This week I have been preparing my project action plan and sharing my thoughts with my tutor, my action learning set and some of my peers. This has further developed my thinking, particularly around timeframes and achievability and has felt reassuring. I have however, also become aware that although there is a lot of support available to students on this module in relation to our individual TEL projects, there does not seem to be an obvious institutional approach to facilitating a strategic approach to embedding TEL initiatives into our curricula. I feel somewhat frustrated by the responsibility this places on the academic to independently learn when, where and how to use learning technologies. Sentences like this; “what you need to do is download Audacity and then convert files to MP3 using LAME” are a foreign language to many of us. On top of a tremendous workload, how do we find the time, energy and motivation to work all this out? (Unless needing to pass this module of course, then the motivation is obvious.) It is perhaps not surprising that the uptake of learning technologies has been patchy (Sharp et al 2006).
I do not want to be too negative, or to do the University a disservice. There are lots of online training courses available, however these do not suit everyone. We do have a few learning technologists however they are thinly stretched. Wilson
et al (2005) suggest that in order for learning technologies to be successfully adopted consideration must be given to change management, resources, motivation and leadership. I am interested and hopeful to watch this space as the University further develops its online and distance learning portfolio, and in the meantime I will
be mindful that if I want to put what I learn on this module into practice across a programme, involving multiple staff with varying enthusiasm for TEL I should be prepared to devote a considerable amount of time to the job.
References
Sharpe, R. Benfield, G and Francis R (2006) Implementing a university e-learning
strategy: levers for change within academic schools. ALT-J, Research in Learning Technology.14, (2,). pp. 135–151
Wilson, B., Sherry, L., Dobrovolny, J., Batty, M., & Ryder, M. (2005). Adoption of learning technologies in schools and universities. In H. H. Adelsberger, B. Collis, & J. M. Pawlowski (Eds.), Handbook on information technologies for education & training. New York: Springer-Verlag.
This reflection completes the assessment requirements for the teaching observation element of this module.
Description.
My observer kindly offered extremely positive feedback about my approach to teaching and the positive impact this had on the students, and commented that he had been inspired to explore teaching using role play. We also discussed some practical issues around a technology failure and a cluttered and noisy room.
Thoughts and feelings
I was pleased to hear the positive feedback, but was concerned that I had compromised the student experience by omitting to have a back up plan for the computer outage (the session required powerpoint). I worried about this for some time afterwards.
Evaluation
I was over critical of myself in this instance. My back up plan was to know my material and be able to deliver it without needing the slides. Student feedback did not indicate any concerns in this area, and I did not feel their learning had been compromised. The slides were available on Blackboard for the students after the session. It was also not helpful to carry this worry forwards.
Analysis
The pressure on UK Higher Education organisations to please students is immense and I have a definite sense that my job security rests heavily on National Student Survey scores and the various league tables that students will use to make decisions about where to study. Students = money = a viable University = employment for lecturers such as myself. One of the questions on the NSS asks the students to rate their satisfaction with their teaching and learning experience.
Despite teaching on programme which attracts mostly local students and is funded largely by NHS Northwest (and is therefore less vulnerable than many other programmes) I realize that I am significantly affected by the pressure to ‘please’ students in order to keep my job. Is it realistic though to expect students on a very demanding course to be happy all the time? Satisfied with their lecturers all the time? Satisfied with assessments all the time? And feedback?
Nonethless, the Universities buy-in to this system means I have to work within it and at times I find it stressful. Fry et al (2003) recognize the stressful nature of attempting to teach and facilitate learning, with maintaining academic rigor (and in my case producing capable occupational therapists) whilst managing external and sometimes apparently conflicting pressures and demands. Race (2010) suggests that lecturing is a stressful role and that lectures must take care of themselves. One of the strategies he suggests for this is reflection, however I think superficial reflection (Moon 1999) can encourage one to focus on negatives. To mitigate against this introspective approach and to develop a deeper level of reflection (Moon 1999) I have found discussing my thoughts with others in real time and using social media helps me to see alternative perspectives. In this case it as helped me to see that in order to maintain sanity I need to look at the bigger picture and recognize that most of my teaching is absolutely fine.
