Reflective Entry 4

Reflective entry 4: Apply a reflective model to discuss something that has happened during your Inquiry so far and how it impacts on taking action (20%)

For the purpose of this blog have chosen “Rolf Et Al’s Reflective Model.”

During my inquiry an issue that occurred was triangulating all of the research into one coherent thought pattern as my school has developed it;s own SDL model based on that of Malocome Knowels (1973). This year, after much discussion around the effectiveness of our SDL model, the school as a whole decided to change the model to better suit the needs of the students. Not knowing much about SDL apart from what I was given by my school gave me a narrow view on self-directed learning. In short our model was failing not all but some of the students in which they were not achieving to their full potential, also from observations from staff and by gathering student voice, many students were not confidently self-directing.

As a staff we were able to create a GAP analysis where we would collaborate adding our SDL current state, reflections (why), goals and when they are to be achieved (actions). Throughout the analysis a common weakness was evident. Teacher’s knowledge around SDL was very superficial and deeper understanding through professional development needs to be had. Upskilling staff with the necessary digital skills using tools such as CANVAS was also a must.
We also found the expectations of teachers’ was to high on students as most assumed that student would innately have the skills and tools to self direct. We found that this is not so, SDL skills need specific teaching and good SDL models should have an exemplary model to see and engage in. Furthermore, we noticed that all students can  work independently but were not taking ownership of their learning pathways, this was due to lack of understanding by both parties as in some cases agency has not been given to students. At high school level teachers’ agreed that it was difficult to give students agency of their learning when a lot of the learning is scripted (NCEA).

Many questions are yet to be answered within this inquiry, such as:
Are we teaching to the test?
If we are, how do we stop?
What type of PDL would most likely make the biggest change with positive outcomes for students and teachers?
How do we create am SDL learning culture that is differentiated and constantly evolving?
What are the specific skills/tools that students need to learn that will enable them to be confident self-directed learners?

This process of realigning our schools SDL model is bigger than just our campus, it is happening in OSG campuses across NZ (14 in total) and globally as well, however at campus and national level we have started taking action by engaging in GAP analysis, creating action plan at each campus to be added to a national form and compared and triangulated.

One PLD meeting per month has been designated to upskilling staff with tools to best teach within an SDL culture.

Scottish organisation for practice teaching. (2019). Rolfe et al’s Reflective Framework. 2001. Retrieved from http://www.scopt.co.uk/wp-content/uploads/2017/10/Rolfe-Reflective-Framework.pdf

University of Cumbria. (2018). Rolfe’s Model - Reflection | MyCumbria. 1–2. Retrieved from https://my.cumbria.ac.uk/Student-Life/Learning/Skills-Cumbria/Reflective-Writing/

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