ACTIVITY 3

Responding to Reflecting on reflective practice by Lynda Finlay

This article outlines reflecting on ones own reflective needs and continues to shift change on reflective
practises that we make as a changing concept of change itself.  "The term ‘reflective practice’ carries multiple meanings that range from the idea of professionals engaging in solitary introspection to that of engaging in critical dialogue with others" (Finlay 2008)

Why reflect?

We reflect in our own teaching practise to become fully aware of  learning needs and to improve
the way we do things.  "reflective practice is understood as the process of learning through and from experience towards gaining new insights of self and/or practice" (Boud et al 1985; Boyd)
Finlay (2008) points out that there a number of models that define reflective practices is society. Looking on it now it becomes clear that this could be a good thing as there may be people in different professions that could look favourably on a model that suits there needs.  When we do planning in our weekly planning the notion of most school that I have worked at is to reflect on your week so you can learn from it and evaluate your goals for the next week.  Finlay (2008) says that "reflective practice is both complex and situated and that it cannot work if applied mechanically and simplistically.
I can look in and understand that Finlay continues to outline that as an educationalist it is fair to say that many models of reflective practices offer reflection as a way of becoming life long learners, and continue to push your thinking on before action and after action takes place.

Models of reflections

Schӧn (1983) has been a model that has been used by me over the last few year.  I have become familiar with the notion of reflecting in action while the action is happening and also reflecting on action while the action has be completed.

Refrences 
Finlay, L. (2009) Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Juanes Moreano  (2016). Schon;s reflective practiice.  Retrieved from

http://myreflectivepracticejuanes.weebly.com/schons-model.html

ACTIVITY 2

Changes to my teaching practice over this journey

It has been an eye opener to me.  I believe that I have travelled on this journey really excited to learn and progress to the next stage of wanting to grow and learn new things that could really help me with my teaching.

The key question is how can I influence my own practise to change in a modern environment where change needs to take place with practical ideas where it is more relevant to work with a changing environment.
Starting this journey at mindlab I was curious to know what kind of growth I will be able to achieve.
Carol Dweck  states that "Mindset is a simple idea in decades of research on achievement and success- a simple idea that makes all the difference"
Before change of mindset
The concept of bringing change to the way I have always viewed my own learning and teaching would be a mission as I have always viewed my practise as the only way to teach certain concepts that will allow students to be taught.  Understanding that this mindset was set and felt comfortable and there was nothing else that could be achieved.  Fixed mindset "believe their basic qualities like their intelligence or talent, simply are fixed traits".
Change of mindset
"believe that their most basic abilities can be developed through dedication and hard work- brains and talent just starting point.  This view creates a love of learning and a resilience that is essential for great accomplishment".  
working in collaboration to achieve set goals with colleagues that have the the same mindset of growing what I already know and learning how to apply this in my normal everyday teaching practise.
I know teach in a complete E-Learning class where children are using chrome books for everyday teaching.  I have been able to adapt my teaching methods to understanding how this looks and feels.  through this course I have been open to a taste of what it is to be able to teach in the 21st century.

Reference

Carol S. Dweck, Mindset (2006) retreved from http://mindsetonline.com/whatisit/about/index.html

Activity 1

Hi Everyone my name is Simon Tafea and recently I have appointed a senior teacher at Wesley intermediate.  I have been attending Mindlab over the last few months.  I have been teaching over the past 10 years.  At the end of last year I decided to take on a new challenge  of teaching a E learning class.  I have been really keen to identify where this will take me in the long run.  being part of the mind lap course has prepared me to take on this challenge of stepping outside my comfort zone.  A challenge that will push me to work with different ideas.

Applied Practice in Context
Course aim: To critically examine and contextualise practice and develop a critical understanding of how indigenous knowledge and cultural responsiveness, society, ethics, environment and law inform practice.Learning Outcomes

• Demonstrate a critical understanding of how indigenous knowledge and cultural responsiveness inform practice.

• Critique and evaluate practice in the context of different audiences (local, national and/or international) and their perspectives.

• Critically analyse issues of ethics, society, culture and professional environments in relation to practice.

• Critique and address issues of law, regulations and policy in practice.

Over the last few years I have been driven by the fact that technology is playing a big role in the way we teach students so being able to understand how I can be accommodate the use of technology in our schools.  The question is what are the main benefits that it has in my approach to teaching through engaging students.