To frame my final reflection, I am using the Seidel and Blythe (1996) model, “the Compass.”
Inward: refers to the manner in which you felt about a particular situation.
I appreciated the design process in this course. It was condensed and quick, but I value the explicitness of the stages to flush out what I was thinking and why I was thinking it. The stages created a space for intentionality. Typically, because of my many hats and busy life, I at times will have a more hurried pace when I approach a project or problem. Inevitably, the task or project will not be as complete or thorough as I may want it to be. The design stages in this project made me stop and think. As I was going through the stages, I appreciated them as a teacher and felt how valuable the formative stages were in this process – all working toward the final productive. I had an “ah” moment that connected me very quickly with my students, as I ensure the work through the formative process, stage-by-stage writing. My worlds collided and the importance of my formative work was key.
Backward: might refer to a number of things related to your thoughts about a particular event, including its impact on higher-level questions, such as the impact on your identity, sense of sense, and values.
Receiving feedback is valuable and important part of the process. The feedback from Jordanne and my peers were varied in their approach to my project and created many opportunities to think and to move to the next steps. Jordanne provided specific feedback that brought me back to thinking about my purpose and how clear am I in what I have intended for my outcomes. Jordanne asked a lot of “How” questions, pushing my thinking and clarity in expectations. My peer feedback was specific and spoke to the experience had in the test phase.
When I completed this project, I am hopeful for it to be something that I can use in my setting, and having others walk through it is tremendously helpful. The feedback from Jordanne, “How will blended learning of this resource work” and “How will this DLR build trust and support” – will help me design my next steps to ensure clarity and that I can meet my overall goal of consistency of knowledge in my setting. I need to reexamine my learning goals for the purpose of my project and the learning goals of the students.
I am looking forward to the next steps.
Outward: refers to the manner in which society and culture can help shape how we see others.
Often, I can be caught up in my head and unable to see the ‘forest through the trees’. Having the perspective of others is valuable to keep me grounded in my purpose and keep me striving for the learning targets. The effectiveness of the DLR depends on how it is received in its environment. Using the design thinking process helped to see the situation from someone else’s perspective. The empathy stage created a space for me to stop and think of others needs and to double-check my plan – is it meeting the needs of the users of my DLR? It helped dissolve some assumptions that I have created about my users or environment, and made me rethink perspectives. I will continue to use the design thinking process in the future for problem solving and projects. As I have stated earlier, having the stages laid out to walk through, and although it may seem intuitive, it keeps me true to my path and doesn’t allow me to take shortcuts.
Forward: refers to the outcome of your reflective process. What are you going to do differently next time?
Next time … or continuing with this time… when I look at the thoughtful feedback by Jordanne and peers, it is evident to me that I need to ensure that I can articulate my “how.” I have to be able to speak t my DLR well, and if promoting my DLR, I have to have the “Hows” thought through and ready to be answered.
My next steps are to think of the foundational thinking that Jordanne has mentioned. Then, as my peer has identified, to tighten the navigation system by enhancing interaction with colour coding links. As well as ensure that all my videos have text that is accessible. I also have visions of the blended learning with this DLR. However, I need to flush this out and be clear on how it will look and be presented.
Thank you Jordanne, team, and peers for a great experience and the collaborative work!
Seidel, S., & Blythe, T. (1996). Reflective practice in the classroom. Unpublished article. Project Zero Massachusetts Schools Network.