UK PSF

REFLECTION

PEER OBSERVATIONS

PGCAP, core module, week 2 (Sep 11)

1

aims

introduce

the UK PSF

the concept of reflective practice and

continuing professional development within

HE

peer observation

2

intended learning outcomes

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

• discuss experiential learning and learning through reflection to enhance practice

• recognise the importance of peer observation and discuss key characteristics of how to conduct effective peer observations

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

• explain the importance of reflective practice, including reflection on- and in-action

• explore the use of portfolios and different media to record reflection

• develop a strategy to embed reflection in own practice

3

Who are we?

Let‟s play and

test each other

on the content of

the module

guide!

4

SHARING EXPERIENCES

PGCAP, core module, week 2

5

Sharing learning journeys

Discuss with the person

who is sitting opposite to

you:

• A memorable learning

experience you have had in

the past; something that

has influenced your

thinking about teaching &

learning.

• Why do you still

remember it?

6

Educational autobiography

You are required to capture your educational

autobiography and outline your understanding of your

own approach to learning, your own learning journey

and experiences (including in formal and non-formal

contexts) and how this understanding has impacted

upon your teaching and support of learners. Your

educational autobiography will conclude with 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 module‟s learning

outcomes).

7

revisiting your educational

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

How do I learn?

How do my Personal Learning Environment (PLE) and Personal Learning Network (PLN)

look like?

How do my students learn?

What does university teaching and learning mean to me?

What do I want my students to learn?

What strategies and techniques do I employ in helping 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 do I want to know more about?

What are my options? What could I try?

What will I do and by when? Make your ed. bio.

available to peers and

tutor by the 10 Oct

8

UK PSF

PGCAP, core module, week 2

9

What does good practice

look like for teaching in

HE?

Discuss and create a

poster in your action

learning sets.

(10min)

Good practice 10

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)

• 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

11

UK Professional Standards

Framework (UK PSF)

The standards framework aims to act as:

• an enabling mechanism to support the professional development of staff engaged in supporting learning

• a means by which professional approaches to supporting student learning can be fostered through creativity, innovation and continuous development

• a means of demonstrating to students and other stakeholders the professionalism that staff bring to the support of the student learning experience

• a means to support consistency and quality of the student learning experience.

12

What does good practice

look like for teaching in

HE?

Compare your posters

against the the UK PSF

(5min)

Good practice and UK PSF 14

action plan

Where am I now?

What are my strengths?

On what am I going to work on?

...

15

REFLECTION

PGCAP, core module, week 2

16

18

19

What is reflection?

“Reflection is a form of mental processing – like a form of thinking –

that we may use to fulfil a purpose or to achieve some anticipated

outcome or we may simply „be reflective‟ and then an outcome can be

unexpected. Reflection is applied to relatively complicated, ill-

structured ideas for which there is not an obvious solution and is

largely based on the further processing of knowledge and

understanding that we already possess.”

Moon (2004, p. 82)

What 3 words in this quote stand

out as most important to you?

20

So, why reflect? 22

Who?

“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.

23

How? Reflective Cycle (Gibbs,

1988)

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

24

Goal •What do you want to achieve? •What would achieving this lead to long term? •How would that feel? •When would you like to achieve this?

Reality •What is the current situation? •What have you done so far? •What stops you from moving on?

Options •What could you do? •What else could you do? •What else? • ... and what else?

Will •What will you do? •How committed are you? •What will be the first step? •By when?

So What? deepening reflection

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)

26

When?

Schön D A (1987)

reflection

in action

reflection

on action

27

reflection and positionality

What am I bringing to the situation?

What is my view of the students?

Of myself?

(Schön, 1983)

Reflective practice has something

confessional (McFarlane and Gourlay, 2009)

reflection-on-action

This reflection takes place later.

It’s usually a more mature process in which we can consider different aspects of the situation and possibilities.

29

Listen!

The time-factor, former PgCert

participant shares her thoughts

30

reflection-in-action

Is about ‘thinking on your feet’.

Quick reflection whilst your are interacting with others is almost automatic – you act on the basis of your experience and intuition to deal with situations which arise.

