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!
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 it. evidence it is based
on.
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!
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 Framework
11
(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 & PGCert 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)
15. Let‟s try it!
15
What happened?
When did it happen?
Why did it happen?
How did you feel?
If it happens again, what would you do
differently?
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?
19
“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)
20
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 events
What else What were
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 make good and bad
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
22
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?
23
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
25
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
26
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
27
Direct link:
http://www
.youtube.c
om/watch
?v=R7aL
WbSv0Dg
28. Action learning set activity
29
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
30
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 precisely in a There may be purpose, but it is more of the nature of a „container‟ or direction,
title/topic. not a precise title that predicts the outcome.
Most of the ideas drawn into an essay/report will be predictable and will be Ideas will be drawn into reflective writing from anywhere that the writer
determined by the subject matter. believes to be relevant. What is drawn in will be determined by the sense being
and Practice, Oxon: Routledge, pp. 190-191.
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 The writing style is likely to be relatively subjective, using the first person.
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, and it is
ordered. therefore not necessarily „tidy‟ in its ordering.
30. PGCAP Assessment criteria
31
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
32
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 developed,
Dialogic Reflection linking own viewpoints with these of other, exploring problem
solving.
1 DescR Own practice is analysed, some reasoning for decisions and
Descriptive Reflection 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
33
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
34
www.wordpress.com
critical
friend
my tutor
students?
My
eportfolio
personal mentor
tutor
peers
34. Using reflection for action research
35
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
36. Something to think about!
40
“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. …
41
“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…
42
… 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.
40. Empowering (being observed)
46
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!
47
The time-factor, former PgCert participant
shares her thoughts
42. peer observation checklist (observing)
48
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
49
• 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
51
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]
