Reflective Journal - Learning Practice

When I began this Postgraduate course with Mindlab I was in search of Professional Development that challenged me intellectually. I needed to up-skill and get a grasp on current techniques being employed within my profession.

Through this course I have seen a shift in my pedagogy.

 

Initially I saw metacognition as being the process of thinking about thinking and in Chapman's (2013) conversation with Dr McGuire, Dr McGuire sites Flavel (1979) in supporting this notion about metacognition. Dr Dawson (2012) sites Boud's definition of metacognitive thinking as being affective and intellectual. The point of added value for me is the affective part of Dr Dawson's description of metacognitive thinking. Knowing that the way we are feeling influences the way we critically think. 

 

I found myself discussing my reasons for taking on this course with a colleague and during this conversation I was continually thinking (self-regulating) my answer to their question. Dr McGuire sees this as being one of the process strategies we use in metacognition - teaching / discussing with others. Other process strategies stated in Chapman's (2013) work are; memorisation, annotation, writing things over and over, concept maps and teaching to others. 

 

Secondly through the use of literature I have been able to inform my practice. As such I began to explore the work of Carol Dweck around Growth Mindsets. This work sits well with my philosophy of teaching for learners.

 

In a 2012 interview Dweck defined fixed and growth mindsets,

In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that's that, and then their goal becomes to look smart all the time and never look dumb.

In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don't necessarily think everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.

            (Morehead, 2012)

 

When we focus on the process, we challenge the learner to develop their skills and strategies to overcome problems then a growth mindset is being encouraged. Teachers and students move ones mindset from fixed to growth depending on the problem or situation being faced.

 

Finally my intention from the beginning of this course was to try and create an environment where learners have a voice in their learning journey. To assist the learners I will need to change from a top down approach to learning and evolve my teaching practice so that the students have a say in their learning. Upon reflection I realise to achieve ‘student voice’ I need to shift my current practice and begin co-constructing students learning with them. By doing this when we begin a new topic or curriculum area the students’ voice will occur at an earlier stage.

My journey at Mindlab has provided me with a clearer understanding of metacognitive reflection, the ability to critically look at literature to further enhance my teaching philosophy, and then by co-constructing students learning I will provide the students an avenue to voice their needs. 

References

Chapman, H. (2013, March 26). Think about Thinking. [video file]. Retrieved from https://www.youtube.com/watch?v=P_b44JaBQ-Q#t=12

Dawson, F. (2012, October 10). Reflective practice.[video file]. Retrieved from https://www.youtube.com/watch?v=r1aYWbLj0U8

Morehead, J. (2012). Stanford University's Carol Dweck on the Growth Mindset and Education. OneDublin.org. June, 19.