Reflective Teaching Workshop

Reflective Teachingthinking and writing about our work in the

classroom

Shaun Longstreet, Ph.D.

1Friday, February 8, 2008

Agenda for today

• Introductions

• Reflective practices and benefits.

• Sources for more reflective practices.

• Documenting our teaching for administrators and hiring committees


What is ‘reflective teaching’?


Being a Reflective Practitioner


Practices of reflection

What do you do?

Why should we be reflective teachers?

Why should we write about our teaching?

How do we write about our teaching?


Benefits of being a reflective practitioner

Why should we be reflective teachers?

Become aware of our assumptions

Prevents surprises

Helps us strategize

Continual improvement

Job satisfaction!


Benefits of being a reflective practitioner

Why should we write about our teaching?

Memory fades with each new quarter

Helps make the theoretical more concrete

Eases long-term documentation for hiring & promotions

Start early and update often makes the process more manageable


Questions?


ExerciseSample reflective questions. Take a couple of minutes to think about one of the questions. Then pair up and share your experiences.


HOW TO START?


Sources and evidence

Where can we look for feedback?

Classroom performance

Student evaluations

Peer / Faculty review

Theory / Teaching, Learning and Technology Center


Teaching Autobiography

Writing about our own teaching

A way to reify our practices and assumptions

A starting point for strategizing and improving our teaching

A way to communicate how we teach to others.


Questions?


Exercise

Let’s take a few minutes to do the ‘critical moments’ exercise...


DOCUMENTING OUR TEACHING


Teaching Philosophy &

Teaching Narrative

What is a teaching philosophy?

What is a teaching narrative?

How are they used/useful?


Teaching Philosophy1-2 page document.

Concise, cogent and concrete explanation of your beliefs, attitudes, and values regarding teaching & learning.

Addresses:

goals for student learning, teaching methods, measuring student learning, inclusive classroom


Teaching Narrative

Longer document 4-8 pages.

More detailed, autobiographical.

‘Cover letter’ for a teaching portfolio.


Teaching Autobiography

What is your teaching experience?

What led to your teaching to this point?

What are some of your approaches to the classroom time?

What plans do you have for your teaching in the future?


Teaching Portfolio

Coherent presentation of teaching excellence

Teaching portfolio often includes:

Teaching narrative

Summative statement of student evaluations

Syllabi

Student letters


Effective Teaching Philosophy and Portfolio

Must be clear, simple, concrete.

Is uniquely you - template portfolios are far less effective.

The portfolio evidence must be supported by and be consistent with philosophy and narrative.


Best practices:Think before you teach:

Spend as much time as you can afford on course construction

Be prepared to be somewhat flexible; think of possible contingencies

After each class session take a few minutes to jot a note or two about the class

Put in side notes on your syllabus, note changes you would make for future courses.


Questions?


Exercise

A good prompt for the beginnings of a teaching philosophy is the ‘teaching cube’.


Packet Contents

“Preparing a Teaching Portfolio” F. Mues and M. Sorcinelli

“Evaluating and Documenting Teaching Effectiveness” L. Nilson

“Becoming Critically Reflective” S. Brookfield

“Vitality and Growth Throughout Your Teaching Career” W. McKeachie


Reflective Teachingthinking and writing about our work in the

classroom

Shaun Longstreet, Ph.D.