31

1 picture is worth 1000 words

Direct link:

http://www

.youtube.c

om/watch

?v=R7aL

WbSv0Dg

32

How else? different media 33

Action learning set 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

34

a comparison

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. Mo

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35

PGCAP Assessment criteria

Competence and engagement within an area(s)

of relevance to the module (and, as appropriate,

to the UK Professional Standards Framework)

Engagement with, and application of, relevant

research literature and theory

Reflection on your learning and the

development of your practice

36

Classification, a model for

assessment

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)

37

Criteria 3: Reflection

Pass (excellent) - There is rich evidence of deep and appropriate reflection including critical

exploration and reasoning about your practice within the wider HE context. Your work provides a

clear picture of the impact of your learning on your practice. Your self-analysis is good. You

provided a clear and precise action plan for further development. Your plan is completely

informed by the reflection. You indicate how your ongoing actions will be assessed for impact.

Pass (good) - Your reflections are a mix of surface (tending towards descriptive) and deep levels

of critical reflection. There is evidence of self-analysis and your learning during the module. You

provide an action plan with some specific details. Some clear linkage between your ongoing plan

and your reflections is evident.

Pass - Your reflections are mainly surface or descriptive reflections, rather than analytical. You

have started to make sense of your learning during the module and there is some self-analysis.

You have put an action plan together but this lacks specific detail and is not always linked to the

reflection.

Fail - There is limited reflection and primarily a descriptive reporting of events, or no reflection.

There is no or only limited self-analysis and your action plan is not linked to reflections or there is

no action plan.

38

Dance Lesson 2

I want to consider a situation that arose in a potentially unsettled mixed ability class where I was teaching dance. The focus of the situation was Ben, one of two statemented pupils. The situation left me feeling guilty and inadequate as a teacher.

I began the lesson with slightly uneasy feelings. I noticed that there were several absences. The pupils had been creating their dance in pairs with some of the partners absent, they would have to co-operate in new pairings. Co-operation was a problem for some. The children are mixed in their abilities and I had already been thinking that I need to develop strategies both to help individuals when they work outside their friendship groups and also where they need to create new material quickly. I began the lesson with these concerns and thoughts in mind.

I started the warm-up when the learning support assistant came in to work with Jade, the other statemented pupil. It might have been helpful if she had come in just a few minutes before. Generally, however, things went well in the warm-up. I felt that I had got that right with simple and fun activities and because the skill level was low, everyone could join in and enjoy it. It really engaged them and this good start probably helped later when things got distracting….

(incomplete slide, see handout)

39

reflections, sharing with others

www.wordpress.com

My eportfolio

critical friend

module tutor

mentor peers

personal tutor

41

Using reflection for action

research

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?

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

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

42

A learning activity based on reflection on

experience to enhance/change an element

of own practice

OBSERVATIONS

PGCAP, core module, week 2

46

Something to think about!

“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.

47

…

“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.

48

“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.

49

Reflections on a peer

observation

“The whole purpose of the lecture was to introduce the

module and the first assignment, which involved a

business plan for a pizza restaurant. The song „That‟s

Amore‟ played and one of the lecturer‟s came out of a

side room wearing an apron and carrying an empty

pizza box. I thought this was a good mix of technical and

visual information to help the student make a link with

the assignment and when I think back to this lecture

that‟s the element I remember most. This experience

had an impact on my own lecturing.” (cohort 1

participant)

50

Who - Peer observations:

4 in total

52

Empowering (being observed)

Be prepared!

Make a session plan

Establish a focus for the session.

What does the observer want to see?

Prepare the rationale/narrative for the session

Engage with relevant literature before the session to link theory and

practice around your focus.

Forward the completed pre-observation proforma to the observer in

advance

Check your plan.

Remember! Tutor support available if needed.

54

peer 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

Adherence to the timed session plan

Comment on focus/aspect given

Reflection on observation should include

reflection on feedback conversation with

observer

The observer

comments on these!

You might want to

record the

conversation

55

Observations – the process

• Pre-observation form (in e-portfolio/Blackboard

– Need to share with observer

• Observation

• Feedback from observer

• Reflective Account (including links to literature)

• What is assessed?

– The reflective account based on the 3

assessment criteria

56

intended learning outcomes

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

• Discuss experiential learning and learning through reflection to enhance practice

• understand the concept of peer observation and key characteristics of how to conduct effective peer observations

• be aware of the UK Professional Standards Framework (PSF) and understand its importance for own professional development

• develop an understanding of reflective practice, including reflection on- and in-action

• explore the use of portfolios and different media to record reflection

• develop a strategy to embed reflection in own practice

58

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]

NEXT WEEK:

DESIGNING

PGCAP, core module, week 2

60