Conclusion
I began this process by discussing my reservations about reflection. My experience on this programme and particularly as I draw to the end of this module shows me that deep reflection, involving multiple perspectives, discussion, debate and reference to literature has a significant role to play not only in enhancing teaching and learning but also in relation to stress management. Being able to step back from ones own stress inducing assumptions, unpick them, discuss with professional networks (Bodell and Hook 2011), look at the evidence that supports or refutes them and formulate a more balances approach feels like a proactive rather than reactive stance. In this case, it doesn’t take away my anxieties about my professional securities, but it does mean they are not running away with me creating ever more dramatic images of myself as a destitute single mother. This can only be a good thing.
Action Plan
This module has allowed me to get into the habit of reflecting deeply and strategically on key issues and recording those reflections. My action plan now is to continue to do this which will also be useful if I am called for audit by the Health Professions Council. It is my intention to maintain this blog as a live environment for discussion of matters related to teaching and learning, with the aim of supporting my personal development and hopefully contributing to that of others. This account is liked to my Twitter feed, and I will also link it to Facebook, which is where I have found my online home amidst some wonderful occupational therapists, students and teachers.
References
Bodell, S & Hook, A 2011, ‘Using Facebook for professional networking: a modern-day essential. ‘, British Journal of Occupational Therapy, 74(12), pp.588-590.
Fry, H., Ketteridge, S. & Marshall, S. (2003) (Eds). A Handbook for Teaching & Learning in Higher Education. Enhancing Academic Practice. 2nd Edition, London: Kogan Page.
Moon, J. (1999) Reflection in Learning and Professional Development. London: Kogan Page.
Race, P. (2010) Making Learning Happen (2nd edition). London: Sage Publications
1-4 1st December 2011 (observation will occur for 1 hour only)
Location
A106
Module & Session title
Module: Reflection in practice
Session: Listening and responding.
This session is the same session as for teaching observation number one, but delivered to a different cohort of students.
Number of learners
20
Learners
These are first year part time students in week 10 of the programme. I am module leader for this module but have not yet taught these students.
Learning outcomes to be achieved during the session
At the end of this session the students will be able to
Explain barriers and enablers to listening and responding to emotional concerns in the practice environment (comprehension).
Describe astructured approach to listening and responding toemotional concerns (knowledge)
Use a structured approach to listening and responding in the practice environment (application)
Learning outcomes are based on Bloom’s (1956) Taxonomy.
Brief session outline
The session will comprise of an introduction, and an opportunity for students to connect with each other and me, a brief PowerPoint presentation, opportunity for small group working/brainstorming, and then an interactive role play with feedback (as discussed by Parle et al 1997). Students will then be invited to evaluate the session.
Rationale for session
The session uses a variety of teaching strategies in order to elicit and recognise prior learning and experience, to appeal to varying learning styles, to generate energy and motivation from the learners and to achieve the learning outcomes.
Are there any aspects of the session you would like the observer to focus on?
I would welcome any feedback – no specific focus for the final observation. Thanks!
This reflection will utilise Gibb’s model (Gibbs and Unit, 1988) is based on feedback and discussion with my tutor following teaching observation number two. In this session I had asked the (virtual) students to collaboratively make a visual representation of an online social network using the whiteboard tools of Blackboard Collaborate, in order to reinforce one of the key learning outcomes for the session. The students engaged with the task, and produced an image that illustrated a good understanding of the concepts, and said they had enjoyed it.
Thoughts and Feelings
Although I am aware of learning styles theories and use a variety of teaching and learning methods (with didactic lecturing being the least prevalent), I was anxious about using this particular approach having previously blogged about my own reluctance to engage in some creative tasks. I believed that the students would attempt the task, but that it would become chaotic and be abandoned half completed due to the fact that they were all sitting in their own homes, collaborating in a task that would hold little value. I was surprised at the speed in which they embraced the technology, their ability to work cohesively with no planning or preparation, and moreover they said they quite enjoyed it.
Evaluation
Overall this was a good experience. Although uncomfortable, I think that it was appropriate for me to work outside of my comfort zone and experiment with some of the learning I am undertaking on the PGCAP in order to show that I am demonstrating practice that is compatible with the core knowledge and professional values associated with becoming a Fellow of the HEA (HEA, 2011).
