Mary ryan plenary presentation teaching & assessing reflective learning in he

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  • Hard to do...Can’t just be guided through resources online... Needs to be explicitly taught and assessed
  • Show ART as eg
  • Mary ryan plenary presentation teaching & assessing reflective learning in he

    1. 1. Theorising and Implementinga Model for Teaching andAssessing Reflective Learningin Higher EducationMary RyanFaculty of Education, QUTPlenary Address EAC2011, Perth, 17 OctoberSupported by the Australian Learning and TeachingCouncil
    2. 2. Reflective learning is a way to…• Promote higher-order critical thinking• Consider different possibilities and actions• Link old ideas with new ones• Stimulate creative solutions• Encourage life-long learning• Draw on evidence to plan future actions• Improve practice• Create cohesiveness across course
    3. 3. Key issues around reflection in highereducation Difficulty of moving students from recount or description to deep, critical reflection Seen as easy marks How can you assess it? Means different things in different units Smorgasbord approach Difficult to teach Time constraints
    4. 4. Academic Reflection• Not the same as personal reflection• Needs to be causal• Needs to provide evidence and link to theory – higher order thinking• Needs to plan future action• Needs to show knowledge of discipline using appropriate expressive resources
    5. 5. Some key findings: needs to be… • Theorised and systematic (teach all levels) • Course-wide (but not to saturation point) • Implemented through pedagogy and assessment, with shared language and requisite trust • Facilitated by resources • Top down and bottom-up• Must relate to the pedagogic field rather than a smorgasbord of activities...
    6. 6. The TARL Model(Teaching & Assessing ReflectiveLearning)
    7. 7. Teaching Patterns•Teaching Patterns ...•try to capture important elementsof a proven teaching technique.•are a bit like a cooking recipe, butwithout prescription.•are highly structured.•are abstract so that they cover awide set of implementations.•constantly evolve throughexperience and refinement.•act as boundary objects to enablerich professional dialogue.•are the basis for a patternlanguage when used by a creativeteaching community.
    8. 8. Pedagogic Hub
    9. 9. A Pattern Language• is a set of interrelated teaching patterns organised around a community of teachers.• can be associated with a course or a particular skill or disposition like reflection.• can be structured to show various relationships between patterns. http://edpatterns.net
    10. 10. Embedding the model1. Developmental (course-wide)2. Shared language – 4Rs3. Part of assessment4. Pedagogy as a ‘balancing act’
    11. 11. Publications:• Ryan, Mary (2011). Improving reflective writing in higher education: A social semiotic perspective. Teaching in Higher Education, 16(1), 99-111.• Ryan, Mary (in press 2011). Spaces of possibility in pre-service teacher education. British Journal of Sociology of Education, 32(6).• Ryan, Mary & Ryan, Michael (in press). Theorising a Model for Teaching and Assessing Reflective Learning in Higher Education. Higher Education Research & Development.• Ryan, Mary (in press). Conceptualising and teaching discursive and performative reflection in higher education. Studies in Continuing Education.
    12. 12. Websites and contact detailsMain project website: www.drawproject.netPedagogic patterns: www.edpatterns.netContact:Dr Mary Ryan me.ryan@qut.edu.au

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