Transcript Reflective Peer Facilitation: Crafting Collaborative Self

Reflective Collaborative
Conversations:
Articulating Intention and
Reflecting upon Action
Dale Vidmar
Information Literacy and Instruction Coordinator/
Education, Communication, Health & Phys. Ed. Librarian
Southern Oregon University Library
[email protected]
http://www.sou.edu/~vidmar/lillywest2009/vidmar.ppt
Lilly West 2009 Conference on College and University Teaching
Pomona, California
March 20, 2009
Reflective Collaborative
Conversations
Existential Question:
Why are We Here?
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.
Reflective Collaborative
Conversations
“The quality of student learning is
directly, although not exclusively,
related to the quality of teaching.
Therefore, one of the most
promising ways to improve
learning is to improve teaching.”
- Thomas Angelo
from Classroom Assessment Techniques
Reflective Collaborative
Conversations
A formative process that
facilitates introspection
and self-awareness
prior to, during, and
after teaching.
The Intentional Teacher
A primary characteristic
of an outstanding
teacher is intentionality–
Having a purpose with
which to cultivate
informed reflection.
Why Reflection?
“Experience itself is actually
the ‘greatest teacher,” . . .
What Does Our Experience Say?
Why Reflection?
“Experience itself is actually not
the ‘greatest teacher,” . . .
“we do not learn as much
from experience as we learn
from reflecting on that
experience.”
- Thomas S.C. Farrell
from Reflective Practice in Action:
80 Reflection Breaks for Busy Teachers
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
Conversations
Intention:
Reflection:
Planning Conversation
Reflective Conversation
Classroom
Experience
Critical Incidents:
Transformative Events
Critical 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
Reflective Collaborative
Conversations
Individual:
Facilitator:
Introspection
Elicits critical reflection
Observer:
Moderates the process
and takes notes
Trust & Collegiality
Reflective Collaborative
Conversations
Two Primary Stages:
1. Planning Conversation
• 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
Reflective Collaborative
Conversations
Two Primary Stages:
2. Reflective Conversation
•
•
•
•
•
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
The 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?
Reflective Collaborative
Conversations
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
Conversations
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
Reflective Collaborative
Conversations
Let’s try it!
Form into a triad and
choose roles—individual,
facilitator, and observer
Reflection
In your group, list some
qualities or skills that
helped promote
productive critical
reflection
The Craft of Teaching
“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”
References and
Resources
• 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
Resources
• 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
Conversations:
Articulating Intention and
Reflecting upon Action
Dale Vidmar
Information Literacy and Instruction Coordinator/
Education, Communication, Health & Phys. Ed. Librarian
Southern Oregon University Library
[email protected]
http://www.sou.edu/~vidmar/lillywest2009/vidmar.ppt
Lilly West 2009 Conference on College and University Teaching
Pomona, California
March 20, 2009