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TuftsUniversity-WideTeachingConference
Engagingstudentsinself-reflectivedialogue:
HowtointegratedialogicmomentsJonathanGarlick,DDS,PhD
EllenPatterson,MDInger Bergom,PhD
May23,2018
Inthisworkshopparticipantswillrecognizeandpractice:
• Teachingapproachesthatengagestudentsinself-reflectivedialogues thatcanenhancelearningonchallengingorcontroversialtopics.
• Skillsforimplementingandintegratingdialoguesintotheircurriculainordertofostermoreopen-minded,inclusive,andcuriousclassrooms.
Learningobjectivesofthisworkshop
1. Recognizeopportunitiestointegrate“structuredreflectivedialogue”toenhancestudentengagementandlearningaboutcontroversialtopics
2. Discussobstaclestoproductiveclassroomconversationsandidentifystrategiestoovercomethemusingdialogue
3. Learnhowtoimplementdialogic-basedteachinginavarietyofclassrooms
TheDialogicClassroom-DEVELOPINGDIALOGUE-BASEDTEACHINGMETHODS
INYOURCLASSROOM
NEWtrainingprogramindialoguewillinclude:
•Onedaytrainingindialoguefacilitationandprinciplesofin-classdialogue(Summer2018)•Half-daytraininginintegratingdialogueinyourcoursesyllabus(Summer2018)•Ongoingsupportyouruseofdialogictechniquesinyourclassduringthesemester.
SUPPORTEDBY• TempletonFoundationandTisch CollegeInitiativeinCivicScienceTisch CollegeDialogueFellowsProgram
Theintentionwebringtoclassroomdialogue….
Behindeverybeliefisastory…
Behindeverystory,aperson
Whatispossiblethroughdialogue
• Sharingthestoriesaboutourrichandcomplexidentities.
• Holdingourconvictionswithhumility.• Buildtrustandfeelvaluedandsupportedasmembersofaclassroomcommunity.
• Livingoutthefullnessofourdiversity.• Respectfullyengagingwitheachotheracrossdifference.
6
- Onlyaskquestionsofgenuinecuriosity- Listentounderstand,withresilienceandempathy- Holdconvictionsbutkeepanopenmind- Shareourlivedexperiencesthatdefineourvaluesandbeliefs
THEPRACTICEOFSTRUCTUREDREFLECTIVEDIALOGUE:
HowdoesReflectiveStructuredDialoguework?
Thestructureholdsthespace…soparticipantscanholdeachother…
u stimulatecuriosityu deepenunderstandingofdiversevaluesandbeliefsu enhancemutualrespect
RSDISNOTABOUT!!!
uDebatinguProblem-solvinguConvincingorpersuading 8
THISALLOWSPARTICIPANTSTO…..
1- enterconversationswithconfidenceandsafety
2- withholdassumptionsaboutothers
3- createspaceforself-reflection
4- supportallvoicesthatwanttobeheard
5- deepenunderstandingofdiversepointsofview
Roots ofdialogicpedagogy
Theoreticalframeworkforunderstandinglearningindialogue
Dialogueinteachingisrootedintheprogressivedemocraticeducationmovement in1930sand40s
Deweyconceptualizeddialogueasthepracticeofdeliberativedemocracyandsoughttofostercapacityanddispositiontoparticipateinsuchdeliberations(Zunigaetal.,2007)
“Dialogicinteractionpromotesactive,generative,andtransformativeconnectionsandexplorationsamongparticipants andbetweenparticipantsandfacilitator”(Zunigaetal.,2007)
Identity(whooneis)
Knowledge(howoneknows)
Relationships(howonerelateswithothers)
Identity(whooneis)
Knowledge(howoneknows)
Relationships(howonerelateswithothers)
Dimensionsofselfauthorship
Self-authorship,“ashiftfromuncriticalacceptanceofexternalauthoritytocriticalanalysisofauthorityinordertoestablishone’sowninternalauthority.”
“Themorematureone’sdevelopmentinthesethreedimensions,themorelikelytheyaretohavetheskillsrequiredtobecomeaneffectivecitizeninacomplexsociety.”
