Dr Stephen Powell Sessions aims Gain a better understanding of the needs of your learners Inform a personal learning and teaching philosophy based on theoretical concepts and models Develop an awareness of reflective practice in a teaching context and be able to use a simple reflective tool to ID: 681439
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Slide1
Workshop 1: Preparing to Teach
Dr Stephen PowellSlide2
Sessions aims
Gain a better understanding of the needs of your learners
Inform a personal learning and teaching philosophy based on theoretical concepts and models
Develop an awareness of reflective practice in a teaching context and be able to use a simple reflective tool to help improve your sessionsSlide3
1
. Build a model of an animal (take 6 bricks, 3 mins)
2. Add something to the animal that represents something about yourself (1 brick, 1 min)
3. Explain them to each other (15 mins)4. Build a model that captures who you are as a trainer (6 bricks, 3 mins)5. Add a green brick to represent something rewarding about your role (1 min)6. Add a red brick to represent something challenging about your role (1 min)7. Share your models (15mins)8. Now from your conversations produce a flipchart that describes your collective roles (black descriptive, green rewarding, red challenging – 15 mins)9. Share with other group (5 mins)10. Plenary discussion of LEGO technique: what, why… (5 mins)Slide4
Learning : Teaching
Using the flipchart paper provided, in groups, draw
a pictorial representation
of:what is teaching & how do we teach?what is learning & how do we learn?Slide5
What is Pedagogy?
Art or science of teaching - education instructional methods?
“Pedagogy is more than teaching method, more than curriculum, more than assessment practice. It is all these things, but it is also how they are made into patterns of actions, activities and interactions by a particular teacher, with a particular group of students.”
Thompson P., Hall, C. Jones, K. and
Sefton
Green, J. (2012: 10)
Culture, Creativity and Education: The Signature Pedagogies Project - Final Report.
www.creativitycultureeducation.org/the-signature-pedagogies-projectSlide6Slide7
Activity: Develop a model of teaching and learning
In groups, identify the ‘ingredients’ that come together in the classroom or lecture theatre?
Dirk
Ingo FrankeSlide8
(Entwistle and Peterson 2004
)
Conceptual framework showing influences on student learning
.
What it takes to teach
What students bringSlide9
What do you want your students to become?
Michelle.Salter
Barney Livingstone
Conceptions of knowledge
Conceptions of learning
Approaches to learning and studyingSlide10
Entwistle
and Peterson
(2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influence of learning environments.
Conceptions of knowledge
Dualism
Relativism
Reproducing
Seeking meaning
Who are students
becoming?
Conceptions of LearningSlide11
Entwistle
and Peterson
(2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influence of learning environments.
Approaches to Learning and Studying
Deep
Strategic
Surface
S
eeking
meaning
Looking
at the broad
picture
Relating
ideas to previous knowledge and
experience
Examining
logic and argument cautiously and critically
Engaging
with ideas and enjoying intellectual
challenge
Reproducing content
Treating
the course as unrelated bits of
knowledge
Routinely
memorising facts and carrying out
procedures
Focusing narrowly
on
the minimum syllabus requirements
Seeing little value or meaning in
the
course or the tasks
set
Putting effort into organised studyingIntention to do well in the course /r/ achieve personal goalsSelf-regulation of studyingOrganising studying thoughtfullyManaging time and effort effectivelySlide12
The Reflective PractitionerSlide13
“There are three methods to gaining wisdom. The first is reflection, which is the highest. The second is imitation, which is the easiest. The third is experience, which is the bitterest.”
Confucius (China's most famous teacher, philosopher, and political theorist, 551-479 BC)
“Study without reflection is a waste of time; reflection without study is dangerous”
Confucius (China's most famous teacher, philosopher, and political theorist, 551-479 BC) “There are three principal means of acquiring knowledge. . . observation of nature, reflection, and experimentation. Observation collects facts; reflection combines them; experimentation verifies the result of that combination.”
Denis Diderot (French man of letters and philosopher, 1713-1784)
“Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.”
