Metacognitive Reflection

Metacognitive reflection on my own learning and practice -

Over the first 24 weeks of my Mindlab studies I have engaged with, further developed and gained insight into, all of the Key Competencies.

Our New Zealand Curriculum has them front and centre. As a principal and leader of learning, I am concerned that in some schools the curriculum areas (and in particular those that are National Standards focused) have assumed disproportionate emphasis and importance. They should be the vehicle through which the Key Competencies are developed, expressed and shared.

Participating and Contributing:

I read various texts by Hattie and Clarke - and one that involves both in "Outstanding Formative Assessment - Culture and Practice (Clarke, S. (2014). Outstanding Formative Assessment: Culture and Practice. Hachette UK.). I shared aspects of my learning from these two great thinkers, and thanks to discussion with Mindlab facilitators - such as Chris - I reflected on how those principles could and should fit into a focus on Digital Collaborative Learning.

Without reflection, these two topics seemed to present as mutual exclusives. With reflection, discussion, participation and contribution, it became clear how these two could be mutual partners in a powerful teaching and learning programme and process.

Another area it was (and is) important for me to reflect on in this area is that after 40 years in education (three in training), and 22 as a principal, there is a lot I have to share. Just because I could though, does not mean I should. I reflected on how much I had to say and share, and modified my responses in order to ensure others could share and be heard.

Thinking:

Higher Order Thinking; Pohl's "Critical, Creative and Caring Thinking" and Reflective Practice Thinking have been a major focus for me over the 24 weeks of Mindlab to date.

I have shared Kurt's (an ex student of KBS) thinking on the importance of Reflection in a post above. I have also shared my reflection on how my own practice has changed in the paragraphs below on Hard Fun.

I practice what I preach now - building Reflection into all I do. That reflection is best expressed as Critical Reflection as this is what leads to a change of mindset and/or practice.

For example - at the end of our professional learning sessions staff critically reflect on how what they have learned relates to their own practice and they decide on three things they will DO as a result of that reflection.

This is Reflection into Action.

Changes in Practice - Theory into Action:

Speaking from a personal perspective, my Mindlab studies during 2015-2016 have met all the criteria of Hard-Fun.

My thinking has been challenged. My reasoning skills and ability to formulate and express my thinking coherently and with clarity and simplicity have been challenged.

I have experienced much of the digital learning theory that I have espoused as a hands-on learner. This has provided new levels of insight and understanding. It has given me a personal context for the professional learning I have share with my staff on Growth Mindset and GRIT.

We refer to the Key Competencies as TRUMPs with our children. Trumps are the highest cards, the ones that let you win. The Key Competencies are at the heart of our New Zealand Curriculum.

I have reflected on, and espoused, the value of Formative Assessment. My Mindlab studies have strengthened my belief in its importance. Debates with Chris caused me to reflect not just on Formative assessment, but how I expressed and explained my belief in it, and support for it.

Formative assessment makes our students our best teachers. By presuming competence and allowing learners to try the hard stuff, learners develop perseverance and make their learning visible.

One of the more important understandings I arrived at following our Mindlab activities and studies, is the importance of Hands-On, Inquiry based learning, project based learning, problem solving, collaboration - in other words, the Key Competencies in action.

This drove me to reflect on the professional learning opportunities I provide for my staff. While these have involved more and more opportunity for reflection, discussion and sharing of ideas on their part, overall they were still too passive, too facilitator directed.

As a consequence, our focus this year is to apply more Mindlab type approaches - to make our learning sessions "less passive, more massive."

We have a SLAM session led by staff at all learning sessions.

We use the "Who's Next" app to choose random groups, and contributors randomly (this alone improved engagement for a couple of easily distracted staff).

Staff step up and share demo examples from their practice to illustrate learning points. We use video and multi-media more comprehensively.

We have grown leadership through support and high expectation - our staff professional learning cycle now runs on a three week rotation

Team Leaders

Curriculum Directors

Principal

We take professional readings and divide chapters into sections - all read all material, but individuals take responsibility for summarising and sharing their section.

Everything is made available digitally to all - for any place, any time access.