it over'. 

See Figure 1.2 below.

STAGE 4: ACTIVE EXPERIMENTATION

I have began to incorporate the above reflective model into both the planning of my Makerspace lessons and into the reflection time afterwards. This has had an effect, adding depth to the quality of my lessons and in the future I hope to build teacher capacity (which is my goal).

STEP 3 (WHAT NEXT) SHARE YOUR NEXT PLAN(S) REGARDING YOUR FUTURE PROFESSIONAL DEVELOPMENT OR YOUR FUTURE PRACTICE.

In the future I would like to continue to explore the Maker Movement in more depth as this course has afforded me the opportunity to now have the research and understanding to back up the implementation of this movement across our school. With the new understanding of what is quality reflective practise I will be able to make a greater impact on both our learners and the staff at our school.

After being prompted by the Week 31: Indigenous Knowledge and Cultural Responsiveness task I am also keen to begin a Te Reo course to enhance my knowledge of Te Reo and tikanga Maori. 

As I constantly strive to grow my professional practise I am left reflecting on the statement by Scales (2013)

"Finally, and most importantly, reflective practice is the key to improvement. If we don't think about, analyse and evaluate our professional practice we cannot improve.”

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.

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.

Ministry of Education (nd). Our code, our standards. Retrieved from 

https://educationcouncil.org.nz/content/our-code-our-standards

Scales, P. (2013). Teaching in the lifelong learning sector. Maidenhead: McGraw-Hill/Open University Press.