TuftsUniversity-WideTeachingConference

Engagingstudentsinself-reflectivedialogue:

HowtointegratedialogicmomentsJonathanGarlick,DDS,PhD

EllenPatterson,MDInger Bergom,PhD

May23,2018

Inthisworkshopparticipantswillrecognizeandpractice:

• Teachingapproachesthatengagestudentsinself-reflectivedialogues thatcanenhancelearningonchallengingorcontroversialtopics.

• Skillsforimplementingandintegratingdialoguesintotheircurriculainordertofostermoreopen-minded,inclusive,andcuriousclassrooms.

Learningobjectivesofthisworkshop

1. Recognizeopportunitiestointegrate“structuredreflectivedialogue”toenhancestudentengagementandlearningaboutcontroversialtopics

2. Discussobstaclestoproductiveclassroomconversationsandidentifystrategiestoovercomethemusingdialogue

3. Learnhowtoimplementdialogic-basedteachinginavarietyofclassrooms

TheDialogicClassroom-DEVELOPINGDIALOGUE-BASEDTEACHINGMETHODS

INYOURCLASSROOM

NEWtrainingprogramindialoguewillinclude:

•Onedaytrainingindialoguefacilitationandprinciplesofin-classdialogue(Summer2018)•Half-daytraininginintegratingdialogueinyourcoursesyllabus(Summer2018)•Ongoingsupportyouruseofdialogictechniquesinyourclassduringthesemester.

SUPPORTEDBY• TempletonFoundationandTisch CollegeInitiativeinCivicScienceTisch CollegeDialogueFellowsProgram

Theintentionwebringtoclassroomdialogue….

Behindeverybeliefisastory…

Behindeverystory,aperson

Whatispossiblethroughdialogue

• Sharingthestoriesaboutourrichandcomplexidentities.

• Holdingourconvictionswithhumility.• Buildtrustandfeelvaluedandsupportedasmembersofaclassroomcommunity.

• Livingoutthefullnessofourdiversity.• Respectfullyengagingwitheachotheracrossdifference.

6

- Onlyaskquestionsofgenuinecuriosity- Listentounderstand,withresilienceandempathy- Holdconvictionsbutkeepanopenmind- Shareourlivedexperiencesthatdefineourvaluesandbeliefs

THEPRACTICEOFSTRUCTUREDREFLECTIVEDIALOGUE:

HowdoesReflectiveStructuredDialoguework?

Thestructureholdsthespace…soparticipantscanholdeachother…

u stimulatecuriosityu deepenunderstandingofdiversevaluesandbeliefsu enhancemutualrespect

RSDISNOTABOUT!!!

uDebatinguProblem-solvinguConvincingorpersuading 8

THISALLOWSPARTICIPANTSTO…..

1- enterconversationswithconfidenceandsafety

2- withholdassumptionsaboutothers

3- createspaceforself-reflection

4- supportallvoicesthatwanttobeheard

5- deepenunderstandingofdiversepointsofview

Roots ofdialogicpedagogy

Theoreticalframeworkforunderstandinglearningindialogue

Dialogueinteachingisrootedintheprogressivedemocraticeducationmovement in1930sand40s

Deweyconceptualizeddialogueasthepracticeofdeliberativedemocracyandsoughttofostercapacityanddispositiontoparticipateinsuchdeliberations(Zunigaetal.,2007)

“Dialogicinteractionpromotesactive,generative,andtransformativeconnectionsandexplorationsamongparticipants andbetweenparticipantsandfacilitator”(Zunigaetal.,2007)

Identity(whooneis)

Knowledge(howoneknows)

Relationships(howonerelateswithothers)

Identity(whooneis)

Knowledge(howoneknows)

Relationships(howonerelateswithothers)

Dimensionsofselfauthorship

Self-authorship,“ashiftfromuncriticalacceptanceofexternalauthoritytocriticalanalysisofauthorityinordertoestablishone’sowninternalauthority.”

“Themorematureone’sdevelopmentinthesethreedimensions,themorelikelytheyaretohavetheskillsrequiredtobecomeaneffectivecitizeninacomplexsociety.”

