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?
