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HEPP7001 Assignment Workshop Slides
- 1. HEPP7001 Foundations of Academic Practice Assignment Seminar
- 2. Plan for this session • Brief review of your patch content • Visualising how your learning has developed through the patchwork assignment • Constructing your reflections – peer discussion • Reflective models to support your commentary
- 3. Activity 1 • Briefly summarise your patch content in the shapes • Draw arrows to indicate any connections there may be between the patches – annotate the arrow lines with those connected ideas
- 4. Activity 2 • Choose 4 squares of coloured paper and number them to correspond with your patches • Blue = 1; yellow = 2; green = 3; pink = 4 • Arrange the squares, using the wool as the connecting thread, in a way that represents your overall learning
- 5. Activity 3 • Discuss your configuration of patches and your learning process with someone you have not worked closely with before • Remember – there is no‘wrong’ way … just different ways of conceptual development processes
- 6. So… Thinking about your reflexive commentary now, what are the key points you have learnt and developed through creating these different patches? They should relate to your own practice and your professional development. Are there any golden threads?
- 7. Reflection
- 10. ‘We don’t see things as they are, we see things as we are’ Cicero. Philosopher
- 11. What? So What? Now What? What? Descriptive facts, what happened, by whom substance of group interaction So What? Shift from description to interpretative meaning of experience for each participant Feelings involved, lessons learned Why? Now what? Contextual, seeing this situation’s place in the big picture applying lessons learned/insights gained setting future goals, creating an action plan
- 12. ‘Harry stared at the stone basin. The contents had returned to their original silvery white state, swirling and rippling beneath his gaze. “What is it?” Harry asked shakily. “This? It is called a pensieve”, said Dumbledore. “I sometimes find - and I am sure that you know the feeling - that I simply have too many thoughts and memories crammed into my mind.” “Er”, said Harry, who couldn’t truthfully say that he had ever felt anything of the sort. “At these times”, said Dumbledore, indicating the stone basin, “I use the pensieve. One simply siphons the excess thoughts from one’s mind, pours them into the basin, and examines them at one’s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form”.’
- 13. Deepening reflection In deepening reflection, there are shifts •from description to reflective account •from no questions to questions to responding to questions •emotional influence is recognised, and then handled increasingly effectively •there is a ‘standing back from the event’ •self questioning, challenge to own ideas •recognition of relevance of prior experience •the taking into account of others’ views •metacognition - review of own reflective processes (Moon, 2005)
- 14. Experiential learning cycle Kolb (1984) Based on experiential learning theory which views learning as a process involving continuous modification of ideas and habits as a result of experience.
- 15. Deepening reflection Hatton and Smith’s (1995) framework offers us characteristics of reflective writing that are useful in self- reviewing our own work. Descriptive Dialogic Critical Towards critical reflection
- 16. Professional Portfolio Professional Standards If choosing the UKPSF standards you will need to demonstrate achievement of 3 of the first 4 areas of activity (there are 5 in total). 1.Design & plan learning activities and/or programmes 2.Teach and/or support learning 3.Assess & give feedback to learners 4.Develop effective learning environments These four areas are particularly aligned to the module. All 3 areas will also need to demonstrate core knowledge and professional values. If choosing the NMC standards for Practice Teachers, you must complete all 8 domains.
- 17. The portfolio will include: • A written reflective narrative explaining your professional development and activities relating to each area of activity/domain within the chosen set of standards. You have an advised word limit of 500 words per area activity (UKPSF standards) or 200 words per domain (NMC standards). • Examples of evidence collected throughout the module plus your relevant practice experience to support the narrative. • Reference to underpinning theoretical concepts you have encountered, applied and critically evaluated to demonstrate an appropriate knowledge-base. • Explicit explanation of how your professional values are embedded within your practice and inform your decision- making.
- 18. Using the evidence • Extracts from a blog, journal or diary that reflect on practice • Responses and outputs from online learning activities • Extracts from assignment work placed in the context of the standard • Screen shots/copies of online discussions • Examples of teaching plans and learning materials you have designed • Examples of assessments you have designed • Examples of formative/summative feedback you have given to learners • Examples of peer feedback that you have given/received • Peer observation/review notes • Evidence can be in different media formats, so visual diagrams, photographs, audio and video are all acceptable.
- 19. Activity With a partner who is working towards the same professional standards as you •Jot down key points you would like to include in each of the domains/activity area. •Identify potential evidence you have to illustrate your competence. •Identify a date when you will share the first draft of your portfolio for formative feedback by your peers.
