Week 32: Reflection on the Mindlab course
Stage 1: Problem Identification
Frustration was what drove me to sign up to the Mindlab course. Frustration that, after 4 years teaching languages in Europe where the vast majority of students saw the purpose and value of language learning, back in New Zealand I was finding it difficult to engage my students; frustration that so many were choosing to give up on their language learning. The retention level of Year 10 students into Year 11 was very low. It was easy to identify student engagement as the problem. I hoped the Mindlab course would provide some solutions, fresh ideas and a challenge.
Stage 2: Observation and analysis
Having identified the issue of student engagement, the next step was to understand the problem. Surveys of students, interviews and observations, backed up by research, painted a picture of students who are not sure of why and how they learn a language. Karen Ashton’s research on the state of language learning in NZ was a valuable starting point and more recently Jeffreys’ (2019) BBC survey into the state of language learning in the UK supports my theory that change is necessary. The Mindlab course gave me the opportunity to reflect on my practice, to be exposed to new ideas and theories, and to learn more about the change process. Listening to the student voice was crucial and provided the focus for both parts of the course; incorporating 21st Century Learning Design Rubrics during the first 16 weeks and looking at the impact of gamification on engagement for the Applied Practice course. I had the opportunity to give the students a sense of purpose and to “make the learning experience fun”, something that 40% of students were asking for.
Stage 3: Abstract reconceptualization
One of the key drivers for change during the first part of the course was the ITL research in to 21st Century Learning Design Rubrics. I wanted to focus on why we learn French, its purpose. The three rubrics that stood out for me were collaboration, use of ICT for learning and real world problem-solving and innovation. If I could bring the French speaking world to my classroom and provide genuine communication opportunities with a real audience, it would provide the purpose for language learning that my students were not seeing. Kotter’s 8 step change model and a much clearer understanding of leadership theory was also vital so I could bring my colleagues on board with what I was trying to do. During the Applied Practice course, my inquiry into the impact of gamification on engagement has focused on the how we can learn. My research has indicated that gamification does have a positive effect and I now have developed a deeper understanding of how to lead this change. Using evidence to support my initiative has made the change more successful.
These changes link easily to the standards for teachers and specifically to “Design for Learning”, defined as “Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.” By creating real world collaborative tasks and by gamifying elements of the course I am listening to the wants of my students and meeting their needs and interests. This addresses the issues of engagement and retention.
Stage 4: Active experimentation
My practice has changed over the last 32 weeks of the Mindlab course. Firstly, I have taken deliberate actions to address what the student voice is telling me. I have tried new ideas (e.g screen-casting), have built a new web-site, and have set up links with schools in France to have a virtual exchange. These are all still works in progress and I will continue to develop them. As always, time is my biggest hindrance, but I know from feedback that I have received that it is worth the work. Secondly and perhaps more importantly, I have been able to lead my colleagues and bring them on board with my changes. Whilst the course helped me gain valuable skills, the leadership element allowed me to empower my colleagues, thus benefiting not just myself.
References:
Ashton K., (January 2018). Exploring teacher views of multi-level language classes in New Zealand secondary schools: Teaching and Teacher Education, Volume 69.
ITL Research (2012) 21CLD Learning Activity Rubrics retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Jeffreys B. (BBC Education 2019), Save UK’s dwindling language skills, say MPs and peers https://www.bbc.com/news/education-47421735
Kotter International. (2017). 8 Steps for Accelerating Change (eBook). Kotter International
Ministry of Education (2017). Our code, our standards. Retrieved from https://educationcouncil.org.nz/content/our-code-our-standards
Guy Mance - Mindlab Research Inquiry 