SHARING EXPERIENCES

UK PSF

REFLECTION

PEER OBSERVATIONS

PGCAP: LTHE module, reflecting and developing week 2

1

aims

introduce

the UK PSF

the concept of reflective practice and continuing

professional development within HE

peer observation

2

intended learning outcomes

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

3

Who are we?

Let‟s play and test

each other on the

content of the

module guide!

4

SHARING EXPERIENCES

PGCAP, core module, week 2

5

Linking and thinking about learning

1. Think about

something you are

good at.

Write in this box how

you became good at it.

a Phil Race activity

2. Think of something

about yourself you

feel good about.

Write here the

evidence it is based

on.

3. Think of

something you are

not good at, perhaps

as a result of a bad

learning experience.

What went wrong?

Add it to this box.

4. Think of

something that you

did learn

successfully, but at

the time you didn’t

really want to do it.

What kept you going,

so that you did

succeed in learning

it?

6

Reflective journal (60%, equiv. of 3000 words)

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.

7

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!

8

Reflective journal:

1/6 Educational autobiography

UK PSF

PGCAP, core module, week 2

9

What does good practice

look like for teaching in HE?

Discuss and create a poster

in your action learning sets.

(10min)

Good practice10

UK Professional Standards 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 & PGCert need to engage with all of

these http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf.pdf

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What does good practice

look like for teaching in HE?

Compare your posters

against the the UK PSF

(5min)

Good practice and UK PSF12

Needs analysis and action plan

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)

13

REFLECTION

PGCAP, core module, week 2

14

Let‟s try it!

What happened?

When did it happen?

Why did it happen?

How did you feel?

If it happens again, what would you do differently?

15

16

What is reflection?

“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?

17

Who?

“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)

1. Description

What happened?

2. Feelings

What were you thinking and feeling?

3. Evaluation

What was good and bad

about the experience?

4. Analysis

What sense can you make

of the situation?

5. Conclusion

What else could you

have done?

6. Action plan

If it arose again, what would you

do?

Turning experience into learning!

http://www.hcc.uce.ac.uk/dpl/nursing/Placement

%20Support/Model%20of%20Reflection.htm

•The role of emotions

•Emotional reactions

•Emotions can distort events

(Moon, 2004)

http://www.youtube.com/

watch?v=leIPj3SIbNU

music and

emotions

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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?

So What? deepening reflection

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?

Schön D A (1987)

reflection

in action

reflection

on 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)

reflection-on-action

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

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

Direct link:

http://www

.youtube.c

om/watch

?v=R7aL

WbSv0Dg

27

How else? different media28

Action learning set activity

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

Essay/report Reflective writing

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

title/topic.

There may be purpose, but it is more of the nature of a „container‟ or direction,

not a precise title that predicts the outcome.

Most of the ideas drawn into an essay/report will be predictable and will be

determined by the subject matter.

Ideas will be drawn into reflective writing from anywhere that the writer

believes to be relevant. What is drawn in will be determined by the sense 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 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

first person.

The writing style is likely to be relatively subjective, using 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

ordered.

Reflective writing usually involved the process of thinking and learning, and it is

therefore not necessarily „tidy‟ in its ordering.Mo

on

, J (

200

4)

A H

and

bo

ok o

f R

efle

ctive

and

Exp

erie

ntia

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ea

rnin

g. T

heo

ry

and

Pra

ctice, O

xo

n: R

outle

dg

e, p

p. 1

90

-191.

30

PGCAP Assessment criteria

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

assessment

abbreviation/title characteristics

3 CritR

Critical Reflection

Critical exploration and reasoning of practice in a wider

context, link to theory and thinking about the effects upon others

of one's actions.

2 DialR

Dialogic Reflection

Stepping back, practice analysed, reasoning well developed,

linking own viewpoints with these of other, exploring problem

solving.

1 DescR

Descriptive Reflection

Own practice is analysed, some reasoning for decisions and

actions, limited to own viewpoints and perspective.

0 RepoR0

Reporting, no reflection

Accounts limited to reporting events sporadic evidence of

reflection.

criteria based on Hatton‟s and Smith‟s (1995), also adapted by Moon (2004)

32

Criteria 3: Reflection

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

www.wordpress.com

My eportfolio

critical friend

tutor

mentor

peers

personal tutor

my students?

34

Using reflection for action research

1. Description

What happened?

2. Feelings

What were you thinking and

feeling?

3. Evaluation

What was good and bad

about the experience?

4. Analysis

What sense can you make

of the situation?

5. Conclusion

What else could you

have done?

6. Action plan

If it arose again, what

would you do?

http://www.hcc.uce.ac.uk/dpl/nursing/Placement

%20Support/Model%20of%20Reflection.htm

35

A learning activity based on reflection on

experience to enhance/change an element

of own practice

OBSERVATIONS

PGCAP, core module, week 2

39

Something to think about!

“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.

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.

41

“If…

… 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.

42

Who - Peer observations:

4 in total

44

Empowering (being observed)

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.

46

Listen!

The time-factor, former PgCert participant

shares her thoughts

47

peer observation checklist (observing)

What went well

Achievement of the aims and learning outcomes

Effectiveness of teaching methods used

Meeting of learner needs

Use of resources

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

The observer

comments on these!

You might want to

record the

conversation

48

Observations – the process

• 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

49

intended learning outcomes

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

51

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]

NEXT WEEK: DESIGNING

PGCAP, core module, week 2

53