WhycareaboutthisatTufts?
Tuftsmission:“helpstudentsandfacultyimproveunderstandingandengagementacrossdivergentperspectivesatthrougheffectivecommunication.”(ProvostsBridgingDifferencesInitiative).
Tisch Collegemission:“preparestudentsforalifetimeofengagementincivicanddemocraticlife.”
DentalSchoolmission:“Civicengagement inservicetoourlocal,regional,national,andglobalcommunities”
ApplyingDialoguetoHealthProfessionsTraining(TUSDM)
WhatisPatientCenteredCare?
Activepartnershipbetweenpatient/family
andclinicianthatconsiders:
• Respectforpatient’svaluesandneeds
• CoordinationandIntegrationofCare
• InformationandEducation
• Physicalcomfort,painmanagement
• Emotionalsupport• Involvesfamily/friends• Continuityandtransitions• Accesstocarebarriers
FoundationalSkillDevelopmentforPatientCenteredCare
Communication• Patientcare• Collaborationwithotherproviders
• Patienteducation/counseling
• Usinginterpreterseffectively
• Fosteringmotivationforself-management,riskreduction
Collaboration• Teamwork• Recognitionofskills/expertiseofotherdisciplines
• Peerassessmentandfeedback
• Collaborativecareforcomplexoral-systemicdisease
ReflectivePractice• Humility/Curiosityè self-directedlife-longlearners
• Self-awarenessèprofessionalism,self-regulation
• Self-assessment
D1 Course:IntroductiontotheDentalPatient1
• 200students– 2coursedirectors(behavioralscience/dentalmedicine)
• Format:17lecturersover2semesters:– Traditionallydelivereddidacticlectures– In-classactivities(pairs/smallgroups)– Asynchronousonlinecomponents(withassessments)– Patienteducatorpresentations– Smallgroupworkshops
• Self-authorshipè “Professionalidentityformation”
Dialogue1(orientation)“Challengesfacingthedentalprofession”
Coursecontext:
• BookReading(Teeth byMaryOtto)èPromoteacommonunderstandingofthehistoricalrootsofthedentalprofessionandpublichealthchallenges
Questionused:
• “Describeanexperiencefromyourownlifethatconnectstooneofthethemesinthebookandsaywhythisisimportanttoyouasafutureclinician.”
Feedback:
• studentsvaluedopportunitytoshareexperiencesthatbroughtthemtotheirchosenprofession,recognizediversityofclassmatesexperiences,theirroleasemergingcliniciansfacingdifficultchallenges
Dialogue 2 – “Implicit Bias in Health Care”
Coursecontext:
• CourseContext:Culturalandlinguisticbarrierstohealthcare;culturalcompetencyinhealthcaresettings
Questionused:
• “Pleaseshareanexperienceinyourlifewhenyouweretheobjectofassumptionsorjudgmentsbasedonrace,ethnicity,age,appearanceorothercharacteristicsORfoundyourselfmakingassumptionsorjudgmentsORobservedsomeoneelsemakingassumptionsorjudgments.Includeyourreactiontothisexperienceandwhatpreviouslifeexperiencesmotivatedyourreaction.”
Feedback:
• Connectedpersonalexperienceswithbias,experiencesofpeers,andanticipatedimpactoninteractionswithpatients
Dialogue3– Respondingwithempathytodifficult/painfulpatientnarratives
CourseContext:
• preparestudentforlectures,patienteducatorpresentationsdealingwithsensitivetopicsthatareoftendifficultandanxiety-provokingfornovicestonavigate
Questionused:
• “Shareanexperiencewhen astrongemotionalresponsewas “triggered” orevokedinyoubysomeonesharingsomeonesharingtheir personally traumatizingor extremelystressful lifeexperienceswithyou.Includehowyoureactedandpreviouslifeexperiencesthatmotivatedyourreaction.“
Feedback:
• Studentsvaluedsharing/learningstrategiesfromoneanother,embracedcouragetoshowLACKofknowledgeastheyanticipatedifficultpatientcaresituations
ApplyingDialoguetoScienceLearning
CIVICSCIENCE=REVOLUTIONIZEANDHUMANIZETHESCIENCECONVERSATION….