This experience, and the subsequent feedback discussion with my tutor has motivated me to explore the theoretical arguments for diverse teaching and learning strategies, as I recognise that I need this underpinning to develop my own confidence, skill and motivation to become a more inclusive teacher.
Analysis
My PGCAP tutor has previously directed me to the work of Howard Gardener, who introduced the concept of Multiple Intelligences (Gardner, 1985) to the educational arena. Gardner defines an intelligence as a biological and psychological potential (Gardner, 1995) and on the basis of reviewing empirical studies has identified eight types of intelligence
Logical – Mathematical
Linguistic
Musical
Spatial
Bodily-kinaesthetic
Interpersonal
Intra personal
Naturalistic
Gardner asserts that each individual will have the potential for all of these intelligences, with a more highly developed aptitude in some. Having read so far, I was beginning to conclude that Multiple intelligences were akin to learning styles, therefore I was interested to later read Gardner’s own view of the differences (Gardner, 1995). He suggests that a learning style assumes a general approach that can be applied to any content ( a reflector will always be reflective) and in contrast, he suggests that Intelligence is a capacity which is geared to a specific content (numbers, sounds, images for example), and the individual will use different or combines intelligences in relation to a stimulus. My feeling is that it would be easy to disappear in the mire of debate around similarities and differences, and some authors have also attempted to integrate the two approaches claiming this compensates for the weaknesses in each approach (Silver and Strong, 1997, Silver et al., 2000). For me, the key message is that people learn differently, and that Higher Education must take account of this (Barrington, 2004).
Whilst I agree in principle with the inclusivity agenda and understand more fully the relationship between inclusivity and creative teaching, I am also becoming mindful of the challenges inherent in changing my practice. I am excited by the possibilities that have been opened up to me as I study teaching and learning for the first time, however I am realising that to embrace the inclusivity agenda will require considerable investment of time and energy and if changes are to occur at programme level, a willingness to advocate for pedagogical reform. The tension between focusing on teaching or research is palpable. Which is more valuable? Who attributes value? At the moment I feel that I am caught between a rock and a hard place in determining where to focus my efforts. It is therefore somewhat of a relief that Gardner himself suggests that not all teaching can, or should, play to all Intelligences all of the time (Gardner, 1995).
Conclusion
I have learned that there is a very robust evidence base for acknowledging differences in how people learn, and adapting teaching and learning accordingly. I also realise that this can be a time consuming process and that I am not sure where to focus my efforts. In many respects, being ignorant of possibilities was a comfortable place to be. Increased awareness inspires increased action…. increased awareness of many things can feel overwhelming as one enters the ‘consciously incompetent’ position. Fortunately, I recognise that I have been here before, and am more than hopeful of achieving conscious competence at some point.
Action plan
I have a personal development planning meeting with my manger in the next couple of weeks. I will discuss expected goals and priorities with her, and this will give me some direction and understanding of the extent of time I can dedicate to the teaching and learning element of my role. I can then cut my cloth accordingly.
References
BARRINGTON, E. 2004. Teaching to student diversity in higher education: how Multiple Intelligence Theory can help. Teaching in Higher Education, 9, 421-434.
GARDNER, H. 1985. Frames of mind: The theory of multiple intelligences, Basic books.
GARDNER, H. 1995. Reflections on multiple intelligences. Phi Delta Kappan, 77, 200.
GIBBS, G. & UNIT, F. E. 1988. Learning by doing: A guide to teaching and learning methods, Further Education Unit.
SILVER, H. & STRONG, R. 1997. Integrating learning styles and multiple intelligences. Educational Leadership, 55, 22.
SILVER, H. F., STRONG, R. W. & PERINI, M. J. 2000. So each may learn: Integrating learning styles and multiple intelligences, Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA.
Form for recording details for your teaching observation
Observer’s Name
Chrissi Nerantzi
Date & Time
Pre- Recorded online session from 14.11.11
Location
Online
Module & Session title
Module: Social Media Master Class. The aim of the Master class series is to create and maintain an effective online professional presence using professional networks.
