Reflection The UK PSF

Observations of Teaching

PGCAP > DAPP

http://www.celt.mmu.ac.uk/ @mmu_celt

Chrissi Nerantzi @chrissinerantzi & Haleh Moravej @halehmoravej

intended learning outcomes

By the end of this theme, you will have had the opportunity to:

• discuss experiential learning and learning

through reflection to enhance practice • recognise the importance of observation of

teaching and discuss key characteristics of how to conduct effective observations

• examine the UK Professional Standards Framework (PSF) and recognise its importance for own professional development

2

Reflection

Let’s try it!

Think of something complex (good/bad) that happened

How did you feel?

What did you learn?

If it happens again, what would you do differently?

4

Who?

own perspective

link to theory

colleagues, peers,

mentors, students, etc.

6

“Sharing your professional and personal skills and

experiences with another promotes growth and

development that might not otherwise be possible. It

is based upon encouragement, constructive

comments, openness, mutual trust, respect and the

willingness to learn and share”. (Schulte, 2008, p. 1)

Moran & Dallat (1995) see a

danger in practising monopolised

self-reflection and recommend the

use of reflection as a collegial

activity.

How? Reflective Cycle (Gibbs, 1988)

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1. Description

What happened?

2. Feelings

What were you thinking and feeling?

3. Evaluation

What was good and bad

about the experience?

4. Analysis

What sense can you make

of the situation?

5. Conclusion

What else could you

have done?

6. Action plan

If it arose again, what would you

do?

Turning experience into learning!

http://www.hcc.uce.ac.uk/dpl/nursing/Placement

%20Support/Model%20of%20Reflection.htm

•The role of emotions •Emotional reactions •Emotions can distort events

(Moon, 2004)

http://www.youtube.com/

watch?v=leIPj3SIbNU

music and

emotions

Deepening reflection

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describing

feeling

analysing

reasoning

stepping back

challenging own ideas

being self-critical

linking to theory

exploring options

linking to action

Kolb (1984), Gibbs (1988); Moon (2004)

When?

• Schön D A (1987)

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reflection reflection

in action

reflection reflection

on action

How else? different media

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small group activity

Giving feedback

• Read the reflection carefully and make some notes.

• Write feedback on the reflection.

• Use the classification model to help determine the ‘depth’ of reflection.

• Share and compare your feedback with another group.

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a comparison

12

Essay/report Reflective writing The subject matter is likely to be clearly defined. The subject matter may be diffuse and ill-structured.

The subject matter is not likely to be personal. The subject matter may be personal.

The subject matter is likely to be given. The subject matter may be determined by the writer.

The purpose of this kind of writing is set in advance, usually fairly precisely in a title/topic.

There may be purpose, but it is more of the nature of a ‘container’ or direction, not a precise title that predicts the outcome.

Most of the ideas drawn into an essay/report will be predictable and will be determined by the subject matter.

Ideas will be drawn into reflective writing from anywhere that the writer believes to be relevant. What is drawn in will be determined by the sense being forged by the writer.

There will be a conclusion. There may be a conclusion in that something has been learnt, or there may be a recognition of further areas for reflection.

Essays/reports are more likely to be ‘one off’ – finished and handed in. Reflective writing may be a part of a process that takes place over a period of time.

There is likely to be a clear structure of introduction, discussion and conclusion. There is not necessarily a clear structure other than some description at the beginning and some identification of process made. Structures, such as questions to prompt reflective activity may be given.

The writing style is likely to be relatively objective – probably without use of the first person.

The writing style is likely to be relatively subjective, using the first person.

An essay or report is usually intended to be a representation of learning. The intention underlying reflective writing is likely to be for the purpose of learning.

An essay/a report is likely to be the product of a thinking process, tidily ordered.

Reflective writing usually involved the process of thinking and learning, and it is therefore not necessarily ‘tidy’ in its ordering. M

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Classification, a model for assessment

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abbreviation/title characteristics

3 CritR Critical Reflection

Critical exploration and reasoning of practice in a wider context, link to theory and thinking about the effects upon others of one's actions.

2 DialR Dialogic Reflection

Stepping back, practice analysed, reasoning well developed, linking own viewpoints with these of other, exploring problem solving.

1 DescR Descriptive Reflection

Own practice is analysed, some reasoning for decisions and actions, limited to own viewpoints and perspective.

