Week 18 - Future-Oriented Learning and Teaching
The reflective model chosen is Gibbs’ Model for Reflection (Findlay, 2009, p8).
Step One: Description - key facts only
The theme I have chosen is "Changing the Script": rethinking learners and teachers roles.
Over the past years in my teaching practice and now through my experiences during my study the roles and relationships I have with my students has changed, in other words the script has been changing.
The main changes I have implemented in my practice is the introduction of the flipped classroom, along with being more aware of the nature of my role with my learners - facilitating is not a default setting from actual teaching!
Step Two: Feelings - did these affect my actions?
As an identified early adopter I have generally grasped change with both hands - thou sometimes the 'look before you leap' is a saying I have begun to take more notice of. I tend to grasp something, read about it, get excited and jump in with both feet.
By holding regular feedback meetings with my students I could identify that the tasks I was designing did not reflect the depth of learning or engagement I was looking for.
By becoming more mindful of how to implement change I became very aware of the impact of that the change was having and needed to take more time to listen (actively), modify and reflect on the change.
Step Three: Evaluation - what were my judgments at the time how do I feel about them now?
My students were excited with the change initially as I had identified a need they had when timetabling their week and waiting for their tutorials with me.
The caregivers/parents did not engage in the change - in future I would outline and introduce the change to the caregivers/parents in order to receive valuable feedback.
What I soon realised was that I required more thinking into the tasks I was setting to ensure they met the diverse needs of my learners - even having a group of six students in one Maths group one student couldn't access the learning task. I was definitely in the realm of 'Flipped Learning 101' - in other words on the cusp of understanding what this is all about!
The tasks while being relevant to the learning the problem of being challenging and engaging for my students was not being met - an 'aha' moment was rewatching the video:
Entertainment is not the same as Engagement - and I was not accessing the many digital tools in order to do this when designing the flipped learning tasks.
Step Four: Analysis - the experience in depth and vital aspects, are their theories to help me understand the situation?
I identified both my lack preparation and of depth in my thinking about flipped learning was one area I needed to continue to explore in order to make it past the 101's of flipped learning!
By reading about the link between the self-determination theory and flipped learning I continued to see the value in following this change in my practice for my students.
The link to the theme I identified is that our roles as students and teachers has and is changing. While planning my lessons and flipped learning tasks I need to listen to the feedback from my students to ensure they are both challenging and engaging not just 'busy work' or a rehash of previous learning. It is the shift to valuing what my students are saying to ensure that I am providing an environment where their voice is heard and the decision making is a shared one.
Step Five: Conclusion - identify skills I need to develop further - will this inform my action plan?
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