Session: Using Facebook to develop professional networks
Number of learners
This is an optional learning opportunity for 4 students only. Students from level 5 on the Undergraduate Occupational Therapy programme at the University of Salford were invited to apply for a place.
Learning outcomes to be achieved during the session
At the end of this session the students will be able to
Explain the value of Facebook as a tool for professional networking
Describe an effective network in relation to density and diversity.
Evaluate their own professional network in relation to density and diversity
Identify and use strategies for enhancing this network for example making online contacts, demonstrating a personable online presence and developing reciprocal relationships.
Learning outcomes are based on Bloom’s (1956) Taxonomy.
Brief session outline
The session will begin with an orientation to the virtual learning environment, feedback on last months blogging activities, an introduction the subject of online networking, allocation of this months tasks, questions and close.
Rationale for session
The session is offered in a virtual classroom in order to demonstrate the use of another tool which could be utilised to facilitate online networking.
Are there any aspects of the session you would like the observer to focus on?
I would welcome general feedback on developing my online facilitation skills, but also on my use of creativity in the session (students were encouraged to use the whiteboard tools to make a visual representation of an effective online network).
This reflection is based on feedback on my teaching provided to me by my colleague as part of the teaching observation component of the PGCAP (Thankyou to my observer, Angela Hook). The feedback was very positive, with my observer commenting that the students seemed engaged and cooperative, and that they demonstrated trust in me and each other as they took part in some role play experiences. We discussed the nature of experiential learning in small groups in order to facilitate deep learning, which made me realise that whilst I instinctively felt it to be the right approach I could not fully articulate the pedagogical rational for teaching communication skills in this way.
Thoughts and feelings.
It was encouraging receiving positive feedback form a trusted observer, and pleasing to engage in a process of reflecting on my teaching practice and constructively and critically exploring ideas. I was surprised to realise that I am teaching on ‘gut instinct’, and am wondering if my natural ease with small group experiential learning occurs due to experience of running therapeutic groups as an Occupational Therapist.
Evaluation
Whilst it is good that I feel confident in this approach, and this confidence is reflected in positive feedback from my observer and from my students (who are asked to evaluate the session), I am aware that in taking an ‘instinctive’ approach to the session I may not fully understand the value and potential of this way of teaching. I am keen to explore this further and perhaps extrapolate my findings to other teaching and learning situations
Analysis
The constructivist theory of teaching and learning acknowledges the role of prior knowledge and the value of learning through experience in building (or constructing) knew understandings. Experiential learning is the sense making process of active engagement between the inner world of the person and the outer world of the environment (Beard and Wilson 2001). It is inextricably linked to deep learning through reflection (Kolb 1984) and teaching sessions that adopt this approach must embed opportunity for learning through reflection. My own teaching session achieved this through facilitating small group discussion on role play, asking the students to consider what they had seen or heard and how they could make sense of it. They were then encourages to make written notes on what this learning meant for them and how they may take it forwards.
As I have indicated already, prior to reading for this piece of work I could not have articulated the above paragraph, yet my teaching is compatible with the theory and practice of experiential learning and I feel very comfortable with it. Egan 2002 (in Beard and Wilson 2006) suggests that to facilitate this kind of learning the teacher must have high levels of wisdom and self awareness and describes further characteristics that are taken from the disciplines of psychology counselling for example empathy, congruence, unconditional positive regard (Rodgers 2004) and and awareness of group dynamics, transference and boundaries (Beard and Wilson 2006). Understanding and utilising these concepts are critical skills for occupational therapy practice and perhaps explains why I feel comfortable teaching in this way without having had an understanding of the pedagogic rationale.
Exploring these concepts has highlighted again the parallels between teaching and occupational therapy. In this case I am bringing my therapeutic experience to the classroom, but I also wonder if occupational therapists generally would benefit from a more rigorous education in teaching and learning as facilitating engagement in meaningful occupation often involves strategies of facilitating engagement, motivating another, teaching a skill assessing it. Currently the undergraduate curriculum touches on this, but perhaps it could be revisited.
