PGCAP, cohort 2: core module week 1: reflecting and developing

1

UK PSF
REFLECTION
PEER OBSERVATIONS
PGCAP, core module, week 1

aims
2

introduce

 the UK PSF

 the concept of reflective practice and continuing
professional development within HE

 peer observation

intended learning outcomes
3

By the end of the session, you will have had the opportunity to:

• discuss experiential learning and learning through reflection to
enhance practice
• recognise the importance of peer observation and discuss key
characteristics of how to conduct effective peer observations
• examine the UK Professional Standards Framework (PSF) and
recognise its importance for own professional development
• explain the importance of reflective practice, including reflection on-
and in-action
• explore the use of portfolios and different media to record
reflection
• develop a strategy to embed reflection in own practice

Who are we?
4

 Let‟s play and test
each other on the
content of the
module guide!

5

UK PSF

Good practice
6

What does good practice
look like for teaching in HE?

Discuss and create a poster
in your learning sets.
(10min)

UK Professional Standards Framework
7
(UK PSF)
• A framework for standards!
• for teaching and supporting learning in HE
• proposed in the White Paper The Future of Higher
Education (2003)
• areas of activity, core knowledge and professional
values derived from the Higher Education Academy‟s
existing Accreditation Scheme
• professionalisation of teaching and supporting
learning in HE

UK Professional Standards Framework
8
(UK PSF)
The standards framework aims to act as:

• an enabling mechanism to support the professional
development of staff engaged in supporting learning
• a means by which professional approaches to supporting
student learning can be fostered through creativity,
innovation and continuous development
• a means of demonstrating to students and other
stakeholders the professionalism that staff bring to the
support of the student learning experience
• a means to support consistency and quality of the student
learning experience.

UK PSF
9

• 6 areas of activity
• 6 core knowledge
• 5 professional values

• for Fellowship of HEA & PGCert need to engage
with all of these.
• http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewar
dandrecog/ProfessionalStandardsFramework.pdf

• http://tinyurl.com/ukpsf

Good practice and UK PSF
10

What does good practice
look like for teaching in HE?

Compare your posters
against the the UK PSF

(5min)

action plan
11

 Where am I now?
 What are my strengths?
 On what am I going to work on?
 ...

12

REFLECTION

What is reflection?
14

“Reflection is a form of mental processing – like a form of thinking – that we
may use to fulfil a purpose or to achieve some anticipated outcome or we may
simply „be reflective‟ and then an outcome can be unexpected. Reflection is
applied to relatively complicated, ill-structured ideas for which there is not an
obvious solution and is largely based on the further processing of knowledge
and understanding that we already possess.”

Moon (2004, p. 82)

What 3 words in this quote stand
out as most important to you?

What is reflection?
15

“Reflection is a form of mental processing – like a form of thinking – that we
may use to fulfil a purpose or to achieve some anticipated outcome or we may
simply „be reflective‟ and then an outcome can be unexpected. Reflection is
applied to relatively complicated, ill-structured ideas for which there is not an
obvious solution and is largely based on the further processing of knowledge
and understanding that we already possess.”

Moon (2004, p. 82)

What 3 words in this quote stand
out as most important to you?

Why Reflect?
16

 What will you get out of reflection?
 What‟s in it for me?

How? Reflective Cycle (Gibbs, 1988)
17

Turning experience into learning!
6. Action plan
If it arose 1. Description
again, what What
would you happened?
do?

•The role of emotions
•Emotional reactions
5. Conclusion 2. Feelings •Emotions can distort events
What else What were
could you you thinking
have done? and feeling? (Moon, 2004)

http://www.youtube.com/
watch?v=leIPj3SIbNU
music and
4. Analysis 3. Evaluation emotions
What sense What was
can you make good and bad
of the about the
situation? experience?

http://www.hcc.uce.ac.uk/dpl/nursing/Placement
%20Support/Model%20of%20Reflection.htm

So What? deepening reflection
18

describing

feeling

analysing

reasoning

stepping back

challenging own ideas

being self-critical

linking to theory

exploring options

linking to action

Kolb (1984), Gibbs (1988); Moon (2004)

Who?
19

“Sharing your professional and personal skills and
experiences with another promotes growth and
development that might not otherwise be possible. It
is based upon encouragement, constructive
comments, openness, mutual trust, respect and the
willingness to learn and share”. (Schulte, 2008, p. 1)

Moran & Dallat (1995) see a
danger in practising monopolised
self-reflection and recommend the
use of reflection as a collegial
activity.

