Presentation on theme: "Reflecting on Practice"— Presentation transcript:
1 Reflecting on Practice Discussing current research on how people learnLynn Tran, The Lawrence Hall of ScienceKristin Evans, Birch Aquarium at ScrippsDave Bader, Aquarium of the PacificSara Pelleteri, University of Texas Marine Science InstituteLauren Rader, Project OceanologyKathy McElroy, Monterey Bay Aquarium
2 Goals of this SessionInitiate a discussion on current research about how learning happens & how to support learning.Share our experiences implementing the Reflecting on Practice program.Advance the conversation on how to elevate the quality & recognition of our practice through professional learning
3 Reflecting on Practice A professional learning program for informal science educatorsImplemented by informal educators for colleagues in their own institutionsDeveloped at the Lawrence Hall of Science, piloted in 2009, field-tested nationwide in 2010Explain that this session is focused on talking about current research and understanding on how people learn. The content and activity is taken from a professional learning program specifically designed for informal science educators to engage actively in reflecting on and improving their teaching practice. All the presenters are facilitators or participants of the program at their institutions. We will provide more information about the program at the end of the session.
4 Quick Write How do you think learning happens? Where do you think learning occurs?
5 Research Discussion Form six equal groups. Each small group will receive a set of research cards.Each group member is responsible for facilitating a brief discussion about the idea on their card.Use the following prompts:Is there anything that anyone finds confusing about the ideas?Are there any questions or issues that anyone may have about the topic on the card?How are these ideas useful for thinking about learning in informal environments?How can you use these ideas to inform your teaching?
6 Foundational Ideas on Learning How learning happensPromoting better learningLearning is an active process to construct an understanding of the world.Learning occurs in a complex social environment and learning is a social activity.Learning should be situated in an authentic context.Learning requires learners’ motivation and cognitive engagement.Cognitive tools assist constructive thinking.Scaffolding is the help given to achieve learner’s goals of the moment.Externalization and articulation is the process of expressing one’s unformed ideas and still developing understanding.Reflection is the act of thinking about the process of learning and thinking about knowledge.
7 GoalsBuild shared language and understanding through knowing the literature on learning and teaching.Engage practitioners in habits of reflections through observing their own teaching, as a means to develop their practice and make it public.Nurture a tradition of continued professional learning among participants, and build a professional learning community.
8 The Program 14 interactive, 2.5-hour sessions in 4 modules Learning, Reflection, & ScienceKnowledge & UnderstandingLearning ConversationsTeaching with ObjectsReflective taskslearning journalonline discussionscollect, observe, & discuss videos of your practiceInstitutional recognition & supportCoaching Workshop2 facilitators & group of educatorsImplemented over 6-14 monthsConnect with other professionals
9 Module Overview Module I. Learning, Reflections, and Science Learning Beliefs, Behaviors and GoalsEffective Reflective PracticeNature and Practice of ScienceModule II. Knowledge & UnderstandingHow Learning HappensLearners’ Prior KnowledgeConnecting to What Learners KnowObserving and discussing practiceModule III. Learning ConversationsCommunicative Approaches in TeachingAnalyzing ConversationsFacilitating ConversationsModule IV. Teaching with ObjectsConversations and Engaging with ObjectsFacilitating Interactions with Objects
10 Interactive SessionsThe interactive sessions are intended to engage participants in discussions and activities on the topic, specifically about:their beliefs and actionsthe habits and traditions within their practice and that of their institutionspractical implications of research
11 Reflective TasksReflective tasks encourage participants to think about and critique their own thinking and practice, and include:making, observing, & discussing videos of their teaching with their colleaguescreating tools to guide observationswriting in learning journalsbeing a critical friend
12 ROP @ 25+ Institutions nationwide Audubon Aquarium & Insectarium • New Orleans, LACalifornia Academy of Sciences • San Francisco, CACenter of Science & Industry • Columbus, OHLunar & Planetary Institute • Houston, TXMonterey Bay Aquarium • Monterey, CAMote Marine Laboratory • Sarasota, FLNew York Hall of Science • Flushings, NYProject Oceanology • Groton, CTScience Museum of Minnesota • Minneapolis, MNScience World • Vancouver, British Columbia, CanadaShedd Aquarium • Chicago, ILUniversity of Texas Marine Science Institute • Port Aransas, TX20 institutions using nationwideLogos of the 9 sites that field tested in 2010
13 Types of Institutions Natural History Museum Botanical Garden Science CenterChildren’s MuseumZooAquarium
14 How to get the Program2 educators attend a Coaching Workshop in Berkeley, CADecember 2012$500 per educatorEducators return & implement with staff & colleagues over 6-12 monthsOngoing technical support availableJoin the COS-RoP.net communityContact