What happened: Beginning Mindlab I realised that I needed to update my skills and move on from traditional teaching and incorporate more 21st century learning into the classroom. As outlined by Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012. Due to learning demands in the Twenty-first century there is a shift from traditional roles or “scripts” of the teachers and learners. I wanted to implement student centred tasks which would encourage the innovators to work with the early & late majority and the laggards. According to Robinson (2009), When innovators are trusted peers adopting new technology becomes easier for other users. The innovators focused on student centred technology tasks such as the makey makey and shared these skills with the other students in the class. My goal was to encourage the children to work collaboratively and engage in problem solving and student talk.
Feelings – I was worried that the children's personalities might clash or they may go off task and start talking or doing something else entirely. I wondered if the children found the task too hard, would they lose interest and I may have to oversee the whole process. I was actually very proud of the way the innovators worked with the students they were able to share the technology. The innovators encouraged the other students to try to set up the technology tasks themselves and helped peers who needed extra support. Eavesdropping on the student discourse I realised that the students needed to work on their questioning skills.
Evaluate – The children were really open to the student centred tasks and they enjoyed the challenge of discussing and solving the problems by themselves. Children have shared their stories with their parents how they have been using technology in the classroom and working on tasks independently. Parents have been supportive of the student centred learning tasks that the children have used in class. Students engagement increased through the use of tasks such as the makey makey and talked about their learning.
Analysis –The independence gained from working on student centred tasks had a positive effect on the children. It is very important to select innovators that are able to work really well together and encourage their peers. The activities not only developed student independence but also increased student engagement. “Students must learn not to depend on the teacher to supply all their learning needs. This includes not only learning from the teacher but also learning from their peers” (Spooner, E 2015, p 19). Moving from teacher centred tasks will not make the teacher obsolete. By developing a Student centred environment the teacher has a coaching or facilitator role and the students are more responsible for their learning. Crumly, C. (2014).
Conclusion – The children enjoyed working on student centred tasks and are developing confidence working independently. Some students have shown their leadership skills by working with the early and late majority and the laggards. The students are developing questioning and problem solving skills. According to (Bolstad et al., 2012) I should not confine learning in terms of being “teacher driven” or “student centred” in a simple umbrella term, instead I along with the learners need to work towards a “knowledge building” learning environment.
Action Plan - As a facilator I will continue to work alongside the students and develop a “knowledge building” environment were the students are designing their learning. I will continue to provide opportunities for the students to collaborate, problem solve and ask questions about their learning so that these skills are embedded into our everyday lives.
References
Crumly, C. (2014). Pedagogies for student-centered learning : online and on-gound. Retrieved from https://ebookcentral.proquest.com
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
Spooner, E. (2015). Interactive student centered learning : a cooperative approach to learning. Retrieved from https://ebookcentral.proquest.com
Robinson, L (2009). A summary of Diffusion of Innovations. Changeology. Retrieved from https:www.enablingchange.com.au/Summary_Diffusion...
ReplyDeleteI am interested by this idea of a knowledge building, environment in that sense that both you and your learners are working towards increasing your areas of expertise. For you with 21st century skills and moving towards a more student centred approaches, to your students being able to articulate their learning.
The student centred approaches are a great way for the students to have fun and working independently really encourages those meaningful exchanges between the students. I like the way that we as facilitators are learning alongside our students.
DeleteI really like how you are giving students the opportunities to be the drivers of their own learning and helping them to develop the 21st century skills. Teachers need to play the role of a facilitator and offer space to the learners to be creative and innovative. What Alison King (1989) states is so true that teachers should go from sage of the stage to a guide by the side.
ReplyDeleteThe Alison King quote is a really good and so relevant to our classrooms today and in the future. The students enjoy working in knowledge building environment and having the opportunity to drive their own learning.
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