Democratic Dialogue:Teachers\' Reflections on Learning Lead to New Practices and Nurturing Pedago
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Presentation to the National Network of Educational Renewal Conference, Oct 2009
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- 1. Heather E Duncan hduncan@uwyo.edu
Department of Professional Studies
University of Wyoming
Presentation at the annual conference of the National Network for
Educational Renewal Seattle, Oct 15-17
1
Reflections on Learning Lead to
Democratic Dialogue: Teachers' Reflections on Learning Lead to New
Practices and Nurturing Pedagogy
- 2. Democratic Dialogue: Teachers' Reflections on Learning Lead
to New Practices and Nurturing Pedagogy
2
Overview
The Study
Online graduate course in curriculum
Participants
E-journaling
Participants reflections on their own learning
- 3. The Study
3
Qualitative methodology
Data collection online responses e-journals
Data analysis ATLASti emerging themes
My role as researcher
- 4. The course
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Curriculum for rural and remote educators
Constructivist underpinnings
Weekly short individual assignments
2 group assignments
Opportunity to rework after instructor feedback
- 5. Participants
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6 rural educators (1 male, 5 female)
Elementary teaching principalSusan
Elementary principalRay
High school vice-principalClare
Counselor for abused childrenBetty-Ann
Kindergarten teacher Ann
High school teacherFran
Age range 28- 51
Teaching experience 3 - 26 years
None had taken online course before
- 6. E-journaling
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Provides an opportunity for learners to express opinions, ideas,
and concerns about the course materials that would not be shared
otherwise.
Fosters intellectual exchange between individual students and
faculty members
Allows faculty members to encourage, guide, and engage students in
an academic venue.
Builds a rapport between faculty and students that contributes to
positive learning experiences and successful outcomes.
- 7. What Participants Shared
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Experiencing the unknown
Frustration
Openness to risk-taking
Assessment, grading and learning
Stigma
Self-esteem
Vulnerability
The personal aspect of learning
The role of power
Self-knowledge
- 8. Experiencing the Unknown
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I think by opening ourselves to risks and new ways of learning, we
can understand better how our students feel when they are in places
that are outside their comfort zone. And going from a principal
back to being a student again, lining up for ID with 18 year olds,
sure took me back down to earth with a bump! I was out of my
comfort zone, unsure, and it didnt feel good... and I thought of
new kids coming to our school, not knowing anyone, and how they
might feel. Sometimes we need to experience these feelings to
remind ourselves what the unknown feels like, and how intimidating
it can be.
- 9. Anns Frustration
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F.R.U....S.T.R...A.T.I.O.N
O.K. That just about sums up what I have been going throughthis
week. I have cried, scowled, thumped my head, poundedmy chest and
touched the abyss of dismay. And yet, I amstill here and I am
seeking help and I am going "out of thebox" and am really proud of
my accomplishments so far.
- 10. What about you?
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Think about a time as a learner that you felt out of your depth or
frustrated
What emotions did you feel?
What did you do?
How did you feel after you had accomplished the task?
- 11. Anns Learning Reflection
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Do I trust myself to be successful using a learning mode that is
new to me? Well, I try to encourage students to use new learning
avenues, so I guess it's only fair that I take these types of risks
myself.
- 12. Assignments and Assessment Susans - STIGMA!
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I appreciate that the professor's role is to support and move my
learning to the next level. I also that re-working and re-sending
assignments is part of the learning cycle.
As a student, I have not been encouraged to do this in the past,
and I had felt that there was almost a stigma attached to doing
this. I had worked my assignment through the first time and I felt
that re-working it after I had been given some advice and
suggestions was like having someone else help me with the
assignment. That has been clarified and I will take on the
challenge of re-working assignments when necessary.
- 13. Assignments and Assessment Ray Self Esteem
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To see a grade below what I would expect for myself did tick me
off. I think it is a little bit of an adjustment for me to have to
re-submit an assignment. It seems like a long time since I have had
to do it. With the option of re-submitting the assignment, you do
want to do your best on the piece of work.
- 14. Rays Reflection
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I then had to put myself back in the shoes of the students. I have
worked with and remember the talks I had had with them. Was I just
blowing hot air, or did I really mean it when I would say that most
people try and try again? If I am going to be a leader in an
educational setting, I better remember that if I'm going to talk
the talk, I'd better walk the walk. You sometimes think that you
are keeping your ego out of it, but it sometimes shows up in the
weirdest places.
