Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (14)
Similar to Being more reflective in your teaching and learning
Similar to Being more reflective in your teaching and learning (20)
More from amckie
More from amckie (12)
Being more reflective in your teaching and learning
- 1. Being more reflective in your teaching/supporting learning Image: Gary Kaye
- 2. • Exploring the value of reflective practice • Reflective skills and habits • Deepening reflective activities (Moon, 1999) • The role of Peer Supported Review and other reflective tools Session outline:
- 3. Exploring what we don’t know
- 4. Academic identities ‘The future HE world requires people who have the capacity to reason intelligently about their beliefs, are able to detect flaws in their own and others argument and are prepared to take an informed stance on issues and develop personal commitment to them’ (Kreber, 2010) Kreber, C. (2010) ‘Academic teacher identities: authenticity and pedagogy, Studies in Higher Education, 35 (2), 171-194
- 5. Personal and professional development • What are the strengths and limitations of your current practice? • What do you need in order to keep doing well? • What are the things you need to change? • What is the best way for you to move forward? • What are the ways that you will keep your practice ‘topped up’?
- 6. The value of reflective practice ‘We do not learn from experience…we learn from reflecting on experience..’ (John Dewey, 1932)
- 7. Benefits of reflection • ‘..reflective processes involve creating meaning around practice. This is inherently collaborative. The resulting understanding provides a starting point for adapting practice
- 9. Reflective skills and habits
- 13. Critical reflection • What were essential strengths of the lesson? • What, if anything, would you change about the lesson? • Do you think the lesson was successful? Why? • Which conditions were important to the outcome? • What, if any, unanticipated learning outcomes resulted from the lesson? • Can you think of another way you might have taught this lesson? • Can you think of other alternative pedagogical approaches to teaching this lesson that might improve the learning process? • Do you think the content covered was important to students? Why? • What moral or ethical concerns occurred as a result of the lesson?
- 14. What makes for good teaching?
- 15. • unconscious incompetence - in which we are unaware of what we can't do or don't know; • conscious incompetence - in which we become aware of our develop- ment needs and start to do something about them; • conscious competence - where we are using our new skills and knowledge, but watching and monitoring ourselves; • unconscious competence - the skills become naturalised. This is like Reynolds's notion of 'second nature'.
- 16. The value of reflective practice ‘We do not learn from experience…we learn from reflecting on experience..’ (John Dewey, 1932)
- 19. Benefits of doing PSR • Sharing good practice • Enhancing the quality of teaching/supporting learning • Enhancing the student experience • Taking time to reflect on your practice • Plato ‘Know thyself’ • Kolb’s experiential learning cycle
- 20. Being reviewed
- 21. Being a reviewer (‘Critical Friend’)
- 22. Art of Powerful Questions
- 23. Where to next?
Editor's Notes
- Johari Window… Maslow Levels of learning
- Planning your own personal and professional development to guide further enquiry and enhancement of learning and teaching
- Schon – Reflection for action, in action and on action. Essential to gather information which will enable you to assess effectiveness of your teaching/supporting learning. Helps you to identify success and learning points and provides evidence to inform your future practice. Regarded as an essential element of CPD Active rather than passive process. Van Manen – levels of reflection – technical, practical and dialogic
- Do becoming more reflective worksheet in pairs….
- Do reflective exercises in brainstorms – Reflection is just what we do anyway…Reflection is a one off exercise…Reflection is thinking systematically about our practice, Reflection is a self evaluation exercise, Reflective thinking is essential
- Stephen Brookfield – 4 critical lenses. Our autobiographies, our students eyes, through critical friends and by engaging with the theoretical literature. Double loop - moving from ‘doing things right’ to ‘doing the right things’
- Different levels of reflection – technical, practical and critical
- Group exercise to help with building evidence for ….Class discussion around this…ie frequent contact with academics in and out of class, co-operation collaboration with other students, active involvement in thinking and learning, recognition of and critical engagement with prior knowledge and experience, timely specific feedback that gives guidance about progress and how to improve, challenging yet supportive learning environment, relevance to students goals and intrinsic interests, engagement to become independent learners.
- Schon – Reflection for action, in action and on action. Essential to gather information which will enable you to assess effectiveness of your teaching/supporting learning. Helps you to identify success and learning points and provides evidence to inform your future practice. Regarded as an essential element of CPD Active rather than passive process.
- Schon – Reflection for action, in action and on action. Essential to gather information which will enable you to assess effectiveness of your teaching/supporting learning. Helps you to identify success and learning points and provides evidence to inform your future practice. Regarded as an essential element of CPD Active rather than passive process.
- Key characteristics and conditions – expansive workplaces nurture a critical culture that fosters introspection and trust Learning Conversations are highly focused coaching sessions (by phone, video conference and in person) designed to help you expand your capacities for learning and leadership. The Learning Conversation focuses your attention not only on learning and mastering particular topics, behaviors and skills, but on the process of learning itself--on meta-learning, or learning-how-to-learn. Learning Conversations are highly focused coaching sessions (by phone, video conference and in person) designed to help you expand your capacities for learning and leadership. The Learning Conversation focuses your attention not only on learning and mastering particular topics, behaviors and skills, but on the process of learning itself--on meta-learning, or learning-how-to-learn.
- gBased around Lave and Wenger’s Situated Learning and Communities of Practice model – (Situated Learning is a model of learning in a community of practice) – learning not simply the transmission of abstract and decontextualized knowledge from one individual to another , but a social process where knowledge is co-constructed. Shared Learning – critical friends, mentors, reviews, student feedback Reflecting on your learning and teaching Constructive dialogue Mutual support and trust amongst equals Not just about observation! Learning conversations Kolbs experiential learning cycle – experience, reflection, abstraction and active testing – aka Have an experience, reflect on experience, learn from experience and try out what you have learned
- Choosing a topic for review – what would enhance your teaching? How can you encourage more active learning? Critically reflecting on your teaching using the PSR form and supplementary material Self awareness
- Asking the right questions – open, closed, inquiring… Critically reflecting on an aspect of learning and teaching Constructive; Expansive; speculative A powerful question: generates curiosity in the listener; stimulates reflective conversation; is thought provoking; surfaces underlying assumptions; invites creativity and new possibilities; generates energy and forward movement; channels attention and focuses enquiry; stays with participants; touches a deep meaning; evokes more questions
- Asking the right questions – open, closed, inquiring…Importance of pitch, pauses, probes, sequencing, active listening… Common question errors – asking too many questions, not giving time to think, etc, Critically reflecting on an aspect of learning and teaching Constructive; Expansive; speculative A powerful question: generates curiosity in the listener; stimulates reflective conversation; is thought provoking; surfaces underlying assumptions; invites creativity and new possibilities; generates energy and forward movement; channels attention and focuses enquiry; stays with participants; touches a deep meaning; evokes more questions
- Promote the new Creative Arts Education opportunities – Get each participant to write a couple of bullet points of things they might want to develop in their teaching – ideas for future worshops – mentoring training?