hepp7001 assignment workshop slides
DESCRIPTION
Slides from 7001 workshops in MarchTRANSCRIPT
HEPP7001 Foundations of Academic Practice
Assignment Seminar
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
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
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
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
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?
Reflection
Reflections
Metaphors for reflection
‘We don’t see things as they are, we see things as we are’
Cicero. Philosopher
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
‘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”.’
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)
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.
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
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.
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.
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.
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.
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.
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.
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)