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HEPP7001 Foundations of Academic Practice Assignment Seminar

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Page 1: HEPP7001 Assignment Workshop Slides

HEPP7001 Foundations of Academic Practice

Assignment Seminar

Page 2: HEPP7001 Assignment Workshop Slides

Plan for this session

• Brief review of your patch content• Visualising how your learning has

developed through the patchwork assignment

• Constructing your reflections – peer discussion

• Reflective models to support your commentary

Page 3: HEPP7001 Assignment Workshop Slides

Activity 1

• Briefly summarise your patch content in the shapes

• Draw arrows to indicate any connections there may be between the patches – annotate the arrow lines with those connected ideas

Page 4: HEPP7001 Assignment Workshop Slides

Activity 2

• Choose 4 squares of coloured paper and number them to correspond with your patches

• Blue = 1; yellow = 2; green = 3; pink = 4

• Arrange the squares, using the wool as the connecting thread, in a way that represents your overall learning

Page 5: HEPP7001 Assignment Workshop Slides

Activity 3

• Discuss your configuration of patches and your learning process with someone you have not worked closely with before

• Remember – there is no‘wrong’ way … just different ways of conceptual development processes

Page 6: HEPP7001 Assignment Workshop Slides

So…

Thinking about your reflexive commentary now, what are the key points you have learnt and developed through creating these different patches?

They should relate to your own practice and your professional development. Are there any golden threads?

Page 7: HEPP7001 Assignment Workshop Slides

Reflection

Page 8: HEPP7001 Assignment Workshop Slides
Page 9: HEPP7001 Assignment Workshop Slides

Reflections

Metaphors for reflection

Page 10: HEPP7001 Assignment Workshop Slides

‘We don’t see things as they are, we see things as we are’

Cicero. Philosopher

Page 11: HEPP7001 Assignment Workshop Slides

What? So What? Now What?What? Descriptive

facts, what happened, by whom

substance of group interaction

So What? Shift from description to interpretative

meaning of experience for each participant

Feelings involved, lessons learned

Why?

Now what? Contextual, seeing this situation’s place in the big picture

applying lessons learned/insights gained

setting future goals, creating an action plan

Page 12: HEPP7001 Assignment Workshop Slides

‘Harry stared at the stone basin. The contents had returned to their original silvery white state, swirling and rippling beneath his gaze.

“What is it?” Harry asked shakily.

“This? It is called a pensieve”, said Dumbledore. “I sometimes find - and I am sure that you know the feeling - that I simply have too many thoughts and memories crammed into my mind.”

“Er”, said Harry, who couldn’t truthfully say that he had ever felt anything of the sort.

“At these times”, said Dumbledore, indicating the stone basin, “I use the pensieve. One simply siphons the excess thoughts from one’s mind, pours them into the basin, and examines them at one’s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form”.’

Page 13: HEPP7001 Assignment Workshop Slides

Deepening reflection

In deepening reflection, there are shifts•from description to reflective account•from no questions to questions to responding to questions•emotional influence is recognised, and then handled increasingly effectively•there is a ‘standing back from the event’•self questioning, challenge to own ideas•recognition of relevance of prior experience•the taking into account of others’ views•metacognition - review of own reflective processes(Moon, 2005)

Page 14: HEPP7001 Assignment Workshop Slides

Experiential learning cycle

Kolb (1984)

Based on experiential learning theory which views learning as a process involving continuous modification of ideas and habits as a result of experience.

Page 15: HEPP7001 Assignment Workshop Slides

Deepening reflection

Hatton and Smith’s (1995) framework offers us characteristics of reflective writing that are useful in self-reviewing our own work.

Descriptive Dialogic Critical

Towards critical reflection

Page 16: HEPP7001 Assignment Workshop Slides

Professional Portfolio

Professional StandardsIf choosing the UKPSF standards you will need to demonstrate achievement of 3 of the first 4 areas of activity (there are 5 in total).1.Design & plan learning activities and/or programmes2.Teach and/or support learning3.Assess & give feedback to learners4.Develop effective learning environmentsThese four areas are particularly aligned to the module. All 3 areas will also need to demonstrate core knowledge and professional values.If choosing the NMC standards for Practice Teachers, you must complete all 8 domains.

Page 17: HEPP7001 Assignment Workshop Slides

The portfolio will include:

• A written reflective narrative explaining your professional development and activities relating to each area of activity/domain within the chosen set of standards. You have an advised word limit of 500 words per area activity (UKPSF standards) or 200 words per domain (NMC standards).

• Examples of evidence collected throughout the module plus your relevant practice experience to support the narrative.

• Reference to underpinning theoretical concepts you have encountered, applied and critically evaluated to demonstrate an appropriate knowledge-base.

• Explicit explanation of how your professional values are embedded within your practice and inform your decision-making.

Page 18: HEPP7001 Assignment Workshop Slides

Using the evidence

• Extracts from a blog, journal or diary that reflect on practice• Responses and outputs from online learning activities• Extracts from assignment work placed in the context of the

standard• Screen shots/copies of online discussions• Examples of teaching plans and learning materials you have

designed• Examples of assessments you have designed• Examples of formative/summative feedback you have given to

learners• Examples of peer feedback that you have given/received• Peer observation/review notes

• Evidence can be in different media formats, so visual diagrams, photographs, audio and video are all acceptable.

Page 19: HEPP7001 Assignment Workshop Slides

Activity

With a partner who is working towards the same professional standards as you

•Jot down key points you would like to include in each of the domains/activity area.

•Identify potential evidence you have to illustrate your competence.

•Identify a date when you will share the first draft of your portfolio for formative feedback by your peers.

Page 20: HEPP7001 Assignment Workshop Slides

Self-assessment activity

There is a self-assessment exercise available in Bb.

It provides you with an opportunity to review your work so that you are confident that you have addressed all the areas of the module as you would wish to as well as meeting professional standards within your own disciplinary or professional area. You can use this exercise as evidence in your professional portfolio.

Page 21: HEPP7001 Assignment Workshop Slides

Submitting your assignments

Final submission dates:

Patchwork Assignment 29 April 2013 1600 BST

Professional Portfolio 13 May 2013 1600 BST

•Assignments must be submitted in webfolio format•Submit the the Pebble+ workspace

Regulations you need to be aware of…•Authorised extensions must be requested at least a week before the assignment deadline to either Simon or Dawn.•Work submitted after the submission date, but within 3 working days, will be accepted as an unauthorised late submission. The maximum mark that can be awarded is pass (50%).•Work submitted beyond 3 working days after the submission dates will be regarded as non-submission and awarded zero.

Page 22: HEPP7001 Assignment Workshop Slides

References

Boud, D., Cressey, P. and Docherty, P. (2006) (eds) Productive reflection at work: learning for changing organisations, Routledge, London

Hatton, N. and Smith, D. (1995) Reflection in Teacher Education: Towards Definition and Implementation. Teaching & Teacher Education, 11(1), pp.33-49

Kolb, D. A. (1984) ‘The process of experiential learning’, Chapter 1 in Experiential learning: experience as the source of learning and development, Available online from: http://bit.ly/GVVfA0 (accessed 28 March 2012)

Moon, J. (2005) ‘Defining and improving the quality of reflective learning’, Centre for Excellence in Media Practice, Available from: http://bit.ly/GVkDBD (accessed 28 March 2012)