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Cultivating Intention and Reflection to Improve Teaching

Discover strategies for fostering intentional reflection and collaborative peer conversations to improve teaching practices. This workshop facilitates self-awareness and introspection among educators, enabling them to articulate their intentions clearly and engage in transformative peer discussions. Participants will learn to structure effective peer conversations, differentiate assessment approaches, and implement formative assessment cycles that prioritize personal growth in teaching. Join us to cultivate meaningful dialogues that enhance your teaching practice and contribute to a supportive learning environment.

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Cultivating Intention and Reflection to Improve Teaching

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  1. Collaborative Peer Conversation: Cultivating Intention and Reflection to Improve Teaching Dale Vidmar Information Literacy and Instruction Librarian Southern Oregon University Library vidmar@sou.edu http://webpages.sou.edu/~vidmar/lotw2012/vidmar.pptx LOEX of the West 2012 Woodbury University Burbank, California June 8, 2012

  2. I know why I am at this workshop and what I want to accomplish. • Strongly Agree • Agree • Disagree • Strongly Disagree

  3. Collaborative Peer Conversation Learning Outcomes: Participants will be able to: Structure a collaborative peer conversation with a colleague based on sample questions. Differentiate formative on-going, collaborative assessment vs. summative periodic, high stakes evaluation activities. Articulate intentions in a conversational manner with a colleague and reflect upon those intentions in the context of teaching. Improve their individual teaching practice by engaging in a personal formative assessment cycle of intention, action, and reflection.

  4. At our institution, we actively work to improve our teaching outside the classroom. • Strongly Agree • Agree • Disagree • Strongly Disagree

  5. Teaching is a personal and individual practice. I prefer to keep it to myself. • Strongly Agree • Agree • Disagree • Strongly Disagree

  6. The Journey Cognitive Coaching (Costa and Garmston) - coach is integral Reflective Peer Coaching - self-actualization/teacher integral - the word coach was confusing Collaborative Peer Conversation - self-actualization/teacher integral - centers on colleagues - formative on-going process

  7. The Intentional Teacher A primary characteristic of an outstanding teacher is intentionality– Having a purpose with which to cultivate informed reflection.

  8. I typically feel apprehensive or anxious when I have a colleague evaluation. • Strongly Agree • Agree • Disagree • Strongly Disagree

  9. Collaborative Peer Conversation A formative process that facilitates introspection and self-awareness prior to, during, and after teaching.

  10. Summative Evaluation (sporadic, high stakes, judgmental “great teacher” or “good job”) vs. Formative Assessment (continuous, introspective, self-improvement, growth)

  11. I rarely have time to talk about teaching with my colleagues. • Strongly Agree • Agree • Disagree • Strongly Disagree

  12. Levels of Reflection (Schön) • Knowing in action- thinking about teaching is embedded in the act of doing • Reflection in action – teaching is informed by interpretation of the immediate situation during teaching without stopping • Reflection on action - thinking afterwards about what happened while teaching

  13. Collaborative Peer Conversation Teacher: Introspection Facilitator: Elicits critical reflection Observer: Moderates the process and takes notes Trust & Collegiality

  14. Let’s try a planning conference Team up in pairs. Decide your role: teacher or facilitator. Think of a class that you will be teaching. Use the pre-conference planning questions as a guide to interview your teaching buddy.

  15. So far, the process seems very clear. I understand my role as teacher and as facilitator. • Strongly Agree • Agree • Disagree • Strongly Disagree

  16. Collaborative Peer Conversation Intention: Planning conference Reflection: Reflective Conference Classroom Experience Critical Incidents: Transformative Events

  17. Let’s try a reflective conference Team up with your partner. Decide your role: teacher or facilitator. Think of a class that you have taught. Use the reflective post- conference questions as a guide to interview your teaching buddy.

  18. I felt comfortable talking to my peer buddy about my teaching. • Strongly Agree • Agree • Disagree • Strongly Disagree

  19. It was easier to talk about my intentions prior to teaching than my reflections after. • Strongly Agree • Agree • Disagree • Strongly Disagree

  20. The collaborative conversation helped to make me more aware of my teaching practice. • Strongly Agree • Agree • Disagree • Strongly Disagree

  21. I gained some new insight about my teaching from the collegial conversations. • Strongly Agree • Agree • Disagree • Strongly Disagree

  22. The collaborative peer conversation process was worthwhile. Let’s do it again! • Strongly Agree • Agree • Disagree • Strongly Disagree

  23. The Cycle of Reflection • What am I doing? • Why am I doing what I do? • Is what I am doing effective? • How are students responding to my teaching? • How can I improve what I am doing?

  24. References and Resources • Angelo, T. (1993), Classroom assessment techniques: A handbook for teachers, Jossey-Bass, San Francisco. • Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. • Costa, A. & Garmston, R. (1994). Cognitive coaching: a foundation for renaissance schools. Norwood, MA: Christopher Gordon. • Jacobs, H. M. (2008). Information literacy and reflective pedagogical praxis. Journal of Academic Librarianship, 34(3), 256-262. Retrieved from http://www.journals.elsevier.com/the-journal-of-academic-librarianship/ • Macdonald, K. (2009). Out of the boot camp and into the chrysalis: a reflective practice case study. The Australian Library Journal, 58(1), 17-27. Retrieved from http://www.alia.org.au/publishing/alj/58/ALJ_Feb2009_Vol58_N1_web.pdf

  25. References and Resources • Schön, D. (1987), Educating the Reflective Practitioner, Jossey-Bass, San Francisco. • Sinkinson, C. (2011). “An assessment of peer coaching to drive professional development and reflective teaching.” Communications in Information Literacy, 5(1), 9-20. Retrieved from http://www.comminfolit.org/index.php?journal=cil&page=article&op=download&path%5B%5D=v5i1p9&path%5B%5D=126 • Vidmar, D. J. (2006). “Reflective peer coaching: Crafting collaborative self-assessment in teaching.” Research Strategies. 20(3), 135-148. • Vidmar, D. J. (2012, May). “Collaborative Peer Conversation Questioning Strategies.” Retrieved from http://webpages.sou.edu/~vidmar/conversation/cpc-questions-2012.doc.

  26. Collaborative Peer Conversation: Cultivating Intention and Reflection to Improve Teaching Dale Vidmar Information Literacy and Instruction Librarian Southern Oregon University Library vidmar@sou.edu http://webpages.sou.edu/~vidmar/lotw2012/vidmar.pptx LOEX of the West 2012 Woodbury University Burbank, California June 8, 2012

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