WhycareaboutthisatTufts?

Tuftsmission:“helpstudentsandfacultyimproveunderstandingandengagementacrossdivergentperspectivesatthrougheffectivecommunication.”(ProvostsBridgingDifferencesInitiative).

Tisch Collegemission:“preparestudentsforalifetimeofengagementincivicanddemocraticlife.”

DentalSchoolmission:“Civicengagement inservicetoourlocal,regional,national,andglobalcommunities”

ApplyingDialoguetoHealthProfessionsTraining(TUSDM)

WhatisPatientCenteredCare?

Activepartnershipbetweenpatient/family

andclinicianthatconsiders:

• Respectforpatient’svaluesandneeds

• CoordinationandIntegrationofCare

• InformationandEducation

• Physicalcomfort,painmanagement

• Emotionalsupport• Involvesfamily/friends• Continuityandtransitions• Accesstocarebarriers

FoundationalSkillDevelopmentforPatientCenteredCare

Communication• Patientcare• Collaborationwithotherproviders

• Patienteducation/counseling

• Usinginterpreterseffectively

• Fosteringmotivationforself-management,riskreduction

Collaboration• Teamwork• Recognitionofskills/expertiseofotherdisciplines

• Peerassessmentandfeedback

• Collaborativecareforcomplexoral-systemicdisease

ReflectivePractice• Humility/Curiosityè self-directedlife-longlearners

• Self-awarenessèprofessionalism,self-regulation

• Self-assessment

D1 Course:IntroductiontotheDentalPatient1

• 200students– 2coursedirectors(behavioralscience/dentalmedicine)

• Format:17lecturersover2semesters:– Traditionallydelivereddidacticlectures– In-classactivities(pairs/smallgroups)– Asynchronousonlinecomponents(withassessments)– Patienteducatorpresentations– Smallgroupworkshops

• Self-authorshipè “Professionalidentityformation”

Dialogue1(orientation)“Challengesfacingthedentalprofession”

Coursecontext:

• BookReading(Teeth byMaryOtto)èPromoteacommonunderstandingofthehistoricalrootsofthedentalprofessionandpublichealthchallenges

Questionused:

• “Describeanexperiencefromyourownlifethatconnectstooneofthethemesinthebookandsaywhythisisimportanttoyouasafutureclinician.”

Feedback:

• studentsvaluedopportunitytoshareexperiencesthatbroughtthemtotheirchosenprofession,recognizediversityofclassmatesexperiences,theirroleasemergingcliniciansfacingdifficultchallenges

Dialogue 2 – “Implicit Bias in Health Care”

Coursecontext:

• CourseContext:Culturalandlinguisticbarrierstohealthcare;culturalcompetencyinhealthcaresettings

Questionused:

• “Pleaseshareanexperienceinyourlifewhenyouweretheobjectofassumptionsorjudgmentsbasedonrace,ethnicity,age,appearanceorothercharacteristicsORfoundyourselfmakingassumptionsorjudgmentsORobservedsomeoneelsemakingassumptionsorjudgments.Includeyourreactiontothisexperienceandwhatpreviouslifeexperiencesmotivatedyourreaction.”

Feedback:

• Connectedpersonalexperienceswithbias,experiencesofpeers,andanticipatedimpactoninteractionswithpatients

Dialogue3– Respondingwithempathytodifficult/painfulpatientnarratives

CourseContext:

• preparestudentforlectures,patienteducatorpresentationsdealingwithsensitivetopicsthatareoftendifficultandanxiety-provokingfornovicestonavigate

Questionused:

• “Shareanexperiencewhen astrongemotionalresponsewas “triggered” orevokedinyoubysomeonesharingsomeonesharingtheir personally traumatizingor extremelystressful lifeexperienceswithyou.Includehowyoureactedandpreviouslifeexperiencesthatmotivatedyourreaction.“

Feedback:

• Studentsvaluedsharing/learningstrategiesfromoneanother,embracedcouragetoshowLACKofknowledgeastheyanticipatedifficultpatientcaresituations

ApplyingDialoguetoScienceLearning

CIVICSCIENCE=REVOLUTIONIZEANDHUMANIZETHESCIENCECONVERSATION….

