raising aspiration through the reflective ......education & career path ethical considerations...
TRANSCRIPT
RAISING ASPIRATION THROUGH THE REFLECTIVE PROJECT
REBECCA AUSTIN PICKARD
SHAPING FUTURES AND RAISING ASPIRATION WITH THE REFLECTIVE PROJECT
This session explores how the reflective project can be used as a vehicle to raise the aspirations of students and really help them shape their future in dynamic ways.
Taking the ethical, critical and reflective skills at the heart of a successful reflective project we will explore real world examples where an understanding and implementation of these skills has been fundamental to success... And the role inquiry plays in getting the most out of these real world examples
Motivation 1
I DIDN’T HAVE AN ETHICAL RADAR FOR YEARS, ADMITS FOUNDER OF CAMBRIDGE ANALYTICA’S PARENT COMPANY
The Times August 20 2018
Motivation 2
HOW CAN YOU COMMUNICATE THIS TO STUDENTS?
Motivation 3
THE CONTEXT OF LEARNING
‘Productive learning is where the process engenders and reinforces wanting to learn more. Absent wanting to learn, the learning context is unproductive’
SEYMOUR SARASON ‘And what do YOU mean by Learning?’
‘The future belongs to those that have made an active lifelong commitment to continue to learn’
HOWARD GARDNER ‘Five minds for the Future’
HOW DO YOU GET CURIOUS?
‘School just would have been
better if I’d known the
questions to ask’
Jonny, Sports Marketer
‘We all need to think better.
Think differently. Learn
better. Learn Differently’
Professor Peng Khaw,
Opthalmic Surgeon
B: KNOWLEDGE AND UNDERSTANDING OF ETHICAL DILEMMA (9)
THE CENTRAL ETHICAL DILEMMA IS ANALYSED FROM DIFFERENT PERSPECTIVES …
DEVELOPED KNOWLEDGE AND UNDERSTANDING …
THE USE OF A LOCAL OR GLOBAL EXAMPLE IS EFFECTIVE AND WELL INTEGRATED …
THE IMPACT OF THE ETHICAL DILEMMA …
ANALYSIS OF HOW CULTURAL PERSPECTIVES CAN INFLUENCE …
C: CRITICAL THINKING OF ETHICAL DILEMMA AND EVIDENCE (12)
CONSIDERED AND CONVINCING DISCUSSION …
INTERPRETING AND APPLYING EVIDENCE …
CONCLUSIONS ARE PERCEPTIVE AND CONCISE …
CONNECTIONS MADE BETWEEN IDEAS ARE INSIGHTFUL, SUSTAINED AND COHERENT
E: ENGAGEMENT AND REFLECTION OF THE PROJECT IN THE RPPF (6)
EVALUATIVE.
THE CAPACITY TO CONSIDER ACTIONS AND IDEAS IN RESPONSE TO SETBACKS …
INTELLECTUAL AND PERSONAL ENGAGEMENT …
AUTHENTICITY, INTELLECTUAL INITIATIVE AND/OR CREATIVITY IN THE STUDENT VOICE…
Key assessment criteria for accessing highest marks/impact
Different perspectives
Developed Knowledge
Local and global examples
Ethical impact
Cultural perspectives
Convincing Discussion
Interpretation
Perceptive Conclusions
Sustained Connections
Authenticity
Evaluative
Setbacks
Intellectual engagement
Creativity
Initiative
Education & career path
Ethical considerations
Intercultural understanding
Successes & setbacks
The Learner Profile’s
significance
Importance of Lifelong
learning
‘What has helped you
succeed the most?
Experience
Mentoring
Practical
Training
Pragmatism
Influence
Failures
Reflective Practice
‘What has been
your motivation and
has this changed?
