BECOMING MORE THOUGHTFUL AN AGENDA FOR PROFESSIONAL DEVELOPMENT c. Neil Haigh.

BECOMING MORE

THOUGHTFUL

AN AGENDA FOR

PROFESSIONAL DEVELOPMENT

c. Neil Haigh

BEING THOUGHTFUL

Knowing what it would be important or worthwhile tothink about

Knowing how to think effectivelyabout those things

WHAT TO THINK ABOUT

• experiences when things don’t go well or to plan

• surprising, unexpected experiences

• experiences when things do go well

• thoughts, thinking and feelings

eg (explanations and explaining)

THINKING ABOUT OUR THOUGHTS

One Type of Thought - ExplanationWhy think about explanations?

They influence:

• how we feel• thoughts about self• expectations for the future• what we actually do• how we try to solve problems

I wasn’t concentrating! He didn’t indicate!

THINKING ABOUT OUR THOUGHTS

Sometimes our feelings, thoughts, expectations, actions are not appropriatebecause our explanations are

• inaccurate

• incomplete

• dishonest

WE NEED GOOD ‘EXPLAINING SKILLS’

THINKING ABOUT OUR THINKING

For example – our explaining. Some skills

‘five whys’ to get past ‘first thought’ and ‘taken for granted’explanations – to ‘root cause’ explanations

Explanation AnalysisTo do with me or not?Something I can control or not?Perhaps something I can influence?

Check for Self-defensive explanationsEgo-enhancing explanationsHelplessness -justifying explanations

COLLEAGUE-ASSISTED REFLECTION

My response: I can

• observe and describe your teaching (difficult for you to do when teaching).

• be a good student, notice and describe my experience, give my personal evaluation of your teaching.

• provide ‘non judgmental feedback’ – to prompt and help your reflection (including evaluation).

What am I doing right? What am I doing wrong?

COLLEAGUE-ASSISTED REFLECTION

Your response?

What am I doing right? What am I doing wrong?

COLLEAGUE-ASSISTED REFLECTION

Non-judgmental feedback

Intended to prompt

careful reflection on experiences and actions

in the light of that reflection

make wise decisions about future goals and actions.

Feedback does not include judgments.

Judging is their responsibility

COLLEAGUE-ASSISTED REFLECTION

Non-judgmental feedback

Appropriate when

• no fool-proof recipes for how we should act

• appropriate actions are situation specific

• expectations that people take personal responsibility and

exercise professional judgment

• an opportunity is available to help someone learn how to

reflect on.

COLLEAGUE-ASSISTED REFLECTION

Why this stance? The ‘realities’ of teaching

Because factors that help – hinder learning are numerous, often unpredictable, interact in complex ways, often uncontrollable

NO FOOL-PROOF RECIPES FOR EFFECTIVE TEACHING

Effective teaching

• ‘fits’ the desired learning outcomes (alignment)

• provides the highest odds for students’ learning.

COLLEAGUE-ASSISTED REFLECTION

Repertoire

Sensitivity

Control

Research

Criteria – Evaluation

Agenda - Development

Attributes of Effective Teachers - (highest odds for learning)

COLLEAGUE-ASSISTED REFLECTION

Process

• Pre-class meeting - planning process (thoughts and thinking involved)- plan

• In-class observation – two hats – student / teaching observer

• Prepare and provide notes- observations- questions

• Conversation – discussion - non-judgmental feedback- facilitative questioning

COLLEAGUE-ASSISTED REFLECTION

Some resources

Article: Teaching teachers about reflection and ways of reflecting

Article: What am I doing right? What am I doing wrong

Giving non-judgemental feedback

Facilitative questioning

Giving judgemental feedback

Sample reflection notes