developing teachers from a distance
DESCRIPTION
A Centre for Distance Education seminar on Developing Teachers at a Distance, conducted by Dr Ayona Silva-Fletcher and Dr Kim Whittlestone from the Royal Veterinary College (http://www.live.ac.uk/html/people.html)TRANSCRIPT
Developing teachers at a distance
Ayona Silva-Fletcher, BVSc MSc PhD MA (Med Ed) FHEA
Kim Whittlestone, BVetMed MRCVS MA (Med Ed) FHEA
www.live.ac.uk/html/MScVetEd.html MS
c in
Vete
rin
ary
Ed
uca
tion
20/06/2012
Workshop overview
Background Key concepts & process Example teaching video’s
• Your thoughts• How we give feedback
Patchwork texts in observation• Examples for analysis
Challenges & changes
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Principles and
Practice
Student Learning
Teaching methods
Integrated curriculum
Assessing student learning
Evaluating and
improving practice
Background MSc in Veterinary Education
• Launched September 2009 (Diploma)• PGCert September 2010• DL version PGCert September 2011
Current Issues
Developing learning materials
Evaluating educational
literature
Developing educational strategies
Developing skills
Self-regulated learners
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The ‘terrifying territory’ of Reflection
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What matters most is how you see yourself…
http://flagwallpapers.com/ambitious-cat-with-mirror/20/06/2012
Patchwork texts
A ‘patch’ is a short discursive and reflective essay
Final assignment
Patch 1
Patch 2 Patch 3
Patch 4
Dalrymple, R and Smith, P (2008) The Patchwork Text: enabling discursive writing and reflective practice on a foundation module in work-based learning. Innovations in Education and Teaching International 45, 47-54
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Teaching observations
Face-to-face
Pre-obs patch Observation Discussion Post-obs
patch
Distance Pre-obs patch
Video recording
Skype discussion
Post-obs patch
What?
Why?
So
what?
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Example teaching video
How would you feedback on this session?
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Thoughts and comments
The feedback sandwich• Reinforcing statement• Corrective statement (don’t use the word ‘but’ to start this)• Reinforcing statement
The “Pendleton model”• Learner states what was good• Teacher states areas of agreement and elaborates on good performance• Learner states what could have been improved• Teacher states what they think could have been improved
The reflective feedback conversation• Like Pendleton model, but stronger emphasis on learner stating what could
have been improved, exploring areas for improvement and getting feedback from the teacher on their suggestions
PENDLETON, D., SCHOFIELD, T., TATE, P. & HAVELOCK, P. 1984. The consultation: an approach to teaching and learning. Oxford: Oxford University Press.
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Example teaching video 2
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Patchwork text exemplars
Compare and contrast the two students• Reflective capability• Use of literature• Planning / change of practice
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Challenges & changes
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Challenges
Explaining the process Permission to video Scheduling f2f Video files too big to send Form filling!
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Changes
Face-to-face
Pre-obs patch Observation Discussion Post-obs
patch
Distance Pre-obs patch
Video recording
Skype discussion
Post-obs patch
New combined
Pre-obs patch
Video recording
Post-obs patch
Discussion (F2F or Skype)
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Take home messages
Teaching observations can be done effectively at a distance
Guidelines & instructions need to be really detailed and clear!
Participants regard this as one of the most valuable experience in the course.
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Thank you!
Ayona Silva-Fletcher, BVSc MSc PhD MA (Med Ed) FHEA
Kim Whittlestone, BVetMed MRCVS MA (Med Ed) FHEA
www.live.ac.uk/html/MScVetEd.html MS
c in
Vete
rin
ary
Ed
uca
tion
20/06/2012