I also wonder about the role of supervision in teaching. In therapeutic practice it is recognised that using oneself therapeutically to connect with other, individually and in groups is personally and professionally challenging and clinical supervision is core to ensuring the practitioner is supported and able to deliver effective interventions. Would the same principles apply in Higher Education, especially as the role of personal tutor becomes more critical in engagement and retention strategies?
My final consideration is for my PCGAP colleagues who do not have a therapeutic background as they could disprove my whole theory by also being very comfortable in teaching in this way. I would be interested in their thoughts.
Conclusion
I can now articulate the value of experiential learning in relation to deep learning, and the personal and professional attributes that are required to facilitate this type of learning. Again, the parallels between teaching and occupational therapy have been highlighted, and I am beginning to see possible synergies between the two, which feel exciting, especially in relation to the role of supervision and also curriculum development.
I need to explore the concept of supervision in teaching more thoroughly and would be interested to discuss this with Chrissi (Core Value 5). Perhaps the opportunity already exists from within the University (I am finding out about lots of things that are available to me that I was unaware of for example Endnote for free. Yey), or maybe it could be created. I am also keen to explore my colleagues’ thoughts around the potential of including more around teaching and learning in our curriculum and will discuss with those who are working alongside me on this PGCAP (Core Knowledge 2). I must assess if I am making the best use of experiential learning having realised more its educational benefits and will do this when planning my next module (Core Knowledge 2).
References
Beard C and Wilson P (2001) Power of Experiential Learning: A Handbook for Trainers and Educators. London: Kogan Page
Beard C and Wilson P (2006) Experiential learning: a best practice handbook for educators and trainers. London: Kogan Page
Rogers C (2004) On becoming a person. London: Constable.
Form for recording details for your teaching observation
Observer’s Name
Angela Hook (Senior Lecturer in occupational Therapy)
Date & Time
9-12 1st November 2011 (observation will occur for 1 hour only)
Location
A106
Module & Session title
Module: Reflection in practice
Session: Listening and responding.
Number of learners
30
Learners
These are first year students in week 6 of the programme. I am module leader for this module though I was off sick at the beginning of it and have not yet met the students face to face.
Learning outcomes to be achieved during the session
At the end of this session the students will be able to
Explain barriers and enablers to listening and responding to emotional concerns in the practice environment (comprehension).
Describe astructured approach to listening and responding toemotional concerns (knowledge)
Use a structured approach to listening and responding in the practice environment (application)
Learning outcomes are based on Bloom’s (1956) Taxonomy.
Brief session outline
The session will comprise of an introduction, and an opportunity for students to connect with each other and me, a brief PowerPoint presentation, opportunity for small group working/brainstorming, and then an interactive role play with feedback (as discussed by Parle et al 1997). Students will then be invited to evaluate the session.
Rationale for session
The session uses a variety of teaching strategies in order to elicit and recognise prior learning and experience, to appeal to varying learning styles, to generate energy and motivation from the learners and to achieve the learning outcomes.
Are there any aspects of the session you would like the observer to focus on?
I would welcome feedback on creativity, inclusivity and student engagement.
Parle, M. Maguire, P. Heaven, C. (1997). ‘The development of a training model to improve health professionals’ skills, self-efficacy and outcome expectancies when communicating with cancer patients’. Social Science & Medicine, 44 (2) , 231-240.
I decided to use ipadio as an audio blogging tool as I imagined I could audio blog from my phone and upload to WordPress. Simples. This was an attractive option given the things I discuss in the post, however it has taken me nearly two hours to get to the point of sharing this with you. I couldn’t manage it just from my phone, I have spent lots of time on both the Ipadio and WordPress website and I am thoroughly frustrated. The product was not worth the investment of time an energy.
I’m thinking that it is very important that learning technologies are used carefully, and that there is a clear benefit to the learner. It might be fantastic bit of software, but if it generates the ‘want to throw it through the window’ feeling I have just experienced, then it is probably not conducive to learning. I will continue to search for a tool I can use from my phone, and upload straight to the blog. Anyone know any I could try?
This reflection is number one of four which will be based on targeted teaching observations to part fulfil the assessment requirements for the PGCAP at the University of Salford In the UK. As I am teaching the use of Gibb’s reflective cycle (Gibbs 1988) at the moment I will use it here too. It is my hope that some of my students will visit the post and feel free to critique my application of the model.
