Week 32 How Mindlab has changed my practice

Week 32:
How Mindlab has changed my practice 



What? 
I began the MInd Lab course with no idea what the course entailed. I knew the course was about leadership and digital technology and that if I wanted to be a leader/educator in the 21st century my own learning journey had to start. I haven't studied for 25 years so I found the academic side of the course difficult at first however you can’t ask students/teachers to try if you don’t model the same behavior. Carol Dewek says that Much of what we think we understand of our personality comes from our “mindset.” This both propels us and prevents us from fulfilling our potential. What I looked forward to during the course of the study was the time to collaborate with others, share knowledge and new learning. With this in mind I have chosen to focus on the concept from Hack of collaboration and how as a professional and classroom teacher I can continue to develop this area. 


So what? 
The 'Key Competencies' and 21st Century skills described in the '21st Century Learning Design Rubrics' (ITL Research, 2012) made a particular impression on me, especially that of collaboration. (Osterman & Kottkamp, 2015, pg.70). 


 Stage 1: Problem identification Collaboration has been identified as a skill for 21st century learning. During the Mind Lab course I began to realise that I thought I was using collaboration in my teaching and with teachers. I didn’t actually understand what it truly meant. We are always asking students and teachers to collaborate however we don’t explicitly teach these skills. We put students and teachers into groups to work together and expecting great teaching and learning to happen. 

 Stage 2: Observation and analysis I observed groups of students I had sent to work in groups and they found it very difficult. There was conflict, exclusion and students opting out. When working with groups of teacher I noticed that they thought they were collaborating but in reality there was always someone that took over and people who let them, or did not join in the discussion at all. 

 Stage 3: Abstract reconceptualization The '21st CLD Rubrics' (ITL Research, 2012) is one of the newest learning theories that is having an impact on current teaching and learning. Collaboration is different to cooperation. I wasn't aware that collaboration and cooperation were two different styles. Collaboration is agreement to a common way to achieving a goal. The groups in my class were working cooperatively but had not yet learnt the skill of collaboration. I understand now that this is a skill that is crucial for 21st century learning. 

 Stage 4: Active experimentation My understanding around collaboration has increased and I am always aware when working with groups of teachers that they are at different ends of the learning scale around collaboration. I have now realised that the teaching of collaboration is necessary at all levels of the school, including the teachers as we cannot expect teachers to suddenly have the skills and knowledge to undertake a collaborative task without being taught how to do it. In new groups there has to be a foundation built on trust and respect and everyone's ideas need to be valued. 

Now what? 
I want to develop my own skills of collaboration.  In terms of my colleagues, I also want to share my knowledge around collaboration and provide an environment where they feel safe to share. My goal is to support teachers to so they can succeed – together, keep their skills updated share decision-making and prepare others to lead make data accessible teach and model discussion and decision-making skills show teachers the research And take time to build trust. 


References:  

Core Education(2018). Retrieved from: http://www.core-ed.org/research-and-innovation/ten-trends/2017/collaboration/ 

 ITL Research (2012). 21CLD Learning Rubrics. Retrieved from: https://education.microsoft.com/GetTrained/ITL-Research 

 Ministry of Education (nd). Practising teacher Criteria and e-learning. Retrieved from http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning 

 Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators. California. Cornwin Press, Inc. Retrieved fromhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf

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