……..BYCONNECTINGSCIENTISTSANDPUBLICCITIZENSASPARTNERSINDIALGOUEONDIVISIVEANDPOLARIZINGSCIENCEISSUES….

Puttinga“HumanFace”onScience

• Explorehumanizingaspectsofscienceacrossdisciplines

• Integratecontentwithdialogueforcollaborativeandreflectivelearning

• Selectpolarizingtopicsthatareredefiningourpersonalandsocietalexperience.

• Teachstudentstoholdtheirconvictionsandfindtheirvoiceinthescienceconversation

• Explorereal-worldscienceandtechnologyissuesthatarelinkedtocommunityengagementandactivecitizenship

GOALSOFFRESHMANSEMINAR“SCIENCEANDTHEHUMANEXPERIENCE”

• Teachscientificliteracy throughit’ssocio-culturaland“real-world”relevance.

• Increaseengagementinscience-basedissuesbyunderstandingtheirimpactinstudent’slives.

• Stimulateactivecitizenship,participationinpublicdiscourse,decision-makingandleadershipskills.

• Buildpeerlearningcommunitiesbycreatinginclusiveconversationsacrossaspectrumofvaluesandbeliefs

• Teachadvocacyskillsthathelp studentsfindtheirvoiceinthepublicscienceconversation

• Modelcivil,inclusivediscourseonscience-related issuesinasafeandrespectfulenvironment

SELECTINGSCIENCETOPICSTHATDEFINETHEHUMANCONDITION- INTEGRATINGDIALOGUEMOMENTS

UNIT 1: THE TRAJECTORY

OF HUMAN LIFE

When does life begin?

The value of the human embryo

What is a “person”?

Environmental Justice and the impact of the lived environment on

human lifespan

What should we eat?....GMOs in our

lives

The uncertain harms of

epigenetics

What it means to grow old in our

society?

Dialogue1–TheFlintMichiganWaterCrisis

CourseContext:

• ThisdialogueisintendedtopreparestudentstounderstandhowinstitutionalizedracismandfailingsofsciencecreatedandimpactedtheFlintMichiganwatercrisis.

Questionused:

• “WhatwereyourformativeexperienceswithpeopleofotherracialgroupsbeforeyoucametoTuftsandhowdotheseexperiencesimpactyourviewstoday.”

Feedback:

• BUILTEMPATHYANDUNDERSTANDINGOFTHEEXPERIENCEOFPEOPLEOFOTHERRACES

Dialogue2 –TheValueoftheHumanEmbryo

CourseContext:

• Thisdialogueisintendedtodeepenanunderstandingofperspectivesonthevalueofhumanlife,asweevolvefromembryotofetusto“person”,byreflectingonthelivedexperiencesthatinformourviews.

Questionused:

• “Howdoyouviewthevalueofthehumanembryoinlightoftheviewthathumanembryosarevulnerableandneedtobeprotected.”

Feedback:

• TOLERANCEONDIVERSEVIEWSABOUTABORTION,SHAREDRELIGIOUSBELIEFS,APPRECIATEDGREYAREASAROUND“PERSONHOOD”

StudentfeedbackfromScienceandtheHumanExperiencecourse

Pre/PostsurveysacrossfoursemestersAttitudestowardscienceBeliefsaboutscienceliteracyImportanceofconnectingsciencetociviclifeAttitudestowarddialogueandimportanceofhearingdiverseviewpoints

2focusgroupscourseaspectsthatimpactedlearningwhatgainedfromcourse

Studentfeedback:SurveysPre Post Diff.

IfeelthatIhavethetoolsthatIneedtoformmyownopinionsabouttheimpactofscienceinmylife. 3.18 4.29 1.12

Ifeelthatscienceispersonalandveryrelevanttomeandmydailylife. 3.60 4.11 0.51

Beingscientificallyliterateisanimportantpartofresponsiblecitizenship. 4.06 4.66 0.60

Studentslearnscientificprinciplesbetterbycreatingacollaborativecommunityoflearners whoshareandcommunicatetheirthoughtsandfeelings.

