2. aims
2
introduce
the UK PSF
the concept of reflective practice and
continuing professional development within
HE
peer observation
3. intended learning outcomes
3
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
4. Who are we?
4
Let‟s play and
test each other
on the content of
the module
guide!
6. 6
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?
7. Educational autobiography
7
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).
8. revisiting your educational
8
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
10. Good practice
10
What does good practice
look like for teaching in
HE?
Discuss and create a
poster in your action
learning sets.
(10min)
11. UK Professional Standards
11
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
12. UK Professional Standards
12
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.
13. Good practice and UK PSF
14
What does good practice
look like for teaching in
HE?
Compare your posters
against the the UK PSF
(5min)
14. action plan
15
Where am I now?
What are my strengths?
On what am I going to work on?
...
18. What is reflection?
20
“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. Who?
23
“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.
21. How? Reflective Cycle (Gibbs,
1988)
24
Turning experience into learning!
6. Action plan
If it arose 1. Description
again, what What
would you happened?
do?
•The role of emotions
•Emotional reactions
5. Conclusion 2. Feelings •Emotions can distort
What else What were events
could you you thinking
have done? and feeling?
(Moon, 2004)
http://www.youtube.com/
watch?v=leIPj3SIbNU
music and
4. Analysis 3. Evaluation emotions
What sense What was
can you good and bad
make of the about the
situation? experience?
http://www.hcc.uce.ac.uk/dpl/nursing/Placement
%20Support/Model%20of%20Reflection.htm
22. 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?
23. So What? deepening reflection
26
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)
24. When?
27
Schön D A (1987)
reflection reflection
in on
action action
25. 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)
26. reflection-on-action
29
This reflection takes place later.
It’s
usually a more mature process in
which we can consider different
aspects of the situation and
possibilities.
27. Listen!
30
The time-factor, former PgCert
participant shares her thoughts
28. reflection-in-action
31
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.
29. 1 picture is worth 1000 words
32
Direct link:
http://www
.youtube.c
om/watch
?v=R7aL
WbSv0Dg
31. Action learning set activity
34
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
32. a comparison
35
Essay/report Reflective writing
Moon, J (2004) A Handbook of Reflective and Experiential Learning. Theory
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 There may be purpose, but it is more of the nature of a „container‟ or
precisely in a title/topic. direction, not a precise title that predicts the outcome.
Most of the ideas drawn into an essay/report will be predictable and will Ideas will be drawn into reflective writing from anywhere that the writer
be determined by the subject matter. believes to be relevant. What is drawn in will be determined by the sense
and Practice, Oxon: Routledge, pp. 190-191.
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 There is not necessarily a clear structure other than some description at
conclusion. 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 The writing style is likely to be relatively subjective, using the first person.
of 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 Reflective writing usually involved the process of thinking and learning,
ordered. and it is therefore not necessarily „tidy‟ in its ordering.
33. PGCAP Assessment criteria
36
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
34. Classification, a model for
37
assessment
abbreviation/title characteristics
3 CritR Critical exploration and reasoning of practice in a wider
Critical Reflection context, link to theory and thinking about the effects upon
others of one's actions.
2 DialR Stepping back, practice analysed, reasoning well
Dialogic Reflection developed, linking own viewpoints with these of other,
exploring problem solving.
1 DescR Own practice is analysed, some reasoning for decisions
Descriptive Reflection and actions, limited to own viewpoints and perspective.
0 RepoR0 Accounts limited to reporting events sporadic evidence of
Reporting, no reflection reflection.
criteria based on Hatton‟s and Smith‟s (1995), also adapted by Moon (2004)
35. Criteria 3: Reflection
38
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.
36. Dance Lesson 2
39
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)
37. reflections, sharing with others
41
www.wordpress.com
critical
friend
personal module
tutor tutor
My
eportfolio
peers mentor
38. Using reflection for action
42
research
A learning activity based on reflection on
experience to enhance/change an element
of own practice
6. Action plan
1. Description
If it arose
What
again, what
would you do? happened?
5. Conclusion 2. Feelings
What else What were you
could you thinking and
have done? feeling?
4. Analysis 3. Evaluation
What sense What was
can you make good and bad
of the about the
situation? experience?
http://www.hcc.uce.ac.uk/dpl/nursing/Placement
%20Support/Model%20of%20Reflection.htm
40. Something to think about!
47
“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.
41. …
48
“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.
42. “If…
49
… 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.
43. Reflections on a peer
50
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)
45. Empowering (being observed)
54
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.
46. peer observation checklist
(observing)
55
What went well
Achievement of the aims and learning outcomes
The observer
Effectiveness of teaching methods used comments on these!
Meeting of learner needs You might want to
record the
Use of resources conversation
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
47. Observations – the process
56
• 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
48. intended learning outcomes
58
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
49. 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]