- 20. Self-assessment activity There is a self-assessment exercise available in Bb. It provides you with an opportunity to review your work so that you are confident that you have addressed all the areas of the module as you would wish to as well as meeting professional standards within your own disciplinary or professional area. You can use this exercise as evidence in your professional portfolio.
- 21. Submitting your assignments Final submission dates: Patchwork Assignment 29 April 2013 1600 BST Professional Portfolio 13 May 2013 1600 BST •Assignments must be submitted in webfolio format •Submit the the Pebble+ workspace Regulations you need to be aware of… •Authorised extensions must be requested at least a week before the assignment deadline to either Simon or Dawn. •Work submitted after the submission date, but within 3 working days, will be accepted as an unauthorised late submission. The maximum mark that can be awarded is pass (50%). •Work submitted beyond 3 working days after the submission dates will be regarded as non-submission and awarded zero.
- 22. References Boud, D., Cressey, P. and Docherty, P. (2006) (eds) Productive reflection at work: learning for changing organisations, Routledge, London Hatton, N. and Smith, D. (1995) Reflection in Teacher Education: Towards Definition and Implementation. Teaching & Teacher Education, 11(1), pp.33-49 Kolb, D. A. (1984) ‘The process of experiential learning’, Chapter 1 in Experiential learning: experience as the source of learning and development, Available online from: http://bit.ly/GVVfA0 (accessed 28 March 2012) Moon, J. (2005) ‘Defining and improving the quality of reflective learning’, Centre for Excellence in Media Practice, Available from: http://bit.ly/GVkDBD (accessed 28 March 2012)
Editor's Notes
- A few thoughts to recap about your learning process .... Learning is often accidental and unintended discoveries are made along the road when maybe looking for something different - but it is vital that we take the time to recognise these happy accidents when they do occur .... otherwise we would be without such important discoveries as penicllin and the laser! Although the discoveries you make in this module may not be on quite such a grand scale, they will hopefully at the least confirm and validate your practice, and start you on a journey of innovation. Learning combines knowledge with self - as far back as the early 20th Century John Dewey recognised the importance of this necessary interaction which he terms 'collateral learning' - This concept of learning being about how you interpret and use knowledge within your personal mindset and context has been expanded by a wide range of emminent educational theorists throughout the 20C and also underpins this programme. Hence it is your personal interpretation of the conceptual knowledge we have presented in this module that shapes your learning - and this is what you demonstrate within the individual patches and summarise in the reflexive commentary. Learning is managing incongruities - as you meet new ideas, some may fit comfortably within your personal frameworks, and others may not. This 'troublesome knowledge' may require you to evaluate and then reframe your conceptual understandings and even personal values. Learning transforms perspectives - this process of managing the incongruities we are faced with in confronting new knowledge leads to critical awareness and what Jack Mezirow (1978) terms 'transformative learning'. Transformation requires analysis to uncover the issues and make them visible, followed by questioning and critical reflection - and this then becomes the pattern for your way of working. The reflexive commentary is the mechanism for you to capture this personal learning process, and to articualte the insights you have experienced.
- The reflexive commentary is a synoptic ‘ stitching together’ of the patches that • identifies themes – planned or emergent • synthesises ideas from the different patches • critically evaluates your learning from writing the patches • reflects on how this learning will influence your practice • indicates what direction your learning will now take. Why 'Reflexive'? Being reflective is usually equated with terms such as 'thinking about', 'mulling over', 'pondering on' - this is a process which we often undertake as part of our normal living, and usually in response to something that has happened that we may or may not have been directly involved in, something that has come up in conversation or that we have read in the paper or seen on the TV. This process of analysing, drawing out key points, and then deciding on our view is a process undertaken naturally as we formulate ideas and make decisions. Reflection on work, on the practice of teaching and supporting learning, follows the same process; the literature we read may be more theoretically based but the process of understanding, analysis and evaluation is still the same - just in a different context. Being reflexive is the next step on from reflection, and requires you to take action as a result of your critical appraisal - as such you influence and alter the situation within your sphere of control. Restructuring your thinking and practice as a result of reflection starts by recognising, considering and challenging assumptions (yours and others) and then planning how you may practice differently to enact your new understandings. Your 'reflexive commentary' therefore is your own personal learning journey, your responses to what you have read, discussed, thought about and experienced, and the decisions you are now making about your future practice. If you would like to read more on reflectiveness and reflexivenes, try Atkinson, D. (2004) Theorising how student teachers form their identies in intial teacher education; British Educational Research Journal , Vol. 30, no.3 or Gilbert, A. & Sliep, Y. (2009) Reflexivity in the practice of social action: from self to inter-relational reflexivity; South African Journal of Psychology , 39(4), pp. 468-479. Both of these papers are available through the UoC Library Quest service.