When?
20

 Schön D A (1987)

reflection reflection

in on
action action

reflection and positionality
 What am I bringing to the situation?
 What is my view of the students?

 Of myself?

(Schön, 1983)

Reflective practice has something confessional
(McFarlane and Gourlay, 2009)

reflection-on-action
22

 This reflection takes place later.

 It’s
usually a more mature process in
which we can consider different
aspects of the situation and
possibilities.

Listen!
23

 The time-factor, former PgCert participant
shares her thoughts

reflection-in-action
24

 Is about ‘thinking on your feet’.

 Quick reflection whilst your are
interacting with others is almost
automatic – you act on the basis of
your experience and intuition to deal
with situations which arise.

1 picture is worth 1000 words
25

Direct link:
http://www
.youtube.c
om/watch
?v=R7aL
WbSv0Dg

a comparison
27

Essay/report Reflective writing
Moon, J (2004) A Handbook of Reflective and Experiential Learning. Theory

The subject matter is likely to be clearly defined. The subject matter may be diffuse and ill-structured.

The subject matter is not likely to be personal. The subject matter may be personal.

The subject matter is likely to be given. The subject matter may be determined by the writer.

The purpose of this kind of writing is set in advance, usually fairly precisely in a There may be purpose, but it is more of the nature of a „container‟ or direction,
title/topic. not a precise title that predicts the outcome.
Most of the ideas drawn into an essay/report will be predictable and will be Ideas will be drawn into reflective writing from anywhere that the writer
determined by the subject matter. believes to be relevant. What is drawn in will be determined by the sense being
and Practice, Oxon: Routledge, pp. 190-191.

forged by the writer.
There will be a conclusion. There may be a conclusion in that something has been learnt, or there may be a
recognition of further areas for reflection.
Essays/reports are more likely to be „one off‟ – finished and handed in. Reflective writing may be a part of a process that takes place over a period of
time.
There is likely to be a clear structure of introduction, discussion and conclusion. There is not necessarily a clear structure other than some description at the
beginning and some identification of process made. Structures, such as questions
to prompt reflective activity may be given.
The writing style is likely to be relatively objective – probably without use of the The writing style is likely to be relatively subjective, using the first person.
first person.
An essay or report is usually intended to be a representation of learning. The intention underlying reflective writing is likely to be for the purpose of
learning.
An essay/a report is likely to be the product of a thinking process, tidily Reflective writing usually involved the process of thinking and learning, and it is
ordered. therefore not necessarily „tidy‟ in its ordering.

PGCAP Assessment criteria
28

 Competence and engagement within an area(s) of
relevance to the module (and, as appropriate, to the
UK Professional Standards Framework)

 Engagement with, and application of, relevant
research literature and theory

 Reflection on your learning and the development of
your practice

Classification, a model for
29
assessment
abbreviation/title characteristics
3 CritR Critical exploration and reasoning of practice in a wider
Critical Reflection context, link to theory and thinking about the effects upon others
of one's actions.

2 DialR Stepping back, practice analysed, reasoning well developed,
Dialogic Reflection linking own viewpoints with these of other, exploring problem
solving.

1 DescR Own practice is analysed, some reasoning for decisions and
Descriptive Reflection actions, limited to own viewpoints and perspective.

0 RepoR0 Accounts limited to reporting events sporadic evidence of
Reporting, no reflection reflection.

criteria based on Hatton‟s and Smith‟s (1995), also adapted by Moon (2004)

Criteria 3: Reflection
30

 Pass (excellent) - There is rich evidence of deep and appropriate reflection including critical exploration
and reasoning about your practice within the wider HE context. Your work provides a clear picture of the
impact of your learning on your practice. Your self-analysis is good. You provided a clear and precise
action plan for further development. Your plan is completely informed by the reflection. You indicate how
your ongoing actions will be assessed for impact.