Contribute to society
Care for society
Develop skills
Lead
Passion
Creative Freedom
Positive impact
Well paid
General questions
generate interesting
responses …
… but they need
further analysisUSE THESE
TOPICS TO
SHAPE
QUESTIONS
DIFFERENT PERSPECTIVES CONVINCING DISCUSSION AUTHENTICITY
INTERVIEW TOPICS
Education & career path Ethical considerations Intercultural understanding Successes & setbacks
The Learner Profile’s significance Importance of Lifelong learning
A well cultivated critical thinker:
•raises vital questions and problems, formulating them clearly and precisely
•gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant criteria and standards
•thinks open-mindedly within alternative systems of thought, recognising and assessing, as need be, their assumptions,
implications, and practical consequences
•communicates effectively with others in figuring out solutions to complex problems
(Taken from Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press,
2008)
Developed Knowledge
Local and global examples
Ethical impact
Cultural perspectives
Interpretation
Perceptive Conclusions
Sustained Connections
Evaluative
Setbacks
Intellectual engagement
Creativity
Initiative
TYPES OF CAREER
Sole business owner
Local business
Multinational business Employee
Private sector
Senior Management
Director
Entrepreneur
Senior Public sector
Self employed
Contractual
Vocational
Freelance
Retrained
Practical
Academic
Low paid
High salary
Varied
‘Cherry-picker’
Necessity
GENERAL AREAS
EDUCATION
MARKETING
MEDICINE
RESEARCH
DEFENCE
FINANCE
CHARITY
HEALTH
SOCIAL
DESIGN
SPORT
ARTS
CARE
LAW
AGRICULTURE
MARKETING
WHO
World leading Opthalmic Surgeon
Retired CFO for Transnational Company of 169,000
employees
General Manager of Strategic Brand and Packaging
Design Company in London, New York and Singapore
Director of Sports Marketing Company specialising in
digital and social media forums
Professional cellist and small business owner
Major in British Army for 16 years
Freelance accountant and member of educational trust
Consultant registrar in Emergency medicine in the UK and
Tanzania
Former research associate in Biochemistry now graduate
trainee Science teacher
Freelance copywriter
Retired solicitor and district judge
Director of global educational training company
Social worker specialising in adult’s mental health
Social worker specialising in family
Organic farmer and pre-school teacher
12MY GROWING NETWORK
The Eye
SurgeonCFO
Transnational
CompanyGM of
Global
Design Co
Emergency
Medicine
consultant
UK & Africa
Major in
British
Army
Director
Sports
Marketing
Co
Organic
farmer
Family
Social
Worker
Financial
Lawyer
Research
associate in
Biochemistry
Professional
Cellist &
EntrepreneurFreelanceAccountant
Retired
District
Judge
Copy
writer
IT
manager
Charity
It’s not about what’s right
and wrong but the
multidimensionality of the
workplace that’s important
and discovering where you
stand
DESIGNER
‘’Great ideas
change the world.
When you think of
yourself as the expert,
you turn into a process
and stop being creative’
‘If I don’t
ask the right
questions, my whole
business
is compromised’
SYNTHESIS OF
OUTCOMES SO
FAR …
FARMER
‘I have to simplify
the complex in all
communications’
DOCTOR
‘Teamwork is
everything: Fail
fast and learn’
MARKETERThe Financial Crisis/
Technology/International
Relations/ Government
funding/ Global Warming
have shaped/ shape my
career
RESILIENCE &
RISKTAKING
‘I’ve always had the sense
that I’m a small part of
something much bigger and
have responsibilities’ ARMY
MAJOR
It’s not the best salary
but it’s value driven/It’s
a very good salary for
creative
freedomVALUES &
PRINCIPLES
I’m not someone who
learns quickly or
easily but reflection &
asking questions is how
I got here
CFO and
LAWYER
‘Without cultural
sensitivity, I could
compromise my own
ethics and others’
ETHICAL &
REFLECTIVE
PRACTICE
Life Long Learning can apply to
building relationships and
bringing
out the best in people
CONCLUSIONS from this interview process …
SURPRISED – SHOCKED – AMUSED – INSPIRED – DELIGHTED - DISAPPOINTED - CURIOUS
Prompts ethical, critical and reflective discussion of careers as well as reflection of the learner profile in an authentic way
Increases knowledge and curiosity of a wide range of professional paths, approaches and choices
Allows for the evaluation of the impact inquiry has on career paths
Creates a platform for multiple reflective perspectives and experiences from a wide variety of stakeholders
Has a really positive impact on interviewees as they have not been asked questions in this way before
COLLABORATION
Students develop ethical, critical and reflective inquiry skills through the interview of professionals and the creation of their own career-related network.
This can increase access to the top bands of the reflective project criteria but more importantly raises aspiration and focus generally at any stage for the learner.
SO …
1. What are interesting questions to ask and why are they interesting?
2. How do you get students generating ethical, critical and reflective questions?
Inspiration