0 RepoR0 Reporting, no reflection

Accounts limited to reporting events sporadic evidence of reflection.

criteria based on Hatton’s and Smith’s (1995), also adapted by Moon (2004)

Your portfolio

• digital, online, mobile • reflect on your journey • use/create media-rich artefacts • share with tutor and peers • commenting • assessed • receive feedback throughout The same portfolio for the whole PGCAP programme

14

http://asboallstar.wordpress.com/

Start capturing your educational autobiography and outline your understanding of your own approach to learning, your own learning journey and experiences. Your teaching philosophy will emerge through your educational autobiography. Include a needs analysis and an action plan: to describe existing skills and areas for further development through the module (eg from an analysis aligned to the unit’s learning outcomes).

• You might ask yourself the following questions:

• What personal learning experiences have influenced my thoughts about teaching?

• How do I learn?

• How do my students learn?

• What does university teaching and learning mean to me?

• What do I want my students to learn?

• What do I love about teaching?

• What are my strengths as a teacher?

• What areas do I need to develop further?

• What will I do and by when?

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Complete this by the end of theme 1

Making a start with your portfolio: capture your educational autobiography and teaching philosophy

The UK PSF

UK Professional Standards Framework (UK PSF)

• A framework for standards!

• for teaching and supporting learning in HE

• proposed in the White Paper The Future of Higher Education (2003)

• Introduced in 2006

• Reviewed in 2011

• areas of activity, core knowledge and professional values derived from the Higher Education Academy’s existing Accreditation Scheme

• professionalisation of teaching and supporting learning in HE

• for Fellowship of HEA & PGCAP need to engage effectively with all of these http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf.pdf

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The PGCAP and the UK PSF 18

Areas of Activity (WHAT)

• Design and plan

• Teach/support

• Assess/give feedback

• Develop effective learning environments and approaches to student support/guidance

• Engage in CPD incorporating research, scholarship and evaluation of professional practices

Core Knowledge (HOW)

• Subject

• Appropriate methods of teaching and learning

• How students learn

• Use and value appropriate learning technologies

• Methods for evaluating effectiveness of teaching

• Quality assurance and quality enhancement

Professional Values (WHY)

• Respect individual learners and learning communities

• Promote participation and equality of opportunities

• Use evidence-informed approaches and the outcomes from research, scholarship and CPD

• Acknowledge the wider context in which HE operates recognising implications for professional practice

for Fellowship of HEA - evidence engagement with all of these http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf

observations of teaching/ supporting learning

“Though we teach in front of students, we almost always teach solo, out of collegial sight – as contrasted with surgeons or trial lawyers, who work in the presence of others who know their craft well. Lawyers argue cases in front of other lawyers, where gaps in their skills and knowledge are clear for all to see. Surgeons operate under the gaze of specialists who notice if a hand trembles, making malpractice less likely. But teachers can lose sponges or amputate the wrong limp with no witness except the victims.”

Palmer, P J (2007) The Courage to teach. Exploring the inner landscape of a teacher’s life, San Francisco: Jossey-Bass, p. 146.

20

“When we walk into our workplace, the classroom, we close the door on our colleagues. When we emerge, we rarely talk about what happened or what needs to happen next, for we have no shared experience to talk about. Then, instead of calling this the isolationism it is and trying to overcome it, we claim it as a virtue called ‘academic freedom’: my classroom is my castle, and the sovereigns of other fiefdoms are not welcome here.”

Palmer, P J (2007) The Courage to teach. Exploring the inner landscape of a teacher’s life, San Francisco: Jossey-Bass, p. 147.

21

“If…

… I want to teach well, it is essential that I explore my inner terrain. But I can get lost in there, practising self-delusion and running in self-serving circles. So I need the guidance that a community of collegial discourse provides – to say nothing of the support such a community can offer to sustain me in the trials about this craft that can be found in every faculty worth its salt.”

Palmer, P J (2007) The Courage to teach. Exploring the inner landscape of a teacher’s life, San Francisco: Jossey-Bass, p. 146.

22

observations of teaching

4 in total

23

observing & being observed: how do you feel?

24

being observed

Preparing for an observation

25

Work in small groups and come up with your top 10 tips and share with the whole class.

observation checklist (observing)

• What went well

• Achievement of the aims and learning outcomes

• Effectiveness of teaching methods used

• Meeting of learner needs

• Use of resources

• Assessment/feedback considerations

• Opportunities for student interaction

• Timing

• Comment on focus/aspect given

• Reflection on the observation should include reflection on feedback received/provided.

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The observer comments on these!

If you can meet after the observation, this

would be great! Otherwise try and speak remotely.

Needs analysis and action plan

• Where am I now?

• What are my strengths?