 Pass (good) - Your reflections are a mix of surface (tending towards descriptive) and deep levels of critical
reflection. There is evidence of self-analysis and your learning during the module. You provide an action
plan with some specific details. Some clear linkage between your ongoing plan and your reflections is
evident.

 Pass - Your reflections are mainly surface or descriptive reflections, rather than analytical. You have started
to make sense of your learning during the module and there is some self-analysis. You have put an action
plan together but this lacks specific detail and is not always linked to the reflection.

 Fail - There is limited reflection and primarily a descriptive reporting of events, or no reflection. There is no
or only limited self-analysis and your action plan is not linked to reflections or there is no action plan.

Dance Lesson 2
31

I want to consider a situation that arose in a potentially unsettled mixed ability class where I was
teaching dance. The focus of the situation was Ben, one of two statemented pupils. The situation left me
feeling guilty and inadequate as a teacher.

I began the lesson with slightly uneasy feelings. I noticed that there were several absences. The pupils
had been creating their dance in pairs with some of the partners absent, they would have to co-operate
in new pairings. Co-operation was a problem for some. The children are mixed in their abilities and I had
already been thinking that I need to develop strategies both to help individuals when they work outside
their friendship groups and also where they need to create new material quickly. I began the lesson with
these concerns and thoughts in mind.

I started the warm-up when the learning support assistant came in to work with Jade, the other
statemented pupil. It might have been helpful if she had come in just a few minutes before. Generally,
however, things went well in the warm-up. I felt that I had got that right with simple and fun activities and
because the skill level was low, everyone could join in and enjoy it. It really engaged them and this good
start probably helped later when things got distracting….

(incomplete slide, see handout)

Giving Feedback
32

 Write feedback on the reflection.
 Use the classification model to help determine the
„depth‟ of reflection.
 Share and compare your feedback

reflections, sharing with others
33

 www.pebblepad.co.uk/salford
 www.wordpress.com critical
friend

personal module
tutor tutor
My
eportfolio

peers mentor

Using reflection for action research
34

A learning activity based on reflection on
experience to enhance/change an element
of own practice

6. Action plan
again, what What
would you happened?
do?

5. Conclusion 2. Feelings
What else What were
have done? and feeling?

4. Analysis 3. Evaluation
What sense What was
can you good and bad
make of the about the
http://www.hcc.uce.ac.uk/dpl/nursing/Placement
%20Support/Model%20of%20Reflection.htm

35

ACTION RESEARCH

action research
 A learning activity based on reflection on experience
to enhance/change an element of own practice
 series of spirals (planning, acting, observing,
reflecting, revising, implementing)

Lewin,
Moreno, Gasset, Herron & Reason
McNiff, Carr & Kemmis, Koshy, Gray, Cohen, Mannion & Morrison

Lewin‟s action research spiral

evaluate Identifying a general/initial idea

evaluate amend plan

first action step Reconaissance or fact-finding

planning

second action step

38

OBSERVATIONS

Who - Peer observations:
40

5 in total

Empowering (being observed)
42

 Be prepared!
 Make a session plan
 Establish a focus for the session.
 What does the observer want to see?
 Prepare the rationale/narrative for the session
 Engage with relevant literature before the session to link theory and
practice around your focus.
 Forward the completed pre-observation proforma to the observer in
advance
 Check your plan.

