The Postgraduate DCL journey.
On reflecting so far, I can see I have up-skilled in the knowledge of coding and STEAM as a practice and the importance of developing a hands on approach to learning through developing play based methods.
Assessment has been evidential through videos and children self and peer reflecting rather than traditional formative test formats. Osterman and Kottkamp (1993)
In this model, the Cycle of Experiential Learning, is recommended by Osterman and Kottkamp (2015, p.70) in their “Reflective Practice for Educators”
(Osterman and Kottkamp, 2015, p.70)
Stage 1: Problem identification
The problem articulated was that children's literacy needed to be improved as a whole school, as well as, a classroom setting, with new and modern methods of engagement such as coding.
- The problem that arises in practice is facing that learners are entering into a new global market and that many of their jobs may be replaced by robots in the future. Myself as a teacher therefore needs to teach in relevant ways to meet these demands.
- It is important to implement the change to be better service leadership for the learners under my care.
Stage 2: Observation and analysis
I have gathered data that shows evidence that through coding; children's literacy can increase in a greater fluency. Therefore; the insights I have gained is that students, when engaged and self driven in their learning, can aquire greater results of achievement. (a bit like teachers really)
Stage 3: Abstract reconceptualization
New theories in coding and research that suggests the benefits of coding across all curriculum areas helped to implement change in my inquiry. The global trends on robotics for the future, were also perspectives that needed to be considered.
I have found that by adapting the circle of inquiry myself and seeing the benefits to the learning process. My teaching practice has changed as it has become more a process of inquiry. It has adapted the 21st Century skills and more aware of global trends that are occurring in education.
pp.87-88 of “Reflective Practice for Educators” (Osterman & Kottkamp, 2015)
In “Our Code, Our Standards”. The key change in my professional practice links to the commitment to the teaching profession where we look at
1. demonstrating a commitment to providing high-quality and effective teaching
- In my inquiry I have provided high quality and effective teaching through using coding with 6 year olds to engage in the STEAM process. It has helped to achieve whole school aims also as well as in the community of learning to raise literacy. • This linked with the spiral of inquiry; "It is specifically designed to change outcomes for
learners in important areas" Kaser, L. & J. Halbert. (2017)
- I would like to, in the future, build on this further with continuous PD on STEAM practices and incorporate them into my teaching. I have taken a staff meeting to teach other staff the makey-makey and supporting my peer teachers on how to use in their classrooms also. This achieves the code of conduct on peer leadership. I would like to continue also linking these practices to the A in STEAM as being the music unit holder of the school, to have a strong leadership in this area.
Stage 4: Active experimentation
After applying a metacognitive lens towards my initial goals which were to up-skill in the latest technology and to be knowledgable in the latest teaching styles, to be a contemporary learner and to inspire to inquire. I can see that goals have and are continually being achieved. It has been a learning journey and I have recognised significant changes to my teaching approach.
Overall; I have implemented the new practice of play based learning and STEAM practices for juniors. Through this, I have learned that hands on learning means children become more engaged and the benefits to success across curriculum areas is greatly improved also.
The Postgraduate DCL journey.
On reflecting so far, I can see I have up-skilled in the knowledge of coding and STEAM as a practice and the importance of developing a hands on approach to learning through developing play based methods.
Assessment has been evidential through videos and children self and peer reflecting rather than traditional formative test formats. Osterman and Kottkamp (1993)
In this model, the Cycle of Experiential Learning, is recommended by Osterman and Kottkamp (2015, p.70) in their “Reflective Practice for Educators”
(Osterman and Kottkamp, 2015, p.70)
Stage 1: Problem identification
The problem articulated was that children's literacy needed to be improved as a whole school, as well as, a classroom setting, with new and modern methods of engagement such as coding.
- The problem that arises in practice is facing that learners are entering into a new global market and that many of their jobs may be replaced by robots in the future. Myself as a teacher therefore needs to teach in relevant ways to meet these demands.
- It is important to implement the change to be better service leadership for the learners under my care.
Stage 2: Observation and analysis
I have gathered data that shows evidence that through coding; children's literacy can increase in a greater fluency. Therefore; the insights I have gained is that students, when engaged and self driven in their learning, can aquire greater results of achievement. (a bit like teachers really)
Stage 3: Abstract reconceptualization
New theories in coding and research that suggests the benefits of coding across all curriculum areas helped to implement change in my inquiry. The global trends on robotics for the future, were also perspectives that needed to be considered.
I have found that by adapting the circle of inquiry myself and seeing the benefits to the learning process. My teaching practice has changed as it has become more a process of inquiry. It has adapted the 21st Century skills and more aware of global trends that are occurring in education.
pp.87-88 of “Reflective Practice for Educators” (Osterman & Kottkamp, 2015)
In “Our Code, Our Standards”. The key change in my professional practice links to the commitment to the teaching profession where we look at
1. demonstrating a commitment to providing high-quality and effective teaching
- In my inquiry I have provided high quality and effective teaching through using coding with 6 year olds to engage in the STEAM process. It has helped to achieve whole school aims also as well as in the community of learning to raise literacy. • This linked with the spiral of inquiry; "It is specifically designed to change outcomes for learners in important areas" Kaser, L. & J. Halbert. (2017)
- I would like to, in the future, build on this further with continuous PD on STEAM practices and incorporate them into my teaching. I have taken a staff meeting to teach other staff the makey-makey and supporting my peer teachers on how to use in their classrooms also. This achieves the code of conduct on peer leadership. I would like to continue also linking these practices to the A in STEAM as being the music unit holder of the school, to have a strong leadership in this area.
Stage 4: Active experimentation
After applying a metacognitive lens towards my initial goals which were to up-skill in the latest technology and to be knowledgable in the latest teaching styles, to be a contemporary learner and to inspire to inquire. I can see that goals have and are continually being achieved. It has been a learning journey and I have recognised significant changes to my teaching approach.
Overall; I have implemented the new practice of play based learning and STEAM practices for juniors. Through this, I have learned that hands on learning means children become more engaged and the benefits to success across curriculum areas is greatly improved also.
Overall; I have implemented the new practice of play based learning and STEAM practices for juniors. Through this, I have learned that hands on learning means children become more engaged and the benefits to success across curriculum areas is greatly improved also.
References
Bolstad, R. & MacDonald,J.(2016). An analysis of participant blogs supplemented by teacher interviews. Wellington:New Zealand Council for Educational Research.
Kaser, L. & J. Halbert. (2017). The Spiral Playbook: Leading with an inquiring mindset in school systems and schools. C21 Canada. Retrieved from http://c21canada.org/wp-content/uploads/2016/10/Spiral-Playbook.pdf
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Corwin Press, Inc. Retrieved from hhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf
Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing. “Reflective Practice for Educators”
Ministry of Education (2017). Our code, our standards. Retrieved from
References
Bolstad, R. & MacDonald,J.(2016). An analysis of participant blogs supplemented by teacher interviews. Wellington:New Zealand Council for Educational Research.
Kaser, L. & J. Halbert. (2017). The Spiral Playbook: Leading with an inquiring mindset in school systems and schools. C21 Canada. Retrieved from http://c21canada.org/wp-content/uploads/2016/10/Spiral-Playbook.pdf
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Corwin Press, Inc. Retrieved from hhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf
Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing. “Reflective Practice for Educators”
Ministry of Education (2017). Our code, our standards. Retrieved from
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