Week 18 / My Reflective Practice


He pai ki au te whakatauaki o te wiki: E kaha me te wairua. Energy flows where attention goes. 
I awhina tēnei korero i au i tēnei wiki.

1. Description: Theme 4: "Changing the script": Rethinking learners' and teachers' roles resonated with me when reflecting on the past 16 weeks. The change innovation that I untook included a change from teachers’ roles of transmitting knowledge to the student-centred pedagogies with learner’s designing, planning and creating wearable art for our Po Matariki.  Students made decisions about their learning or creation.  We worked together in ‘building-knowledge’ learning.

2. Feeling: In the beginning, I felt anxious as we had a deadline to complete the creations and some of the students took a while to start and get their ideas together.  As time went on the students worked at their own pace and it was easier to share my time amongst them and other were happy to work independently.  There was a sense of pride at the completion for the clothing and I am keen to attempt more hands on tasks. 

3. Evaluation: The change was positive and the students were highly motivated.  My students reacted positively to the change and will continue to develop their collaboration skills as we continue to change our thinking.  The lack of support for resources tended to hinder progress for some of the students.  The change improved my teaching, in that I was rethinking my role as a teacher.



4. Analysis: Papert & Harel (1991) state that constructionism is the idea of learning by making and that these activities display qualities of learning richness. 
This was the main idea that led my change innoviative.  This was a shift from the traditional roles for learner and teacher, with student-centred pedagogies and learners engaging and hopefully moving towards a “knowledge-building” learning environment.

5. Conclusion: The development of collaboration skills and how to distribute tasks to ensure collaboration is something to be worked on and ensuring resources are readily available, if the students are unable to supply them.

6. Action plan: I learnt that the students are highly motivated, enthusiastic and self-driven when engaging in collaborative hands on tasks.  They think creatively and work hard to complete tasks. Whānau need to be informed and involved to get the best results and collaboration with home and school. I will continue to embed hands on tasks with collaboration into my practice and to include paper making, making paper from harakeke and different recycling methods to link to our unit of study. Virtual reality with the 3D glass is something that I am interested in using in my class.
Papert, S.& Harel, l. (1991) Constructionism. Ablex Publishing


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