Reflective Practice Activity 2: ​​Metacognitive reflection on learning and practice

Two of the five Key Competencies that I have developed the most over the last 24 weeks are Thinking and Relating to Others.

Before beginning learning at the Mindlab, I would have considered myself a reflective practitioner. However, over the last 24 weeks not only has my Thinking moved from my school context to my own practice, my thinking and reflections have deepened and become more examining and critical. In thinking about my learners from previous years, one concern I have always had is that I have never taught my learners to think deeply. Not only do I want to teach my learners to think critically, I too want to continue my life-long learning and deepen my thinking through metacognition.

I am by nature a shy introvert. I initially felt very nervous about Relating to Others I did not know. I believe that ‘collaboration’ is a concept too easily bandied about, without a true understanding of what it means and its differences to co-operation. True collaboration is hard, whether it is with people you know or not. Having the opportunity to collaborate on assignments has been such a blessing. I have learnt so much through discussion. We challenged each other to go beyond what we thought we could do and what was expected. We brought out the best in each other.

In order to me to share my ideas I need to have a safe and respectful environment. Establishing a culture of trust where you can be vulnerable to taking risks and potentially making mistakes is crucial, just as soil is to a growing plant. My learners need this environment also. In my classroom this year, I will be proactive in ensuring that all learners feel safe to take risks with their learning and that more taking is valued, as is learning from our mistakes - mine included.  

Two key changes in my practice are:

• seeking and valuing student voice, giving choice and leading to student-led learning
• teaching reflective thinking to learners and providing space for learners to reflect on their learning

Through the vehicle of Project Based Learning, I have been able to allow learners the opportunity to problem solve and lead their own learning in order to learn new knowledge and skills, then apply what they have learnt. Student choice leads to student voice and providing options for learners to take greater responsibility for their own learning puts them in the driver’s seat and they have more ownership over their own learning journey.

My next goal is to look into Assessment for Learning, and ensuring there is clarity around the learning, and that learning and thinking is visible in our classroom.