Peter F.
Drucker
(American Educator and Writer, b.1909)Slide14
“reflective practice involves thoughtfully considering your own experiences as you make the connection between knowledge and practice, under the guidance of an experienced professional within your discipline”
Schon (1996)
“The term ‘reflection’ is applied to relatively complex or ill-structured ideas for which there is not an obvious solution and it largely refers to the further processing of knowledge and understanding that we already possess”
Moon (1999)
“a positive active process that reviews, analyses and evaluates experiences, draws on theoretical concepts or previous learning and so provides an action plan for future experiences”
Kemmis
(1985)
“…..Refection /reflective learning in an academic context is likely to involve a conscious and stated purpose for the reflection, with an outcome that is specified in terms of learning, action or clarification.”
Moon (2010)
“…..Refection /reflective learning in an academic context is likely to involve a conscious and stated purpose for the reflection, with an outcome that is specified in terms of learning, action or clarification.”
Moon (2010)
“A generic term for those intellectual and effective activities in which individuals engage to explore their experiences in order to lead to a new understanding and appreciation.”
Boud
et al. (1985)Slide15
Task:
Draw a model reflective practice!
Task:
Draw a model reflective practice!Slide16Slide17
“We do not learn from experience…we learn from reflecting on experience.” John Dewey Slide18
Double-loop reflection
(Argyris and Sch
ö
n (1996)First loop - finding the best means of achieving an end (single loop learning)Second loop - examination and reflection of the theory or perspective in use. It is recognised that the action and consequences striven for in the first loop may not be valid – that there may be different perspectives regarding what the outcome should be and therefore assumptions, premises and context are questioned (double loop learning)Consequently, double-loop learning asks, ‘Are we doing things right and are we doing the right things’ (Flood and
Romm
, 1996).
Consequences
Governing variable
Action Strategy
double loop learning
single loop learningSlide19
Pick a model
As reflective practitioners we need to pose problems about our practice, refusing to accept 'what is'. We need to explore incidents that occur in day-to-day work in order to understand them better and find alternative ways of reacting and responding to them.
Pose a problem about your practice and take yourself through a reflection cycle.
Source: ProDAIT
Professional Development for Academics Involved in Teaching
http://www.prodait.org/resources/006_Critical%20Incident%20Analysis_artworked050107.pdf Slide20
Brookfield’s Four Lenses
SELF
Our autobiographies as learners
SCHOLARSHIP
Theoretical
literature
PEERS
Our colleagues
experiences
STUDENTS
Our student’s
eyes
EventSlide21
Rolfe (2001) – Reflective cycle
What
What next
So whatSlide22
Gibbs
identified a series of 6 steps to aid reflective practice, these elements make up a cycle that can be applied over and over.
Unlike many other models, Gibbs takes in to account the realm of feelings and emotions which played a part in a particular event.
Gibbs
Slide23
Kolb’s Experiential Learning
Model
Have an experience
Reflect on the experience
(before, during, after
)
Learn from the experience
Try out what you have learned
practice
metacognitionSlide24
Donald
Schön
- Reflection-in-action/Reflection-on-action.
This gives a framework for thinking -
but is not necessarily a step-by-step process to report.
Slide25
Task: (think / pair / share)
Discussion two: for teachers what is the purpose of reflection?
Task: (think / pair / share)
Discussion two: for teachers what is the purpose of reflection?Slide26
Common tools for reflection
learning journals (two column)
Models: diagrams, mind maps, tables, representations, LEGO!
recordings: video; audio
Authoring in different genre; poetry; newspaper article; story telling
conversationsSlide27
The OU (Curriculum in
Action) six
questions
Open University curriculum in action project. They are simple but powerful questions to help you evaluate teaching and learning supporting an action research approach:What are the students doing?
(description)
What are the
students
learning?
(assessment)
Is it worthwhile?
(judgment and values- evaluation)
What is the
teacher
doing?
(description)
What is the
teacher
learning?
(analysis and reflection)
What will be done differently next time?
(action
)