Self reflection questions

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					        Reflective Teaching -
       the potholes & pebbles


                        A presentation by Hesta Friedrich-Nel




                                                                Dewey (1933)
                                                                          •Works of Socrates, Plato, Aristotle &
                                                                          Buddha
                                                                  •Help professionals to improve practices
                                                                Schön (1983, 1987)
                                                                  •Reflecting-in-action; reflecting-on-action

                                                                Johns (1995)
                                                                  •Explore, understand & develop meaning
                                                                  •Highlights contradictions between theory
                                                                  & practice




                                                                         Self reflection questions
                                                                         (Brüssow 2007; Quality @ CUT newsletter March 2007 )




Mirror, mirror on the                                             •   What am I doing?
         wall                                                     •   Why am I doing it?
  What’s the most
 important lesson of                                              •   Is it effective?
          all?                                                    •   How do I know its effective?
     Easley 2006:36
                                                                  •   Can I improve? How?
                                                                  •   How are the students responding?




                                                                                                                                1
                                                              Methodology
     Why Reflective Teaching (RT)


• Create an awareness
  – Where I am (monitor )                    Radiographic Pathology II module (n= 25)
  – Assess teaching effectiveness
  – Identify where I need to improve
  – Expand personal knowledge




              Methodology                                     Methodology


  • Qualitative approaches               •   “Colour-page day”
  • Triangulation                        •   “Robot” (start-stop-continue)
                                         •   Focus group discussion
                                         •   Critical incident questionnaire (CIQ)
                                               (adapted from Brookfield 1995)
                                         • Teaching assessment poll (TAP)




              Methodology                                           Results
                                       • Colour-page & Robot (start-stop-continue)
• Thematic approach                          Affirming to build on previous knowledge
                                             Visual aids in class assist with learning
• Remain objective
                                             Group work not optimal
                                             ? Important in module




                                                                                         2
                      Results                                                 Results
                                                          • Focus group discussions
• Quality factors
                                                              Over assessment in module
   Alignment
                                                              Integrated assignment
   (outcomes, facilitation, assessment)
   Rushing in class
                                                              Solutions
• Students                                                      Group work dilemma
    Inability to plan and organise                              June assessment
    No textbooks




     Critical Incident Questionnaire (CIQ)                                        CIQ
   Question              Responses                         Question              Responses
  Engaged Participation in mind map, whole class          Engaged Participation in mind map, whole class
              discussion, using x-ray films                           discussion, using x-ray films
  Distanced Not engaged in group work, peer feedback,     Distanced Not engaged in group work, peer feedback,
            information not available in textbook                   information not available in textbook
  Affirming Specify outcomes, facilitator interact with   Affirming Specify outcomes, facilitator interact with
            group, repetition, practical work, drawings             group, repetition, practical work, drawings
  Confusing Large volumes of work, expectations not       Confusing Large volumes of work, expectations not
            clear, group feedback, fast pace in class               clear, group feedback, fast pace in class
  Surprised Learning interesting new facts, having fun    Surprised Learning interesting new facts, having fun




                          CIQ                                                     CIQ
   Question                Responses                       Question                Responses
  Engaged   Participation in mind map, whole class        Engaged   Participation in mind map, whole class
              discussion, using x-ray films                           discussion, using x-ray films
  Distanced Not engaged in group work, peer feedback,     Distanced Not engaged in group work, peer feedback,
            information not available in textbook                   information not available in textbook
  Affirming Specify outcomes, facilitator interact with   Affirming Specify outcomes, facilitator interact with
            group, repetition, practical work, drawings             group, repetition, practical work, drawings
  Confusing Large volumes of work, expectations not       Confusing Large volumes of work, expectations not
            clear, group feedback, fast pace in class               clear, group feedback, fast pace in class
  Surprised Learning interesting new facts, having fun    Surprised Learning interesting new facts, having fun




                                                                                                                  3
                       CIQ                                                     CIQ
 Question                Responses                       Question                Responses
Engaged   Participation in mind map, whole class        Engaged   Participation in mind map, whole class
          discussion, using x-ray films                           discussion, using x-ray films
Distanced Not engaged in group work, peer feedback,     Distanced Not engaged in group work, peer feedback,
          information not available in textbook                   information not available in textbook
Affirming Specify outcomes, facilitator interact with   Affirming Specify outcomes, facilitator interact with
          group, repetition, practical work, drawings             group, repetition, practical work, drawings
Confusing Large volumes of work, expectations not       Confusing Large volumes of work, expectations not
          clear, group feedback, fast pace in class               clear, group feedback, fast pace in class
Surprised Learning interesting new facts, having fun    Surprised Learning interesting new facts, having fun




  Teaching Assessment Poll (TAP)                                               TAP
      Question                  Responses                     Question                  Responses
Helps learning          Regular breaks                  Helps learning          Regular breaks
                        Recapping                                               Recapping
Obstructs learning      Uncertainty about work          Obstructs learning      Uncertainty about work
                        Student feedback                                        Student feedback
                        Long classes                                            Long classes
Suggestions             More frequent breaks,           Suggestions             More frequent breaks,
(class & learning)      Recap work                      (class & learning)      Recap work
                        Prepare for class                                       Prepare for class




                       TAP                                               Discussion
      Question                  Responses
Helps learning          Regular breaks                  Pebbles
                        Recapping                        Positive experiences
Obstructs learning      Uncertainty about work           Benefits
                        Student feedback
                        Long classes                     Use strengths more effectively & efficiently
Suggestions             More frequent breaks
                                                         Students as quality agents
(class & learning)      Recap work
                        Prepare for class




                                                                                                                4
            Discussion                                   The most important lesson
Potholes                                              On the reflective
                                                     teaching journey the
 Truth
 Honesty of the students
                                                       ◘potholes will be
                                                             there…
 Uncomfortable
                                                     Let me fill them with
 Learn to respond to criticism                        the ◙pebbles of my
 Resistance to change and innovation                        personal
                                                         commitment to
                                                           excellence!




                               Hesta Friedrich-Nel




                                                                                     5

				
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posted:9/30/2011
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