- 15. Assignments and AssessmentVulnerability Betty-Ann
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I welcome, yet at the same time worry about the comments, even
though I know they are essential to the creation of the
well-written final document the document I am so pleased with once
all is said and done the prize. I know the process works because I
see the results and I am happy with them. The comments are
thoughtful respectful and constructive and yet they still have the
power to injure, to evoke a feeling of not measuring up, not being
good enough Coming from that vulnerable part of us that just wants
everything to be OK, to be accepted, to be perfect, to have
value
- 16. Betty-Anns reflection
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I think of the children I work with who rarely receive esteeming
comments, who never have the chance to "re-do", or resolve, or work
things out, or receive constructive criticism. They are never
allowed the opportunity to re-work and create something that they
are eventually proud of. No matter theeffort they put in, they, and
not their work, are condemned. It is difficult to imagine their
worlds, having never experienced such oppression myself. I see how
easy it is to crush a young spirit, and it frightens me. At the
same time however it heartens me to know that in some small way I
may be able to help a child tobelieve in himself and his abilities
- to receive that chance at a re-do, something to build on, and
feel pride.
- 17. Grades - Fran
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It's not really about grades, butabout giving folks a nudge to
produce their very best. Iwonder if we would be pushed to redo an
assignment if therewere only comments and suggestions and no number
attached?
I've had this discussion with students in high school
several times. Seems like something is only worth doing if
they get a mark for it, and very few took the opportunity toredo to
improve. For me, it's the rethinking of an idea and the new
insightsthat that reflection brings, that produces deep
learning.
- 18. Questioning Susan
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I appreciate being asked the questions in this course, and being
able to think and reflect upon them. Although the answers are
inside of us all along, they have had no reason to take form or be
given a voice sometimes. These questions push us to go there and
take a look.
Reminds me of my work with children. When they have "discovered"
something that they knew all along, but didn't know, they smile,
and are pleased to know that about themselves. Just asking the
questions and letting them go inside to find the answers brings us
"out", to life, to a stronger awareness somehow of who we are... We
sometimes forget this in the push to raise test results.
- 19. Engaging
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As an adult learner I take it as a compliment when instructors
choose material that is inviting, engaging, and thought provoking.
It looks like these texts will not onlyprovide content, but also
each reader will be able to bring their own experiences to the
reading. I feel that it is through this type of interaction between
reader and material that true learning takes place. Not rocket
science...but how often do we provide reading material to our
students that engages them...all of them, and not just a select
few.
- 20. The Personal Aspect Betty-Ann
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I wonder how many times I have "closed off" from other people, or
simply walked away from them, or at times referred them to other
counsellors if they were clients, because I did not like what I was
hearing from them initially, before I allowed them the courtesy
offinishing their thought - many unused opportunities for learning
here for me I am sure.
The personal aspect is somehow very important - encouraging on a
personal level, not just at the class level. Even though we are
recognized for our contributionsat the group level, the personal
aspect seems hugely important here as well. (New learning here for
me). In one or two of my student support groups I maintain a
professionaldistance - as I was taught to do. I will think about
this and whether or not this is a good thing.
- 21. Power Difference - Ray
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Weve talked a lot about power and ownership of learning in this
course. Do I project that power over the studentsor do I put them
first and connect with them to help throughthe scary times. I'd
like to think it's the latter. I don'twant students scared of me,
to be worried about seeing theprincipal. I want them to stop by and
say hi, talk a bitand be able to help them through.
- 22. Student-centeredness v. Academic Standards - Ray
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One of the things that seems to be occurring is thatteachers are
feeling very driven by the curricularexpectations, they may be
forgetting that it is the childwho needs to be at the center. It is
the child that we mustbe concerned about, where they are coming
from, what theyknow, how to engage and motivate them. The
curriculum isour framework and our foundation, but the learner must
beour main concern. I plan to talk with teachers next weekabout
trying to keep all of this in perspective. It will bea balancing
act because I must support maintaining highacademic standards, but
I need my staff to understand thatthey can " teach" all they want,
but if the learner does not feel safe, supported, competent, and
motivated, learning will not occur.