……..BYCONNECTINGSCIENTISTSANDPUBLICCITIZENSASPARTNERSINDIALGOUEONDIVISIVEANDPOLARIZINGSCIENCEISSUES….
Puttinga“HumanFace”onScience
• Explorehumanizingaspectsofscienceacrossdisciplines
• Integratecontentwithdialogueforcollaborativeandreflectivelearning
• Selectpolarizingtopicsthatareredefiningourpersonalandsocietalexperience.
• Teachstudentstoholdtheirconvictionsandfindtheirvoiceinthescienceconversation
• Explorereal-worldscienceandtechnologyissuesthatarelinkedtocommunityengagementandactivecitizenship
GOALSOFFRESHMANSEMINAR“SCIENCEANDTHEHUMANEXPERIENCE”
• Teachscientificliteracy throughit’ssocio-culturaland“real-world”relevance.
• Increaseengagementinscience-basedissuesbyunderstandingtheirimpactinstudent’slives.
• Stimulateactivecitizenship,participationinpublicdiscourse,decision-makingandleadershipskills.
• Buildpeerlearningcommunitiesbycreatinginclusiveconversationsacrossaspectrumofvaluesandbeliefs
• Teachadvocacyskillsthathelp studentsfindtheirvoiceinthepublicscienceconversation
• Modelcivil,inclusivediscourseonscience-related issuesinasafeandrespectfulenvironment
SELECTINGSCIENCETOPICSTHATDEFINETHEHUMANCONDITION- INTEGRATINGDIALOGUEMOMENTS
UNIT 1: THE TRAJECTORY
OF HUMAN LIFE
When does life begin?
The value of the human embryo
What is a “person”?
Environmental Justice and the impact of the lived environment on
human lifespan
What should we eat?....GMOs in our
lives
The uncertain harms of
epigenetics
What it means to grow old in our
society?
Dialogue1–TheFlintMichiganWaterCrisis
CourseContext:
• ThisdialogueisintendedtopreparestudentstounderstandhowinstitutionalizedracismandfailingsofsciencecreatedandimpactedtheFlintMichiganwatercrisis.
Questionused:
• “WhatwereyourformativeexperienceswithpeopleofotherracialgroupsbeforeyoucametoTuftsandhowdotheseexperiencesimpactyourviewstoday.”
Feedback:
• BUILTEMPATHYANDUNDERSTANDINGOFTHEEXPERIENCEOFPEOPLEOFOTHERRACES
Dialogue2 –TheValueoftheHumanEmbryo
CourseContext:
• Thisdialogueisintendedtodeepenanunderstandingofperspectivesonthevalueofhumanlife,asweevolvefromembryotofetusto“person”,byreflectingonthelivedexperiencesthatinformourviews.
Questionused:
• “Howdoyouviewthevalueofthehumanembryoinlightoftheviewthathumanembryosarevulnerableandneedtobeprotected.”
Feedback:
• TOLERANCEONDIVERSEVIEWSABOUTABORTION,SHAREDRELIGIOUSBELIEFS,APPRECIATEDGREYAREASAROUND“PERSONHOOD”
StudentfeedbackfromScienceandtheHumanExperiencecourse
Pre/PostsurveysacrossfoursemestersAttitudestowardscienceBeliefsaboutscienceliteracyImportanceofconnectingsciencetociviclifeAttitudestowarddialogueandimportanceofhearingdiverseviewpoints
2focusgroupscourseaspectsthatimpactedlearningwhatgainedfromcourse
Studentfeedback:SurveysPre Post Diff.
IfeelthatIhavethetoolsthatIneedtoformmyownopinionsabouttheimpactofscienceinmylife. 3.18 4.29 1.12
Ifeelthatscienceispersonalandveryrelevanttomeandmydailylife. 3.60 4.11 0.51
Beingscientificallyliterateisanimportantpartofresponsiblecitizenship. 4.06 4.66 0.60
Studentslearnscientificprinciplesbetterbycreatingacollaborativecommunityoflearners whoshareandcommunicatetheirthoughtsandfeelings.
