UK PSF

REFLECTION

PEER OBSERVATIONS

PGCAP, core module, week 1

1

aims

introduce

the UK PSF

the concept of reflective practice and continuing

professional development within HE

peer observation

2

intended learning outcomes

By the end of the session, you will have had the opportunity to:

• discuss experiential learning and learning through reflection to enhance practice

• recognise the importance of peer observation and discuss key characteristics of how to conduct effective peer observations

• examine the UK Professional Standards Framework (PSF) and recognise its importance for own professional development

• explain the importance of reflective practice, including reflection on-and in-action

• explore the use of portfolios and different media to record reflection

• develop a strategy to embed reflection in own practice

3

Who are we?

Let‟s play and test

each other on the

content of the

module guide!

4

UK PSF

PGCAP, core module, week 1

5

What does good practice

look like for teaching in HE?

Discuss and create a poster

in your learning sets.

(10min)

Good practice6

UK Professional Standards Framework

(UK PSF)

• A framework for standards!

• for teaching and supporting learning in HE

• proposed in the White Paper The Future of Higher

Education (2003)

• areas of activity, core knowledge and professional

values derived from the Higher Education Academy‟s

existing Accreditation Scheme

• professionalisation of teaching and supporting

learning in HE

7

UK Professional Standards Framework

(UK PSF)

The standards framework aims to act as:

• an enabling mechanism to support the professional development of staff engaged in supporting learning

• a means by which professional approaches to supporting student learning can be fostered through creativity, innovation and continuous development

• a means of demonstrating to students and other stakeholders the professionalism that staff bring to the support of the student learning experience

• a means to support consistency and quality of the student learning experience.

8

UK PSF

• 6 areas of activity

• 6 core knowledge

• 5 professional values

• for Fellowship of HEA & PGCert need to engage with all of these.

• http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf

• http://tinyurl.com/ukpsf

9

What does good practice

look like for teaching in HE?

Compare your posters

against the the UK PSF

(5min)

Good practice and UK PSF10

action plan

Where am I now?

What are my strengths?

On what am I going to work on?

...

11

REFLECTION

PGCAP, core module, week 1

12

What is reflection?

“Reflection is a form of mental processing – like a form of thinking – that we

may use to fulfil a purpose or to achieve some anticipated outcome or we may

simply „be reflective‟ and then an outcome can be unexpected. Reflection is

applied to relatively complicated, ill-structured ideas for which there is not an

obvious solution and is largely based on the further processing of knowledge

and understanding that we already possess.”

Moon (2004, p. 82)

What 3 words in this quote stand

out as most important to you?

14

What is reflection?

“Reflection is a form of mental processing – like a form of thinking – that we

may use to fulfil a purpose or to achieve some anticipated outcome or we may

simply „be reflective‟ and then an outcome can be unexpected. Reflection is

applied to relatively complicated, ill-structured ideas for which there is not an

obvious solution and is largely based on the further processing of knowledge

and understanding that we already possess.”

Moon (2004, p. 82)

What 3 words in this quote stand

out as most important to you?

15

Why Reflect?

What will you get out of reflection?

What‟s in it for me?

16

How? Reflective Cycle (Gibbs, 1988)

1. Description

What happened?

2. Feelings

What were you thinking and feeling?

3. Evaluation

What was good and bad

about the experience?

4. Analysis

What sense can you make

of the situation?

5. Conclusion

What else could you

have done?

6. Action plan

If it arose again, what would you

do?

Turning experience into learning!

http://www.hcc.uce.ac.uk/dpl/nursing/Placement

%20Support/Model%20of%20Reflection.htm

•The role of emotions

•Emotional reactions

•Emotions can distort events

(Moon, 2004)

http://www.youtube.com/

watch?v=leIPj3SIbNU

music and

emotions

17

So What? deepening reflection

describing

feeling

analysing

reasoning

stepping back

challenging own ideas

being self-critical

linking to theory

exploring options

linking to action

Kolb (1984), Gibbs (1988); Moon (2004)

18

Who?