4.21 4.66 0.44

Beinginaclasswithpeoplewithdifferentpointsofviewwillfurthermylearningaboutcomplexissues. 4.60 4.83 0.23

Studentscanlearnfromeachotherbysharingpointsofviewthatareverydifferentfromtheirown. 4.61 4.79 0.18

Scale:1=Stronglydisagreeto5=Stronglyagree.

Pre/postdifferencesarestatisticallysignificantatp<.05.

“Idon’tthinkIcouldsaythatIhaveasolidifiedtruthat18yearsoldandIdon’tthinkI’llhaveasolidifiedtruthat21,butIknowwhereIcomefrom.SoIknowthatwhenIspeakonatopicthatismytruthonatopic.”

Studentfeedback

Identity(whooneis)

Knowledge(howoneknows)

Relationships(howonerelateswithothers)

“Dialoguehelpsmeexamineothers’[views]andnotmakesnapdecisionsbasedonwhatsomeonesays…IfsomeonesayssomethingIdon’tagreewith,whyaretheysayingthatandwheredoesitcomesfrom?Becausetheyaregoingtohavereasons…it’sveryfarfromblackandwhite.”

Identity(whooneis)

Knowledge(howoneknows)

Relationships(howonerelateswithothers)

Studentfeedback

“Thisclasshasreallyhelpedrealizethateveryonehastheirowntruth…it’sjustthisempathy...tohearwhatsomeoneissayingandactuallylistentoitandtrytofigureoutwherethatcomesfromandhowyou’resituatedinthattruth.”

Identity(whooneis)

Relationships(howonerelateswithothers)

Knowledge(howoneknows)

Studentfeedback

Part2:45min.Workshop(interactive,smallgroups)

WorkshopFlow:1. Facilitatorsmodelhowtodevelopandintegratea

dialoguefocusandquestion2. Participantsbreakintosmallgroups,fill out

worksheet form withguidingquestions3. Discusschallengingtopicsandconversationsyouface

andhowdialoguemayhelpovercomeobstacles.4. Backtolargergroupè Askforafewvolunteersto

sharetheirideasgenerated;grouprespondswith“questionsofcuriosity”,concernsandareasforfuturework

5. Closingremarks;resources

Activity(20min)• Workshopparticipantsusetheworksheetto:

1. IdentifyONElearningobjectivefromyourcourseandachallengingtopicorconversationrelatedtothatlearningobjective.

2. Whatdialogue questioncouldyouasktoimprovelearningandcommunicationonthattopic?

3. Whatistheimpactyouarehopingforattheconclusionofthedialogue?

Probingquestions:– Whatinsightortransformationdoyouwantyourstudentstogain

fromthedialogueexperience?– Considerhowyoumightpromptstudentstosharesomethingabout

theirpersonalexperiences/values/beliefsinawaythatwillengagetheircuriosityaboutothers’viewpoint

– Whatchallengesandbarriersdidyouexperienceindevelopingyourtopicordialoguequestion?

Shareideasandexamples(20min)

• Ask volunteerstosharetheirideasfordesigningadialoguefortheirclass:

Describeyourchosencoursetopic,yourquestion,andtheimpactyoubelievemayresultinresponsetoadialogicdiscussioninyourclassroom?

Closingremarks/resources(5min)

• “Inonebreath,shareonethingtheywouldliketothinkabout,workon,ordiscuss”

TheDialogicClassroom-DEVELOPINGDIALOGUE-BASEDTEACHINGMETHODS

INYOURCLASSROOM

NEWtrainingprogramindialoguewillinclude:

•Onedaytrainingindialoguefacilitationandprinciplesofin-classdialogue(Summer2018)•Half-daytraininginintegratingdialogueinyourcoursesyllabus(Summer2018)•Ongoingsupportyouruseofdialogictechniquesinyourclassduringthesemester.

SUPPORTEDBY• TempletonFoundationandTisch CollegeInitiativeinCivicScienceTisch CollegeDialogueFellowsProgram