4.21 4.66 0.44
Beinginaclasswithpeoplewithdifferentpointsofviewwillfurthermylearningaboutcomplexissues. 4.60 4.83 0.23
Studentscanlearnfromeachotherbysharingpointsofviewthatareverydifferentfromtheirown. 4.61 4.79 0.18
Scale:1=Stronglydisagreeto5=Stronglyagree.
Pre/postdifferencesarestatisticallysignificantatp<.05.
“Idon’tthinkIcouldsaythatIhaveasolidifiedtruthat18yearsoldandIdon’tthinkI’llhaveasolidifiedtruthat21,butIknowwhereIcomefrom.SoIknowthatwhenIspeakonatopicthatismytruthonatopic.”
Studentfeedback
Identity(whooneis)
Knowledge(howoneknows)
Relationships(howonerelateswithothers)
“Dialoguehelpsmeexamineothers’[views]andnotmakesnapdecisionsbasedonwhatsomeonesays…IfsomeonesayssomethingIdon’tagreewith,whyaretheysayingthatandwheredoesitcomesfrom?Becausetheyaregoingtohavereasons…it’sveryfarfromblackandwhite.”
Identity(whooneis)
Knowledge(howoneknows)
Relationships(howonerelateswithothers)
Studentfeedback
“Thisclasshasreallyhelpedrealizethateveryonehastheirowntruth…it’sjustthisempathy...tohearwhatsomeoneissayingandactuallylistentoitandtrytofigureoutwherethatcomesfromandhowyou’resituatedinthattruth.”
Identity(whooneis)
Relationships(howonerelateswithothers)
Knowledge(howoneknows)
Studentfeedback
Part2:45min.Workshop(interactive,smallgroups)
WorkshopFlow:1. Facilitatorsmodelhowtodevelopandintegratea
dialoguefocusandquestion2. Participantsbreakintosmallgroups,fill out
worksheet form withguidingquestions3. Discusschallengingtopicsandconversationsyouface
andhowdialoguemayhelpovercomeobstacles.4. Backtolargergroupè Askforafewvolunteersto
sharetheirideasgenerated;grouprespondswith“questionsofcuriosity”,concernsandareasforfuturework
5. Closingremarks;resources
Activity(20min)• Workshopparticipantsusetheworksheetto:
1. IdentifyONElearningobjectivefromyourcourseandachallengingtopicorconversationrelatedtothatlearningobjective.
2. Whatdialogue questioncouldyouasktoimprovelearningandcommunicationonthattopic?
3. Whatistheimpactyouarehopingforattheconclusionofthedialogue?
Probingquestions:– Whatinsightortransformationdoyouwantyourstudentstogain
fromthedialogueexperience?– Considerhowyoumightpromptstudentstosharesomethingabout
theirpersonalexperiences/values/beliefsinawaythatwillengagetheircuriosityaboutothers’viewpoint
– Whatchallengesandbarriersdidyouexperienceindevelopingyourtopicordialoguequestion?
Shareideasandexamples(20min)
• Ask volunteerstosharetheirideasfordesigningadialoguefortheirclass:
Describeyourchosencoursetopic,yourquestion,andtheimpactyoubelievemayresultinresponsetoadialogicdiscussioninyourclassroom?
Closingremarks/resources(5min)
• “Inonebreath,shareonethingtheywouldliketothinkabout,workon,ordiscuss”
TheDialogicClassroom-DEVELOPINGDIALOGUE-BASEDTEACHINGMETHODS
INYOURCLASSROOM
NEWtrainingprogramindialoguewillinclude:
•Onedaytrainingindialoguefacilitationandprinciplesofin-classdialogue(Summer2018)•Half-daytraininginintegratingdialogueinyourcoursesyllabus(Summer2018)•Ongoingsupportyouruseofdialogictechniquesinyourclassduringthesemester.
SUPPORTEDBY• TempletonFoundationandTisch CollegeInitiativeinCivicScienceTisch CollegeDialogueFellowsProgram