FOSTERING PEDAGOGIC CONNECTIONS: Jason Ware

Karen Neubauer K. Andrew R. Richards

REFLECTIVE PRACTICE IN TA TRAINING

INTRODUCTION WHO WE ARE AND OUR PLAN FOR THE INTERACTIVE SESSION

By the end of this session you will be able to:

1.  Describe elements of a specific redesigned graduate-level teaching course

2.  Determine how these elements of redesign may be applicable in other higher education environments.

SESSION AGENDA 1. Writing a short reflection

2. Explaining our course redesign and rubrics

3. Discussing graduate student reflections before and after course redesign

4. Evaluating your reflections

5. Discussing implications for future research and practice

WRITING A SHORT REFLECTION 10 min. Approximately one paragraph Reflect on previous POD session (or session from a previous conference) Will be read by another person in the room, using the rubric Questions: •  What were key concepts/strategies relating to your position? •  How did the info compare to your current understanding? •  How might you incorporate or use them?

EDCI 589 – COURSE OVERVIEW •  Only general course on college-level teaching

offered at Purdue University.

•  Provides students with pedagogical knowledge required to teach effectively.

•  Students must attend 9 of 10 workshop sessions including microteaching.

•  Some departments require students to enroll in the class as part of their TA appointment.

COURSEHISTORYANDREDESIGN

EDCI 589 – COURSE OVERVIEW •  Course has been taught for several semesters,

but substantial changes have been made.

•  Evaluation of student work has become more systematic and criterion-focused.

•  Students complete several assignments: •  Weekly reflection essays •  Microteaching lesson plan •  Course syllabus design •  Classroom observation and teaching critique

COURSEHISTORYANDREDESIGN(CONT.)

EDCI 589 – COURSE OVERVIEW

•  Guide instructors in acquiring knowledge about teaching through reflection on teaching experiences and field-specific research

(Mezirow’s theory of transformative learning)

•  Content reflection instructional knowledge •  Process reflection pedagogical knowledge •  Premise reflection curricular knowledge

FOCUSONREFLECTION

EDCI 589 – COURSE OVERVIEW

•  Guide instructors in developing a knowledge system of teaching

FOCUSONREFLECTION

EDCI 589 – COURSE OVERVIEW •  National Council of Teaching of English reflective writing

rubric (2006) •  National Writing Project Analytic Writing Continuum

(2010) •  Purdue Foundational Learning Outcomes: Written

Communication •  Berthoff (1990) A Sense of LearningDriscoll (2000)

Psychology of Learning for Instruction •  Schon (1991) Educating the Reflective Practitioner

RUBRICSANDSCHOLARSHIP

EDCI 589 – COURSE IN ACTION STUDENTSINVOLVEDINWORKSHOPACTIVITIES

EDCI 589 – COURSE IN ACTION STUDENTSINVOLVEDINWORKSHOPACTIVITIES

EVALUATING YOUR REFLECTIONS

Norm rubric Work with “Elbow buddy” for 9 minutes •  3 min. to read •  3 min (each) to give oral feedback: pointing

EVALUATIVE PROGRESSION •  Reflection essays were once graded according to

completion and length requirement.

•  Rubric now guides reflection with a focus on: •  Critique – What happened in the workshop? •  Reflection – What does it mean to me? •  Writing – How well was the essay written?

•  Rubrics serve both evaluative and pedagogical functions to help students improve.

FROMDESCRIPTIVETOREFLECTIVEESSAYS

FROM REMEMBERING TO REFLECTING •  Instructors want relevant content and the opportunity to

connect it to their respective fields of study.

•  Reflection within the course is not only focused on empirical research but is also experience-based:

•  Instructors analyze the course content based on their specific interests

•  Instructors evaluate the content and select concepts and ideas they can incorporate in their teaching

BERLINER AND MASTERY 5 stages of skill development in teachers 1.  Novice – learning basics 2.  Advanced beginner – context developing 3.  Competent teacher – prioritize, plan, set goals,

responsible 4.  Proficient teacher 5.  Expert teacher

DevelopmentaltheoryofskillacquisiNon:•  InterpreNngclassroomphenomena•  Discerningimportanceofevents•  UsingrouNnes•  PredicNngclassroomphenomena•  Judgingtypical&atypicalevents•  EvaluaNngperformance

WHAT THE STUDENTS LIKE •  “Different perspectives from a diverse group of

facilitators.”

•  “Workshops are interactive – promote discussion among participants.”

•  “Workshops help decrease nervousness about teaching.”

•  “Good resources for teaching and learning.”

•  “Awakening to basic principles of teaching.”

RESULTSFROMSMALLGROUPINSTRUCTIONALDIAGNOSIS

FEEDBACK HAS BEEN USED TO IMPROVE •  “Post videos and recordings of workshops online.”

•  In the process of videotaping lesson segments to be posted online as teaching tips.

•  “Offer workshops at different times during the week.” •  Offer some workshops multiple times on different

days of the week.

•  “Include guest speakers from various colleges.” •  Every workshop now included a faculty member

as a speaker.

RESULTSFROMSMALLGROUPINSTRUCTIONALDIAGNOSIS

IDEAS FOR FUTURE RESEARCH INCLUDINGIMPLICATIONSFORFUTUREPRACTICE

THANK YOU!

QUESTIONS OR COMMENTS? PURDUE.EDU/CIE

JASON WARE KAREN NEUBAUER K. ANDREW R. RICHARDS