Developing teachers from a distance
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A Centre for Distance Education seminar on Developing Teachers at a Distance, conducted by Dr Ayona Silva-Fletcher and Dr Kim Whittlestone from the Royal Veterinary College (http://www.live.ac.uk/html/people.html)
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Developing teachers from a distance
- 1. MSc in Veterinary Education Developing teachers at a distance Ayona Silva-Fletcher, BVSc MSc PhD MA (Med Ed) FHEA Kim Whittlestone, BVetMed MRCVS MA (Med Ed) FHEA asilvafletcher@rvc.ac.uk kwhittlestone@rvc.ac.uk www.live.ac.uk/html/MScVetEd.html 20/06/2012
- 2. Workshop overview Background Key concepts & process Example teaching video‟s • Your thoughts • How we give feedback Patchwork texts in observation • Examples for analysis Challenges & changes 20/06/2012
- 3. Background MSc in Veterinary Education • Launched September 2009 (Diploma) • PGCert September 2010 • DL version PGCert September 2011 Student Developing learning Learning materials Evaluating and Teaching Self- Evaluating regulated educational improving methods learners literature practice Principles Current and Practice Issues Assessing Developing Integrated Developing student educational curriculum skills strategies learning 20/06/2012
- 4. The ‘terrifying territory’ of Reflection 20/06/2012
- 5. What matters most is how you see yourself… 20/06/2012 http://flagwallpapers.com/ambitious-cat-with-mirror/
- 6. Patchwork texts A „patch‟ is a short discursive and reflective essay Patch 2 Patch 3 Patch 1 Patch 4 Final assignment Dalrymple, R and Smith, P (2008) The Patchwork Text: enabling discursive writing and reflective practice on a foundation module in 20/06/2012 work-based learning. Innovations in Education and Teaching International 45, 47-54
- 7. Teaching observations Face-to- Pre-obs Observation Discussion Post-obs patch patch face Pre-obs Video Skype Post-obs Distance patch recording discussion patch What? So Why? what? 20/06/2012
- 8. Example teaching video How would you feedback on this session? 20/06/2012
- 9. Thoughts and comments The feedback sandwich • Reinforcing statement • Corrective statement (don‟t use the word „but‟ to start this) • Reinforcing statement The “Pendleton model” • Learner states what was good • Teacher states areas of agreement and elaborates on good performance • Learner states what could have been improved • Teacher states what they think could have been improved The reflective feedback conversation • Like Pendleton model, but stronger emphasis on learner stating what could have been improved, exploring areas for improvement and getting feedback from the teacher on their suggestions 20/06/2012 PENDLETON, D., SCHOFIELD, T., TATE, P. & HAVELOCK, P. 1984. The consultation: an approach to teaching and learning. Oxford: Oxford University Press.
- 10. Example teaching video 2 20/06/2012
- 11. Patchwork text exemplars Compare and contrast the two students • Reflective capability • Use of literature • Planning / change of practice 20/06/2012
- 13. Challenges Explaining the process Permission to video Scheduling f2f Video files too big to send Form filling! 20/06/2012
- 14. Changes Face-to- Pre-obs Observation Discussion Post-obs patch patch face Pre-obs Video Skype Post-obs Distance patch recording discussion patch New Discussion Pre-obs Video Post-obs (F2F or combined patch recording patch Skype) 20/06/2012
- 15. Take home messages Teaching observations can be done effectively at a distance Guidelines & instructions need to be really detailed and clear! Participants regard this as one of the most valuable experience in the course. 20/06/2012
- 16. MSc in Veterinary Education Thank you! Ayona Silva-Fletcher, BVSc MSc PhD MA (Med Ed) FHEA Kim Whittlestone, BVetMed MRCVS MA (Med Ed) FHEA asilvafletcher@rvc.ac.uk kwhittlestone@rvc.ac.uk www.live.ac.uk/html/MScVetEd.html 20/06/2012
Editor's Notes
- Learners develop series of ‘patches’ integrating theory and practice based on different themesWe encourage students to reflect increasingly critically on their own practiceWe provide detailed feedback on submitted ‘patches’A final assignment draws the ‘patchwork’ texts together as an integrating summary
- Observation of T policy for RVC
- How would you go about running a feedback session?
- Kate’s accidental discovery of more effective practice