1. 1
SHARING EXPERIENCES
UK PSF
REFLECTION
PEER OBSERVATIONS
PGCAP: LTHE module, reflecting and
developing week 2

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 this week, 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!

5. 5
SHARING EXPERIENCES
PGCAP, core module, week 2

6. 6
Linking and thinking about learning
1. Think about 2. Think of something
something you are about yourself you
good at. feel good about.
Write in this box how Write here the
you became good at evidence it is based
on.
it.
3. Think of 4. Think of
something you are something that you
not good at, perhaps did learn
as a result of a bad successfully, but at
learning experience. the time you didn‟t
really want to do it.
What went wrong?
Add it to this box. What kept you going,
so that you did
succeed in learning
it?
a Phil Race activity

7. Reflective journal (60%, equiv. of 3000
words)
7
A critical ongoing reflective commentary based on teaching practice and a
set of observations of your teaching/supporting learning: mentor
observation, reciprocal peer observation and an observation by a member
of the PGCAP Team. Please refer explicitly to the Dimensions of the UK
PSF Framework and the specific areas of activities, core knowledge and
professional values (see http://www.heacademy.ac.uk/ukpsf). The
commentary will need to be underpinned by relevant literature on student
learning, educational theory and teaching practice as well as giving a
critical account of your approach to the design, planning and management
of student learning activities and your approach to teaching and learning.
You are also required to demonstrate how diverse student learning needs
have been met and inclusively supported in the context of Quality
Assurance, Quality Enhancement and the changing HE environment.

8. Reflective journal:
8
1/6 Educational autobiography
Start your reflective journal by capturing your educational autobiography and outline
your understanding of your own approach to learning, your own learning journey and
experiences. 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).
 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? Complete this by
next week!

9. 9
UK PSF
PGCAP, core module, week 2

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

12. Good practice and UK PSF
12
What does good practice
look like for teaching in
HE?
Compare your posters
against the the UK PSF
(5min)

13. Needs analysis and action plan
13
 Where am I now?
 What are my strengths?
 On what am I going to work on during this
module
 What am I going to do and why?
Use
 the UK PSF diagnostic proforma (week 2)
 The Wheel of Teaching (week 1)

14. 14
REFLECTION
PGCAP, LTHE module, week 2

15. Let‟s try it!
15
 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?

16. 16

17. What is reflection?
17
“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?

18. Who?
18
“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.

19. How? Reflective Cycle (Gibbs, 1988)
19
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

20. 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?

21. So What? deepening reflection
21
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)

22. When?
22
 Schön D A (1987)
reflection reflection
in on
action action

23. 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)

24. reflection-on-action
24
 This reflection takes place later.
 It’s
usually a more mature process in
which we can consider different
aspects of the situation and
possibilities.

25. reflection-in-action
25
 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.

26. 1 picture is worth 1000 words
26
Direct link:
http://www
.youtube.c
om/watch
?v=R7aL
WbSv0Dg

27. How else? different media
27

28. Action learning set activity
28
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 initially and then
Criteria 3: Reflection of the PGCAP.
 Share and compare your feedback with
another action learning set.

29. a comparison
29
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.

30. PGCAP Assessment criteria
30
 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

31. Classification, a model for
31
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)

32. Criteria 3: Reflection
32
 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.

33. reflections, sharing with others
33
 www.wordpress.com
critical
friend
my
tutor
students?
My
eportfolio
personal
mentor
tutor
peers

34. Using reflection for action
34
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
happened?
would you do?
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

35. 38
OBSERVATIONS
PGCAP, core module, week 2

36. Something to think about!
39
“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.

37. …
40
“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.

38. “If…
41
… 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.

39. Who - Peer observations:
43
4 in total

40. Empowering (being observed)
45
 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.

41. Listen!
46
 The time-factor, former PgCert
participant shares her thoughts

42. peer observation checklist
(observing)
47
 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

43. Observations – the process
48
• 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

44. intended learning outcomes
50
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

45. 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]

46. 52
NEXT WEEK:
DESIGNING
PGCAP, core module, week 2