Description
The requirements of the PGCAP have afforded me the privilege of being able to observe a male colleague of a very different discipline to mine delivering a lecture to a population of approximately 100, predominantly young, male students from a wide ethnic and cultural backgrounds. This is a complete contrast to my student population who are predominately female, local, over 25 and white. I have chosen to focus this reflection around inclusive teaching, specifically culturally congruent teaching.
Feelings.
Having been reading about inclusive teaching recently (HEA 2011), I was excited to have the opportunity to consider this from the perspective of culture and I was curious to see how my colleague might embrace the tremendous diversity in the room. I imagined that I would feel rather out of my depth in a similar situation, and noticed that I felt rather anxious about the prospect of it. I was impressed by how he engaged most of the students by providing opportunities for them to feel that their contributions were heard and respected.
Evaluation (what was good/bad about this)
Observing this session has made me very aware of my own anxiety around teaching very varied groups, but also a realization that although my student population appears on the surface to be relatively heterogeneous this is likely to be an incorrect assumption based on a superficial understanding of culture and cultural difference. I suspect that this will have resulted in a poor experience for some students and I am keen to remedy this. I am very motivated to explore the concept of cultural awareness further and to become a more inclusive teacher.
Analysis (what sense can you make of this experience)
Inclusivity has been explained as an approach to teaching and learning which allows all learners to have the opportunity to reach their personal learning potential irrelevant of gender, race, disability, culture or socio-economic status (Race 2010). The term encompasses other, possibly more familiar terms such as widening participation and equality and diversity and it is particularly important in Higher Education at the moment as the student demographic profile broadens.
Cultural awareness is an important aspect of inclusive teaching. Culture is defined as the ideas, customs, and social behaviour of a particular people or society (Oxford English Dictionary 2011) and even in my relatively homogenous student population there will still be cultural diversity. Smalley & Hank, (1992) suggest that that effective teaching is more apt to take place teaching is culturally congruent. I am a white, middle class 41 year old female from the North of England. I have lived and worked in the North of England for the whole of my life, and whilst I will have a similar cultural heritage to some of my students, I will share little heritage with others. I think it is reasonable to hypothesise that my teaching style, my assumptions and my approach to curriculum alignment is grounded in my culture, and that without mitigating against this I may be unintentionally alienating some of my learners.
The prospect of attempting to understand every possible culture is overwhelming and probable unattainable. I’m wondering if it is even necessary? Ndura (2003), writing in the context of facilitating multi-cultural teaching, suggests that teaching is not about understanding cultural ‘rules’, but about creating trust in the classroom by showing congruence, empathy unconditional positive regard (Rogers, 1980). If I show all of my students that they have been heard, respected, understood and accepted, and I have a genuine desire to meet their learning needs, I am taking small steps towards inclusively.
In occupational therapy practice we are familiar with the term ‘therapeutic use of self’ which Mosey (1986, p. 1999) defines as “the use of oneself in such a way that one becomes an effective tool in the evaluation and intervention process”. It would seem to me that I can apply this to my teaching practice too, and that a good step to becoming an effective, inclusive teacher is to understand the relationship between who I am, and how I teach, in relation to my students.
Conclusion
This reflection only scratches the surface of all of the concepts discussed, primarily because they are all very new concepts to me and ones on which I must read, study, learn and reflect on more thoroughly. I am however aware that inclusivity is of critical importance, and that culturally congruent teaching is one aspect of it. I am not yet confident in this area, but I have a desire to improve.
Action plan
My primary goal at the moment is to understand how my students experience my teaching in relation to cultural congruence. I will seek their feedback on this issue specifically during teaching and learning sessions, but I need to seek guidance and learn about the most effective ways of doing this and embedding my learning into practice. I will also discuss with my mentor and my wider learning community. I see this as an ongoing area of personal development.
References
Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.
Mosey, A. (1986). Psychosocial components of occupational therapy. New Psychosocial components of occupational therapy. Raven Press: New York
Ndura, E. (2003). ‘A multicultural education instructor’s reflective self-analysis: Facing the challenge of teaching and learning’. Multicultural Education, 11(2), 42-45.
