It’s hard to believe that this postgraduate journey is coming to a close – it seems like only yesterday that I was sitting in the Mind Lab for that first Saturday but, at the same time, a lot has happened since!
For me, the whole experience has been eye-opening. Despite only graduating from Teacher’s College in 2012, I have often felt that I was already quite behind the times. The post graduate programme has been a great way to play catch up with what is going on in the sector and gain plenty of new ideas to take back to my school.
I’m not sure it’s possible to put into a blog post all the ways that the past 32ish weeks have impacted on my practice, so I think it best to focus on the two that I feel are most significant.
Engaging with the literature
Corresponds to PTC 4 and PTC 12
John Hattie tells us that teaching is an evidence-based profession (Hattie, 2012). Yet, I can count on the fingers of one hand how many times I have consulted the literature prior to starting on my postgrad journey. If I was reading literature, it would have been one of my university textbooks or a short reading given to me in a staff meeting. Occasionally, I might pick up another book, but rarely would I actually finish it.
The literature review process was an eye-opening experience, in the sense that I was not aware that there was academic literature written on the more practical aspects of teaching. I was surprised to find myself enjoying writing it and genuinely wanting to find out more. Now, if I have encountered an issue in the classroom or an aspect I felt needed improvement, my searches have often started with Google Scholar instead of just plain old Google.
In part, this was a result of my lack of access to academic journals and other texts. University library log-ins are amazing things, and I feel it is a strange practice that we don’t keep access to the libraries of institutions we have studied with post graduation. Getting copies of academic journals, legally, is easier said than done when you are no longer enrolled at university.
The wonderful Camilla introduced me to the Ministry of Education Library back in November. That combined with the large number of articles now available online mean that I am able to continue professional reading after postgrad is finished.
Shifting thinking from teaching content to teaching skills
Corresponds to PTC 6 (and also 8, to some extent)
One of the big questions that I think perfectly sums up the postgrad is ‘How do we prepare students for a future that doesn’t exist yet?’ This question has become increasingly relevant in the 21st Century, with technology developments progressing so rapidly that .
At university, we spent far more time learning about how to teach the specific learning areas than we did the key competencies (Ministry of Education, 2007) and, to some extent, I wonder whether or not I was adequately aware of how important those competencies for students when I graduated.
The students I teach now will rarely find themselves in a situation where Google is more than five metres away – many of their questions will be answered with a quick search and, if particularly complicated, a bit of reading. Boldstad et. al. (2012) suggest that if they are to thrive in an uncertain world, it is unlikely to be as a result of their knowledge. Instead, it will be because of the toolkit of skills they have developed over the course of their education. It speaks volumes that a set of competencies – created almost ten years ago now – are still just as relevant today as they were ten years ago.
One of the big changes I am starting to make is thinking about and consciously planning for the development of key competencies in students. Yes, achievement objectives are still important but I also feel that learning should aim for the development of those very important skills. The content is the vehicle for teaching the skills.
So, what next?
While this professional development journey is coming to a close, there are plenty more that I wish to embark on.
I have been asked by my school to participate in the Ministry’s Accelerating Literacy Learning programme and I am quite excited to do so. Having seen a colleague take part in Terms 1 and 2, I have been able to come up with some ideas that could form the basis of an inquiry in teaching writing.
Gamification was one of the topic areas I was tossing up for my literature review and teaching as inquiry plan (R&C 1 and 2) – I am thinking that my inquiry will focus around harnessing the power of gamification to improve the learning of students in writing. It’d be interesting to see if the Literacy Learning Progressions can be gamified to make next steps clearer for students and give them the motivation to further develop their writing.
Aside from my participation in ALL, I am hoping to complete Level 2 of the Google Certified Educator qualifications.
The option of the Masters really got me thinking, but I feel that some more experience in the classroom would be a good idea before I travel down that pathway. Something tells me that, in a year’s time, I may reevaluate that stance. This whole experience of taking part in postgraduate study has been really beneficial, both to myself and my students, and I have a feeling I will really miss it now that I am finished.
Reference List
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching – A New Zealand perspective\n. Retrieved from https://www.educationcounts.govt.nz/__data/assets/pdf_file/0003/109317/994_Future-oriented-07062012.pdf
Hattie, J. (2012). Visible Learning for Teachers. Abingdon: Routledge.
Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media Limited.
This post concludes the eight-week series of blogs I have written as part of my #MindLabEd Postgraduate Certificate.