This week I have been reflecting on "Changing the script for both learners' and my role (teacher) in the classroom. (Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012).
As I focused on learners strengths and weaknesses in my classroom, I thought about the role I’ve played in helping students reach their potential.
As I focused on learners strengths and weaknesses in my classroom, I thought about the role I’ve played in helping students reach their potential.
I have felt for sometime that the NZ education system was failing. For me it wasn’t about students reaching standards (or not), it was more about students reaching their potential.
I truly believe when it comes to learning one size does not fit all. It was refreshing and empowering to find out that there were not only others out there that felt the same as me, but
that they were actually doing something about making the change happen. I was excited and motivated to shift the ownership of the learning in the classroom from “teacher driven”
to student centred.” And truly come to understand what this meant.
I truly believe when it comes to learning one size does not fit all. It was refreshing and empowering to find out that there were not only others out there that felt the same as me, but
that they were actually doing something about making the change happen. I was excited and motivated to shift the ownership of the learning in the classroom from “teacher driven”
to student centred.” And truly come to understand what this meant.
I think change of practise takes time to be properly embedded though and there are many facets of this “role change” that I have not explored yet. However, it is witnessing the
changes in my own class culture and learning environment that keeps me focused on the end goal of student centered learning. Students taking more control of their learning, sees
a massive shift in both positive student attitude and voice about their learning. Learning is more fluid between home and school. Student driven learning is relevant, challenging and
engaging (Delafosse 2011), as the learning continues after the 3pm deadline (i.e end of the school day). This has allowed caregivers to be more active in their child's learning.
Recent learning conferences confirmed that both parents and students are enjoying students taking the lead of exploration and leading their learning.
changes in my own class culture and learning environment that keeps me focused on the end goal of student centered learning. Students taking more control of their learning, sees
a massive shift in both positive student attitude and voice about their learning. Learning is more fluid between home and school. Student driven learning is relevant, challenging and
engaging (Delafosse 2011), as the learning continues after the 3pm deadline (i.e end of the school day). This has allowed caregivers to be more active in their child's learning.
Recent learning conferences confirmed that both parents and students are enjoying students taking the lead of exploration and leading their learning.
As students recognise me more as a mentor or coach, they realise that I am not the only resource that can give them “instruction”. My timing for deliberate acts of teaching has
changed. How I monitor students learning has changed. I am allowing for more student collaboration activities. The application of digital technology is significantly affecting the way
I prepare, interact with and share student learning. I feel these changes have not only improved my teaching practise, but more importantly brought it into the 21st century.
changed. How I monitor students learning has changed. I am allowing for more student collaboration activities. The application of digital technology is significantly affecting the way
I prepare, interact with and share student learning. I feel these changes have not only improved my teaching practise, but more importantly brought it into the 21st century.
The biggest challenge with trying to be more student centred is the resistance from other school leaders. Leaders (and other teachers) who feel that this approach is learners having
complete freedom to set the direction for their learning and anything goes. Also, I think some students can feel that the new found self regulation could mean the same. Therefore it
is important that I continue to focus my attention on a knowledge building learning environment that has structured roles that draws on the strengths and knowledge of both myself
and student.
complete freedom to set the direction for their learning and anything goes. Also, I think some students can feel that the new found self regulation could mean the same. Therefore it
is important that I continue to focus my attention on a knowledge building learning environment that has structured roles that draws on the strengths and knowledge of both myself
and student.
It seems that it took this “role change” towards student centered learning to help me realise the importance of students receiving “ specific feedback” not as a final statement, rather
as a statement for students to reflect on before final submission. For students to be recognised as true independent learners it is imperative that I implement learning activities that
allow for students to give and receive feedback,(from peers, myself or parents) and then time to revise their work based on feedback (ITL Research 2012).
as a statement for students to reflect on before final submission. For students to be recognised as true independent learners it is imperative that I implement learning activities that
allow for students to give and receive feedback,(from peers, myself or parents) and then time to revise their work based on feedback (ITL Research 2012).
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
for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Sonja Delafosse (2011) Teaching in the 21st Century, retrieved from https://www.youtube.com/watch?v=075aWDdZUlM
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