“Sharing your professional and personal skills and

experiences with another promotes growth and

development that might not otherwise be possible. It

is based upon encouragement, constructive

comments, openness, mutual trust, respect and the

willingness to learn and share”. (Schulte, 2008, p. 1)

Moran & Dallat (1995) see a

danger in practising monopolised

self-reflection and recommend the

use of reflection as a collegial

activity.

19

When?

Schön D A (1987)

reflection

in action

reflection

on action

20

reflection and positionality

What am I bringing to the situation?

What is my view of the students?

Of myself?

(Schön, 1983)

Reflective practice has something confessional

(McFarlane and Gourlay, 2009)

reflection-on-action

This reflection takes place later.

It’s usually a more mature process in which we can consider different aspects of the situation and possibilities.

22

Listen!

The time-factor, former PgCert participant

shares her thoughts

23

reflection-in-action

Is about ‘thinking on your feet’.

Quick reflection whilst your are interacting with others is almost automatic – you act on the basis of your experience and intuition to deal with situations which arise.

24

1 picture is worth 1000 words

Direct link:

http://www

.youtube.c

om/watch

?v=R7aL

WbSv0Dg

25

How else? different media26

a comparison

Essay/report Reflective writing

The subject matter is likely to be clearly defined. The subject matter may be diffuse and ill-structured.

The subject matter is not likely to be personal. The subject matter may be personal.

The subject matter is likely to be given. The subject matter may be determined by the writer.

The purpose of this kind of writing is set in advance, usually fairly precisely in a

title/topic.

There may be purpose, but it is more of the nature of a „container‟ or direction,

not a precise title that predicts the outcome.

Most of the ideas drawn into an essay/report will be predictable and will be

determined by the subject matter.

Ideas will be drawn into reflective writing from anywhere that the writer

believes to be relevant. What is drawn in will be determined by the sense being

forged by the writer.

There will be a conclusion. There may be a conclusion in that something has been learnt, or there may be a

recognition of further areas for reflection.

Essays/reports are more likely to be „one off‟ – finished and handed in. Reflective writing may be a part of a process that takes place over a period of

time.

There is likely to be a clear structure of introduction, discussion and conclusion. There is not necessarily a clear structure other than some description at the

beginning and some identification of process made. Structures, such as questions

to prompt reflective activity may be given.

The writing style is likely to be relatively objective – probably without use of the

first person.

The writing style is likely to be relatively subjective, using the first person.

An essay or report is usually intended to be a representation of learning. The intention underlying reflective writing is likely to be for the purpose of

learning.

An essay/a report is likely to be the product of a thinking process, tidily

ordered.

Reflective writing usually involved the process of thinking and learning, and it is

therefore not necessarily „tidy‟ in its ordering.Mo

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20

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27

PGCAP Assessment criteria

Competence and engagement within an area(s) of

relevance to the module (and, as appropriate, to the

UK Professional Standards Framework)

Engagement with, and application of, relevant

research literature and theory

Reflection on your learning and the development of

your practice

28

Classification, a model for

assessment

abbreviation/title characteristics

3 CritR

Critical Reflection

Critical exploration and reasoning of practice in a wider

context, link to theory and thinking about the effects upon others

of one's actions.

2 DialR

Dialogic Reflection

Stepping back, practice analysed, reasoning well developed,

linking own viewpoints with these of other, exploring problem

solving.

1 DescR

Descriptive Reflection

Own practice is analysed, some reasoning for decisions and

actions, limited to own viewpoints and perspective.

0 RepoR0

Reporting, no reflection

Accounts limited to reporting events sporadic evidence of

reflection.

criteria based on Hatton‟s and Smith‟s (1995), also adapted by Moon (2004)

29

Criteria 3: Reflection

Pass (excellent) - There is rich evidence of deep and appropriate reflection including critical exploration

and reasoning about your practice within the wider HE context. Your work provides a clear picture of the

impact of your learning on your practice. Your self-analysis is good. You provided a clear and precise

action plan for further development. Your plan is completely informed by the reflection. You indicate how

your ongoing actions will be assessed for impact.

