Reflective Collaborative Conversations: Articulating Intention and Reflecting upon Action Dale Vidmar Information Literacy and Instruction Coordinator

Reflective Collaborative Reflective Collaborative Conversations:Conversations:Articulating Intention and Articulating Intention and Reflecting upon ActionReflecting upon Action

Dale VidmarInformation Literacy and Instruction Coordinator/

Education, Communication, Health & Phys. Ed. LibrarianSouthern Oregon University Library

[email protected]

http://www.sou.edu/~vidmar/lillywest2009/vidmar.ppt

Lilly West 2009 Conference on College and University TeachingPomona, California

March 20, 2009

Participants will be able to: Structure a reflective collaborative conversation around diverse activities

such as classroom teaching, creating learning modules, organizational retreats, or strategic plans.

Function in the various roles of teacher, facilitator, and observer with colleagues.

Engage in a reflective process to promote formative collaborative assessment.

Existential Question: Why are We Here?

Reflective Collaborative Reflective Collaborative ConversationsConversations

Therefore, one of the most promising ways to improve

learning is to improve teaching.”

“The quality of student learning is directly, although not exclusively, related to the quality of teaching.

- Thomas Angelo

from Classroom Assessment Techniques

Reflective Collaborative Reflective Collaborative ConversationsConversations

Reflective Collaborative Reflective Collaborative ConversationsConversations

A formative process that facilitates

introspection and self-awareness prior to, during, and after

teaching.

The Intentional TeacherThe Intentional Teacher

A primary characteristic of an outstanding

teacher is intentionality–

Having a purpose with which to cultivate

informed reflection.

Why Reflection?Why Reflection?

“Experience itself is actually the ‘greatest teacher,” . . .

What Does Our Experience Say?What Does Our Experience Say?

Why Reflection?Why Reflection?

“Experience itself is actually the ‘greatest teacher,” . . .

not

“we do not learn as much from experience as we learn

from reflecting on that experience.”

- Thomas S.C. Farrellfrom Reflective Practice in Action:

80 Reflection Breaks for Busy Teachers

Why Reflection?Why Reflection?

Do you ever talk with colleagues after class

about teaching?

How does this affect your teaching?

Do you ever talk with students after class

about your teaching?

Reflective Collaborative Reflective Collaborative ConversationsConversations

Intention: Planning Conversation

Classroom Experience

Reflection:Reflective Conversation

Critical Incidents: Transformative Events

Critical IncidentsCritical Incidents

• Critical incidents (Brookfield) – a vividly remembered event that is unplanned and unanticipated• Opportunities to examine and better understand what we do and how we do it in order to initiate change and improvement

Reflective Collaborative Reflective Collaborative ConversationsConversations

Individual: Introspection

Observer:Moderates the process

and takes notes

Facilitator:Elicits critical reflection

Trust & Collegiality

• Clarify intentions: Lesson goals and objectives• Teaching strategy and procedures: What the instructor will do?• Student achievement: What the students will do to indicate success• Data to support self-assessment: What is important to the teacher?• Establish a positive, collaborative relationship between peers

Two Primary Stages: 1. Planning Conversation

Reflective Collaborative Reflective Collaborative ConversationsConversations

• Assessment of Lesson: How did the lesson go?• Recall data to support reflections• Compare intentions with the actually lesson: What was

different and why?• Effect on future lessons: new learnings, discoveries, or insights• Comment on the coaching process and refine as needed

Two Primary Stages: 2. Reflective Conversation

Reflective Collaborative Reflective Collaborative ConversationsConversations

The Cycle of ReflectionThe Cycle of Reflection

• What am I doing?• Why am I doing what I do?• Is what I am doing effective?• How are the students responding to my teaching?• How can I improve what I am doing?

Role of the Facilitator• Set the groundwork for trust• Listen actively—seek clarification• Encourage reflection• Acknowledge the individual with

nonverbal responses • Comments should further the conversation—”Tell me more...”• Enhance conversation rather than offer opinions or ideas.

Reflective Collaborative Reflective Collaborative ConversationsConversations

Role of the Observer• Observe the process—note any

deviation from role• Take notes for the individual to

share for review and reflection• Note any thought-provoking comments or critical moments• Note nonverbal or verbal behaviors• Constructive criticism is the law

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Let’s try it!

Form into a triad and choose roles—individual, facilitator, and observer

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ReflectionReflection

In your group, list some qualities or skills that

helped promote productive critical

reflection

“Significant, meaningful, and long-term positive change will

be achieved only when it comes as a decision from

within the individual . . . based on self-evaluation”

- Lapp, N., Lascher, T., Matthews, T., Papalewis, R., & Stoner, M.

from “A Proposal for Formative Assessment of Teaching”

The Craft of TeachingThe Craft of Teaching

References and References and ResourcesResources

• Angelo, T. (1993), Classroom assessment techniques: A handbook for teachers, Jossey-Bass, San Francisco.

• Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

• Costa, A. & Garmston, R. (1994). Cognitive coaching: a foundation for renaissance schools. Norwood, MA: Christopher Gordon.

• Farrell, T. S. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. Thousand Oaks, CA: Corwin Press.• Lapp, N., Lascher, T., Matthews, T., Papalewis, R., & Stoner, M. (2003, June). A proposal for formative assessment of teaching. Retrieved May 22, 2008 from http://campus.sou.edu/~vidmar/reflective_peer_coaching/FormativeAssessmentLitReview.pdf • Slavin, R. E. (2006). Educational psychology: Theory and

practice. Boston: Pearson/Allyn and Bacon.

References and References and ResourcesResources

• Vidmar, D. J. (2006). “Reflective peer coaching: Crafting collaborative self-assessment in teaching.” Research Strategies. 20 (3), 135-148.

• Vidmar, D. J. (2009, March). “Roles of the Facilitator and the Observer.” Retrieved March 20, 2009, from

http://home.sou.edu/~vidmar/lillywest2009/roles.doc.

• Vidmar, D. J. (2009, March). “Collaborative Peer Conversation Questioning Strategies.” Retrieved March 20, 2009 from http://home.sou.edu/~vidmar/lillywest2009/

reflective_collaborative_conversation_questions.doc.

Reflective Collaborative Reflective Collaborative Conversations:Conversations:Articulating Intention and Articulating Intention and Reflecting upon ActionReflecting upon Action

Dale VidmarInformation Literacy and Instruction Coordinator/

Education, Communication, Health & Phys. Ed. LibrarianSouthern Oregon University Library

[email protected]

http://www.sou.edu/~vidmar/lillywest2009/vidmar.ppt

Lilly West 2009 Conference on College and University TeachingPomona, California

March 20, 2009