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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
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