Pass (good) - Your reflections are a mix of surface (tending towards descriptive) and deep levels of critical

reflection. There is evidence of self-analysis and your learning during the module. You provide an action

plan with some specific details. Some clear linkage between your ongoing plan and your reflections is

evident.

Pass - Your reflections are mainly surface or descriptive reflections, rather than analytical. You have started

to make sense of your learning during the module and there is some self-analysis. You have put an action

plan together but this lacks specific detail and is not always linked to the reflection.

Fail - There is limited reflection and primarily a descriptive reporting of events, or no reflection. There is no

or only limited self-analysis and your action plan is not linked to reflections or there is no action plan.

30

Dance Lesson 2

I want to consider a situation that arose in a potentially unsettled mixed ability class where I was teaching dance. The focus of the situation was Ben, one of two statemented pupils. The situation left me feeling guilty and inadequate as a teacher.

I began the lesson with slightly uneasy feelings. I noticed that there were several absences. The pupils had been creating their dance in pairs with some of the partners absent, they would have to co-operate in new pairings. Co-operation was a problem for some. The children are mixed in their abilities and I had already been thinking that I need to develop strategies both to help individuals when they work outside their friendship groups and also where they need to create new material quickly. I began the lesson with these concerns and thoughts in mind.

I started the warm-up when the learning support assistant came in to work with Jade, the other statemented pupil. It might have been helpful if she had come in just a few minutes before. Generally, however, things went well in the warm-up. I felt that I had got that right with simple and fun activities and because the skill level was low, everyone could join in and enjoy it. It really engaged them and this good start probably helped later when things got distracting….

(incomplete slide, see handout)

31

Giving Feedback

Write feedback on the reflection.

Use the classification model to help determine the

„depth‟ of reflection.

Share and compare your feedback

32

reflections, sharing with others

www.pebblepad.co.uk/salford

www.wordpress.com

My eportfolio

critical friend

module tutor

mentorpeers

personal tutor

33

Using reflection for action research

1. Description

What happened?

2. Feelings

What were you thinking and feeling?

3. Evaluation

What was good and bad

about the experience?

4. Analysis

What sense can you

make of the situation?

5. Conclusion

What else could you

have done?

6. Action plan

If it arose again, what would you

do?

http://www.hcc.uce.ac.uk/dpl/nursing/Placement

%20Support/Model%20of%20Reflection.htm

34

A learning activity based on reflection on

experience to enhance/change an element

of own practice

ACTION RESEARCH

PGCAP, core module, week 1

35

action research

A learning activity based on reflection on experience

to enhance/change an element of own practice

series of spirals (planning, acting, observing,

reflecting, revising, implementing)

Lewin,

Moreno, Gasset, Herron & Reason

McNiff, Carr & Kemmis, Koshy, Gray, Cohen, Mannion & Morrison

Lewin‟s action research spiral

Identifying a general/initial idea

Reconaissance or fact-finding

planning

first action step

evaluate

amend plan

second action step

evaluate

OBSERVATIONS

PGCAP, core module, week 1

38

Who - Peer observations:

5 in total

40

Empowering (being observed)

Be prepared!

Make a session plan

Establish a focus for the session.

What does the observer want to see?

Prepare the rationale/narrative for the session

Engage with relevant literature before the session to link theory and

practice around your focus.

Forward the completed pre-observation proforma to the observer in

advance

Check your plan.

Remember! Tutor support available if needed.

42

peer observation checklist (observing)

What went well

Achievement of the aims and learning outcomes

Effectiveness of teaching methods used

Meeting of learner needs

Use of resources

Assessment/feedback considerations

Opportunities for student interaction

Adherence to the timed session plan

Comment on focus/aspect given

Reflection on observation should include reflection

on feedback conversation with observer

The observer

comments on these!