• On what am I going to work on during this unit?

• What am I going to do and why?

Use, if you like the

• UK PSF diagnostic proforma

• Wheel of Teaching

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The wheel of teaching Where are you now? Date:

29

30

intended learning outcomes

By the end of this theme, you will have had the opportunity to:

• discuss experiential learning and learning

through reflection to enhance practice • recognise the importance of observation of

teaching and discuss key characteristics of how to conduct effective observations

• examine the UK Professional Standards Framework (PSF) and recognise its importance for own professional development

31

Remember! Next week online

webinar 4 Feb 4-5pm

PGCAP > DAPP

http://www.celt.mmu.ac.uk/ @mmu_celt

“Teaching and learning in higher education is a

shared process, with responsibilities on both

student and teacher to contribute to their

success. Within this shared process, higher

education must engage students in

questioning their preconceived ideas and their

models of how the world works, so that they

can reach a higher level of understanding. But

students are not always equipped for this

challenge, nor are all of them driven by a

desire to understand and apply knowledge,

but all too often aspire merely to survive the

course, or to learn only procedurally in order

to get the highest possible marks before

rapidly moving on to the next subject. The best

teaching helps students to question their

preconceptions, and motivates them to learn,

by putting them in a situation in which their

existing model does not work – and in which it

matters to them that it does not work and in

which they come to see themselves as authors

of answers, as agents of responsibility for

change. That means that students need to be

faced with problems which they think are

important. They need to engage with new

questions which are bigger than the course

itself, which have relevance to their own lives

and which provoke a lively participation far

beyond simply getting through assessment or

exams.” p. 18

How? Reflective Cycle (Gibbs, 1988)

34

1. Description

What happened?

2. Feelings

What were you thinking and feeling?

3. Evaluation

What was good and bad

about the experience?

4. Analysis

What sense can you make

of the situation?

5. Conclusion

What else could you

have done?

6. Action plan

If it arose again, what

would you do?

references

Brown M, Fry H & Marshall S (2006) Reflective Practice, in: Fry H, Ketteridge S & Marshall S (2006) A Handbook for Teaching & Learning in Higher Education. Enhancing Academic Practice, Oxon: RoutledgeFalmer, pp. 215-225.

Ghaye T & Lillyman S (1997) Learning Journals and Critical Incidents: Reflective Practice for Health Care Professionals, London: Mark Allan Publishing.

Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods, Further Education Unit, Oxford: Oxford Brookes University.

Hatton, N & Smith, D (1995) Reflection in teacher education – towards definition and implementation, Teaching and Teacher Education,11 (1), pp 33-49.

• Imel, S (1992) Reflective Practice in Adult Education, Columbus OH: ERIC Clearinghouse on Adult Career and Vocational Education, ERIC Digest No. 122

• Kolb D A (1984) Experiential Learning, Prentice Hall, New Jersey: Englewood Cliffs.

Lisewski, B & Cove, G (2007) Peer Observation for Teaching Code of Conduct University of Salford.

McFarlane, B & Gourlay, L (2009) The reflection game: enacting the penitent self, Teaching in Higher Education 14/4, pp. 455-459.

Moon, J (2005) Learning through Reflection, available at http://www.heacademy.ac.uk/resources/detail/resource_database/id69_guide_for_busy_academics_no4_moon [accessed 15 September 2010]

Moon, J (2004) A Handbook of Reflective and Experiential Learning. Theory and Practice, Oxon: Routledge.

Moon, J (2004a) Reflection and employability, available at http://www.heacademy.ac.uk/resources/detail/resource_database/id331_Reflection_and_employability [accessed 15 September 2010]

Moran A & Dallat J (1995) Promoting reflective practice in initial teacher training, International Journal of Educational Management, MCB University Press Limited, Vol. 9 No. 5, pp. 20-26.

Palmer, P J (2007) The Courage to teach. Exploring the inner landscape of a teacher’s life, San Francisco: Jossey-Bass

Peel, D (2005) Peer Observation as a Transformatory Tool? Teaching in Higher Education, 10 (4) 489-504

Ramsden, P (1992) Learning to Teach in Higher Education London: Routledge.

Schön D A (1987) ‘Educating the Reflective Practitioner’ , San Francisco: Jossey Bass.

Schön, D A )1983= The Reflective Practitioner: How professionals think in action, Ashgate.

Schulte, J (2008) Give Back – Be a Mentor!, www.ezinearticles.com [accessed 10 September 2010]

UK Professional Standards Framework, HEA available at http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf [accessed 9 Sep 2010]