reflective collaborative conversations: articulating intention and reflecting upon action dale...
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Reflective Collaborative Reflective Collaborative Conversations:Conversations:Articulating Intention and Articulating Intention and Reflecting upon ActionReflecting upon Action
Dale VidmarInformation Literacy and Instruction Coordinator/
Education, Communication, Health & Phys. Ed. LibrarianSouthern Oregon University Library
http://www.sou.edu/~vidmar/lillywest2009/vidmar.ppt
Lilly West 2009 Conference on College and University TeachingPomona, California
March 20, 2009
Participants will be able to: Structure a reflective collaborative conversation around diverse activities
such as classroom teaching, creating learning modules, organizational retreats, or strategic plans.
Function in the various roles of teacher, facilitator, and observer with colleagues.
Engage in a reflective process to promote formative collaborative assessment.
Existential Question: Why are We Here?
Reflective Collaborative Reflective Collaborative ConversationsConversations
Therefore, one of the most promising ways to improve
learning is to improve teaching.”
“The quality of student learning is directly, although not exclusively, related to the quality of teaching.
- Thomas Angelo
from Classroom Assessment Techniques
Reflective Collaborative Reflective Collaborative ConversationsConversations
Reflective Collaborative Reflective Collaborative ConversationsConversations
A formative process that facilitates
introspection and self-awareness prior to, during, and after
teaching.
The Intentional TeacherThe Intentional Teacher
A primary characteristic of an outstanding
teacher is intentionality–
Having a purpose with which to cultivate
informed reflection.
Why Reflection?Why Reflection?
“Experience itself is actually the ‘greatest teacher,” . . .
not
“we do not learn as much from experience as we learn
from reflecting on that experience.”
- Thomas S.C. Farrellfrom Reflective Practice in Action:
80 Reflection Breaks for Busy Teachers
Why Reflection?Why Reflection?
Do you ever talk with colleagues after class
about teaching?
How does this affect your teaching?
Do you ever talk with students after class
about your teaching?
Reflective Collaborative Reflective Collaborative ConversationsConversations
Intention: Planning Conversation
Classroom Experience
Reflection:Reflective Conversation
Critical Incidents: Transformative Events
Critical IncidentsCritical Incidents
• Critical incidents (Brookfield) – a vividly remembered event that is unplanned and unanticipated• Opportunities to examine and better understand what we do and how we do it in order to initiate change and improvement
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Individual: Introspection
Observer:Moderates the process
and takes notes
Facilitator:Elicits critical reflection
Trust & Collegiality
• Clarify intentions: Lesson goals and objectives• Teaching strategy and procedures: What the instructor will do?• Student achievement: What the students will do to indicate success• Data to support self-assessment: What is important to the teacher?• Establish a positive, collaborative relationship between peers
Two Primary Stages: 1. Planning Conversation
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• Assessment of Lesson: How did the lesson go?• Recall data to support reflections• Compare intentions with the actually lesson: What was
different and why?• Effect on future lessons: new learnings, discoveries, or insights• Comment on the coaching process and refine as needed
Two Primary Stages: 2. Reflective Conversation
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The Cycle of ReflectionThe Cycle of Reflection
• What am I doing?• Why am I doing what I do?• Is what I am doing effective?• How are the students responding to my teaching?• How can I improve what I am doing?
Role of the Facilitator• Set the groundwork for trust• Listen actively—seek clarification• Encourage reflection• Acknowledge the individual with
nonverbal responses • Comments should further the conversation—”Tell me more...”• Enhance conversation rather than offer opinions or ideas.
Reflective Collaborative Reflective Collaborative ConversationsConversations
Role of the Observer• Observe the process—note any
deviation from role• Take notes for the individual to
share for review and reflection• Note any thought-provoking comments or critical moments• Note nonverbal or verbal behaviors• Constructive criticism is the law
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Let’s try it!
Form into a triad and choose roles—individual, facilitator, and observer
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ReflectionReflection
In your group, list some qualities or skills that
helped promote productive critical
reflection
“Significant, meaningful, and long-term positive change will
be achieved only when it comes as a decision from
within the individual . . . based on self-evaluation”
- Lapp, N., Lascher, T., Matthews, T., Papalewis, R., & Stoner, M.
from “A Proposal for Formative Assessment of Teaching”
The Craft of TeachingThe Craft of Teaching
References and References and ResourcesResources
• Angelo, T. (1993), Classroom assessment techniques: A handbook for teachers, Jossey-Bass, San Francisco.
• Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
• Costa, A. & Garmston, R. (1994). Cognitive coaching: a foundation for renaissance schools. Norwood, MA: Christopher Gordon.
• Farrell, T. S. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. Thousand Oaks, CA: Corwin Press.• Lapp, N., Lascher, T., Matthews, T., Papalewis, R., & Stoner, M. (2003, June). A proposal for formative assessment of teaching. Retrieved May 22, 2008 from http://campus.sou.edu/~vidmar/reflective_peer_coaching/FormativeAssessmentLitReview.pdf • Slavin, R. E. (2006). Educational psychology: Theory and
practice. Boston: Pearson/Allyn and Bacon.
References and References and ResourcesResources
• Vidmar, D. J. (2006). “Reflective peer coaching: Crafting collaborative self-assessment in teaching.” Research Strategies. 20 (3), 135-148.
• Vidmar, D. J. (2009, March). “Roles of the Facilitator and the Observer.” Retrieved March 20, 2009, from
http://home.sou.edu/~vidmar/lillywest2009/roles.doc.
• Vidmar, D. J. (2009, March). “Collaborative Peer Conversation Questioning Strategies.” Retrieved March 20, 2009 from http://home.sou.edu/~vidmar/lillywest2009/
reflective_collaborative_conversation_questions.doc.
Reflective Collaborative Reflective Collaborative Conversations:Conversations:Articulating Intention and Articulating Intention and Reflecting upon ActionReflecting upon Action
Dale VidmarInformation Literacy and Instruction Coordinator/
Education, Communication, Health & Phys. Ed. LibrarianSouthern Oregon University Library
http://www.sou.edu/~vidmar/lillywest2009/vidmar.ppt
Lilly West 2009 Conference on College and University TeachingPomona, California
March 20, 2009