- 23. Online learning - Clare
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Students in my school who have taken online courses are more likely
to drop the course or fail. Teachers who have delivered
onlinecourses have expressed concerns over the workload
involvedwith this type of curriculum delivery. In the past, when
thestudents' results were not favorable, and teacherschallenged us
about delivering a curriculum online, we justcancelled the online
sections. Now I am looking at the programs we have in school from
the students point of view and from a delivery point of view. I see
now that online learning can be an extremely meaningful, but we
have to teach our teachers and the students the process and provide
the support they need.
- 24. Self-knowledge - Betty-Ann
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Who we are as teachers/counsellors and where we "fit" personally
andprofessionally, is central to how wedeliver and interpret
curriculum and curriculum issues.When we "fit", weoperate from a
position of commitment and integrity, whichallows us to put our
heart and soul into our work withstudents. We become passionate,
creative, and alive in ourwork when this happens. We feel rooted,
that we belong,that we are linked. Thats what we must strive for
with our students.
- 25. Rays Learning
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I had to reflect about my own journey. As an educator, we stress to
students the importance of taking risks and not being afraid to
fail. Not doing well on assignments did make me want to blame
others (the instructor!) rather than take responsibility for my own
learning. It's a blow to the ego when you find out you may not be
as smart as you think you are. I appreciate the life lesson. As a
life long learner, I have to remember this as I continue on my
learning journey, as I work with students, and staff and
parents.
- 26. Betty-Anns Learning
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We struggled to manageemotions such as frustration or
disappointment and keptmoving towards the goal until finally, we
glimpsed what wewere capable of achieving. Here we experienced many
of the same frustrations and anguish that our students feel as they
too struggle to become the educated people we want them to be. The
prize, if they and we persevere, is an end result that we are
pleased with.
- 27. Anns learning
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Throughout the course, my own search for meaning, understanding,
and shared wisdom has been scaffolded bylistening to others,
sharing my thoughts, reflecting deeply,and seeing the connections
we have, and are striving tomake. It is only through thorough
understanding, mutualsupport, and respect for each other that we
can move forward.We are all so different, yet share so many
commonalities.Our differences can force us apart, but itis our
humanness that will draw us together. It is this humanity that
makes us all powerful.
- 28. Frans Learning
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I have gained an appreciation andunderstanding of many concepts,
including, dialogue,curriculum, voices of the people,
stakeholders,commonplaces, issues, policies, and connections. I
feel akeener perception of the struggles faced by all who lead and
all who learn.
- 29. Susans Learning
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When my creations come from the heart, I am very vulnerable. I am
still a bit shy about writing an emotional piece to share with
others. Maybe this still has roots in my experience in school when
I was somewhat afraid to lay bare a piece of writing that I felt an
emotional connection to. Then I think of the students I teach, and
of how I sometimes ask them to open up, to take risks, and I become
frustrated when there is no depth... but then I ask myself, what
have I done to make school, my classroom, a place that invites
trust, and fosters risk-taking?
- 30. Clares Learning
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I am much more aware of the power of technology than I previously
was. This was definitely a period of growth for me as an on-line
learner. The sense of accomplishment each time I master a "new"
tool has been great. It helped me see the potential of technology
in education. It made me more competent with technology. I now look
at the programs we have in school from the students point of view
and from a delivery point of view.
- 31. E-journalling
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It is a shot in the dark sharing our own inner feelings with
someone we don't know.I've found that opening myself to others has
helped me be more open to my own feelings and thoughts, and
certainly made me more confident in my own voice.
- 32. Building trust
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I feel a positive connection to you through your comments to my
reflections. I do feel that the reflections are much different than
the assignments. My reflections aremore free-flowing and personal
and I think because they are personal and you are responding to
them, it strengthens the connection between us.
- 33. The e-journaling process
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the challenge to look deeply at thoughts and ideas and find answers
within raised their self-awareness.
the questioning allowed them to find their own answers.
the sharing that occurred during the back and forth of question and
response in the e-journaling allowed the finding of commonalities
and the creation of connections with participants. This not only
enriched the data for this study but also enriched the experience
for me and for participants.
- 34. And finally in Anns words
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As teachers we are evokers of thought, developers of skills and
companions of curriculum. We truly have the future of the nation in
our hands. So often, I take this great responsibility for granted
when I am in the day-to-day craziness of standards and tests. I
need to step back and enjoy my students as we go on this journey
together.