 Remember! Tutor support available if needed.

peer observation checklist (observing)
43

 What went well
 Achievement of the aims and learning outcomes The observer
comments on these!
 Effectiveness of teaching methods used
 Meeting of learner needs You might want to
record the
 Use of resources conversation

 Assessment/feedback considerations
 Opportunities for student interaction
 Adherence to the timed session plan
 Comment on focus/aspect given

 Reflection on observation should include reflection
on feedback conversation with observer

Observations – the process
44

• Pre-observation form (in e-portfolio/Blackboard
– Need to share with observer
• Observation
• Feedback from observer
• Reflective Account (including links to literature)
• What is assessed?
– The reflective account based on the 3 assessment
criteria

revisiting your learning statement
46

 What personal learning experiences have influenced my thoughts about
teaching?
 How do I learn?
 How do my students learn?
 What does university teaching and learning mean to me?
 What do I want my students to learn?
 What strategies and techniques do I employ in helping students to learn?
 What are my strengths as a teacher?
 What areas do I need to develop further and why?
 What do I want to know more about?
 What are my options? Make learning
 What will I do and by when? statement available
to peers and tutor!

intended learning outcomes
47

By the end of the session, you will have had the opportunity to:

• Discuss experiential learning and learning through reflection to
enhance practice
• understand the concept of peer observation and key characteristics
of how to conduct effective peer observations
• be aware of the UK Professional Standards Framework (PSF) and
understand its importance for own professional development
• develop an understanding of reflective practice, including reflection
on- and in-action
• explore the use of portfolios and different media to record
reflection
• develop a strategy to embed reflection in own practice

references
 Brown M, Fry H & Marshall S (2006) Reflective Practice, in: Fry H, Ketteridge S & Marshall S (2006) A Handbook for Teaching & Learning in Higher Education.
Enhancing Academic Practice, Oxon: RoutledgeFalmer, pp. 215-225.
 Ghaye T & Lillyman S (1997) Learning Journals and Critical Incidents: Reflective Practice for Health Care Professionals, London: Mark Allan Publishing.
 Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods, Further Education Unit, Oxford: Oxford Brookes University.
 Hatton, N & Smith, D (1995) Reflection in teacher education – towards definition and implementation, Teaching and Teacher Education,11 (1), pp 33-49.
 Imel, S (1992) Reflective Practice in Adult Education, Columbus OH: ERIC Clearinghouse on Adult Career and Vocational Education, ERIC Digest No. 122
 Kolb D A (1984) Experiential Learning, Prentice Hall, New Jersey: Englewood Cliffs.
 Lisewski, B & Cove, G (2007) Peer Observation for Teaching Code of Conduct University of Salford.
 McFarlane, B & Gourlay, L (2009) The reflection game: enacting the penitent self, Teaching in Higher Education 14/4, pp. 455-459.
 Moon, J (2005) Learning through Reflection, available at
http://www.heacademy.ac.uk/resources/detail/resource_database/id69_guide_for_busy_academics_no4_moon [accessed 15 September 2010]
 Moon, J (2004) A Handbook of Reflective and Experiential Learning. Theory and Practice, Oxon: Routledge.
 Moon, J (2004a) Reflection and employability, available at http://www.heacademy.ac.uk/resources/detail/resource_database/id331_Reflection_and_employability
[accessed 15 September 2010]
 Moran A & Dallat J (1995) Promoting reflective practice in initial teacher training, International Journal of Educational Management, MCB University Press Limited, Vol.
9 No. 5, pp. 20-26.
 Peel, D (2005) Peer Observation as a Transformatory Tool? Teaching in Higher Education, 10 (4) 489-504
 Ramsden, P (1992) Learning to Teach in Higher Education London: Routledge.
 Schön D A (1987) „Educating the Reflective Practitioner‟ , San Francisco: Jossey Bass.
 Schön, D A )1983= The Reflective Practitioner: How professionals think in action, Ashgate.
 Schulte, J (2008) Give Back – Be a Mentor!, www.ezinearticles.com [accessed 10 September 2010]
 UK Professional Standards Framework, HEA available at
http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf [accessed 9 Sep 2010]

How? Reflective Cycle (Gibbs, 1988)

49

6. Action plan
again, what What
would you happened?
do?

5. Conclusion 2. Feelings
What else What were
have done? and feeling?

4. Analysis 3. Evaluation
What sense What was
can you make good and bad
of the about the

PGCAP, cohort 2: core module week 1: reflecting and developing

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PGCAP, cohort 2: core module week 1: reflecting and developing