You might want to

record the

conversation

43

Observations – the process

• Pre-observation form (in e-portfolio/Blackboard

– Need to share with observer

• Observation

• Feedback from observer

• Reflective Account (including links to literature)

• What is assessed?

– The reflective account based on the 3 assessment

criteria

44

revisiting your learning statement

What personal learning experiences have influenced my thoughts about

teaching?

How do I learn?

How do my students learn?

What does university teaching and learning mean to me?

What do I want my students to learn?

What strategies and techniques do I employ in helping students to learn?

What are my strengths as a teacher?

What areas do I need to develop further and why?

What do I want to know more about?

What are my options?

What will I do and by when?

Make learning

statement available

to peers and tutor!

46

intended learning outcomes

By the end of the session, you will have had the opportunity to:

• Discuss experiential learning and learning through reflection to enhance practice

• understand the concept of peer observation and key characteristics of how to conduct effective peer observations

• be aware of the UK Professional Standards Framework (PSF) and understand its importance for own professional development

• develop an understanding of reflective practice, including reflection on- and in-action

• explore the use of portfolios and different media to record reflection

• develop a strategy to embed reflection in own practice

47

references

Brown M, Fry H & Marshall S (2006) Reflective Practice, in: Fry H, Ketteridge S & Marshall S (2006) A Handbook for Teaching & Learning in Higher Education.

Enhancing Academic Practice, Oxon: RoutledgeFalmer, pp. 215-225.

Ghaye T & Lillyman S (1997) Learning Journals and Critical Incidents: Reflective Practice for Health Care Professionals, London: Mark Allan Publishing.

Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods, Further Education Unit, Oxford: Oxford Brookes University.

Hatton, N & Smith, D (1995) Reflection in teacher education – towards definition and implementation, Teaching and Teacher Education,11 (1), pp 33-49.

Imel, S (1992) Reflective Practice in Adult Education, Columbus OH: ERIC Clearinghouse on Adult Career and Vocational Education, ERIC Digest No. 122

Kolb D A (1984) Experiential Learning, Prentice Hall, New Jersey: Englewood Cliffs.

Lisewski, B & Cove, G (2007) Peer Observation for Teaching Code of Conduct University of Salford.

McFarlane, B & Gourlay, L (2009) The reflection game: enacting the penitent self, Teaching in Higher Education 14/4, pp. 455-459.

Moon, J (2005) Learning through Reflection, available at

http://www.heacademy.ac.uk/resources/detail/resource_database/id69_guide_for_busy_academics_no4_moon [accessed 15 September 2010]

Moon, J (2004) A Handbook of Reflective and Experiential Learning. Theory and Practice, Oxon: Routledge.

Moon, J (2004a) Reflection and employability, available at http://www.heacademy.ac.uk/resources/detail/resource_database/id331_Reflection_and_employability

[accessed 15 September 2010]

Moran A & Dallat J (1995) Promoting reflective practice in initial teacher training, International Journal of Educational Management, MCB University Press Limited, Vol.

9 No. 5, pp. 20-26.

Peel, D (2005) Peer Observation as a Transformatory Tool? Teaching in Higher Education, 10 (4) 489-504

Ramsden, P (1992) Learning to Teach in Higher Education London: Routledge.

Schön D A (1987) „Educating the Reflective Practitioner‟ , San Francisco: Jossey Bass.

Schön, D A )1983= The Reflective Practitioner: How professionals think in action, Ashgate.

Schulte, J (2008) Give Back – Be a Mentor!, www.ezinearticles.com [accessed 10 September 2010]

UK Professional Standards Framework, HEA available at

http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf [accessed 9 Sep 2010]

How? Reflective Cycle (Gibbs, 1988)

1. Description

What happened?

2. Feelings

What were you thinking and feeling?

3. Evaluation

What was good and bad

about the experience?

4. Analysis

What sense can you make

of the situation?

5. Conclusion

What else could you

have done?

6. Action plan

If it arose again, what would you

do?

49