Reflecting on Practice Discussing current research on how people learn Lynn Tran, The Lawrence Hall of Science Kristin Evans, Birch Aquarium at Scripps Dave Bader, Aquarium of the Pacific Sara Pelleteri, University of Texas Marine Science Institute Lauren Rader, Project Oceanology Kathy McElroy, Monterey Bay Aquarium

Goals of this Session Initiate 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

Reflecting on Practice A professional learning program for informal science educators Implemented by informal educators for colleagues in their own institutions Developed at the Lawrence Hall of Science, piloted in 2009, field-tested nationwide in 2010 Explain 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.

Quick Write How do you think learning happens? Where do you think learning occurs?

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?

Foundational Ideas on Learning How learning happens Promoting better learning Learning 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.

Goals Build 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.

The Program 14 interactive, 2.5-hour sessions in 4 modules Learning, Reflection, & Science Knowledge & Understanding Learning Conversations Teaching with Objects Reflective tasks learning journal online discussions collect, observe, & discuss videos of your practice Institutional recognition & support Coaching Workshop 2 facilitators & group of educators Implemented over 6-14 months Connect with other professionals

Module Overview Module I. Learning, Reflections, and Science Learning Beliefs, Behaviors and Goals Effective Reflective Practice Nature and Practice of Science Module II. Knowledge & Understanding How Learning Happens Learners’ Prior Knowledge Connecting to What Learners Know Observing and discussing practice Module III. Learning Conversations Communicative Approaches in Teaching Analyzing Conversations Facilitating Conversations Module IV. Teaching with Objects Conversations and Engaging with Objects Facilitating Interactions with Objects

Interactive Sessions The interactive sessions are intended to engage participants in discussions and activities on the topic, specifically about: their beliefs and actions the habits and traditions within their practice and that of their institutions practical implications of research

Reflective Tasks Reflective tasks encourage participants to think about and critique their own thinking and practice, and include: making, observing, & discussing videos of their teaching with their colleagues creating tools to guide observations writing in learning journals being a critical friend

ROP @ 25+ Institutions nationwide Audubon Aquarium & Insectarium • New Orleans, LA California Academy of Sciences • San Francisco, CA Center of Science & Industry • Columbus, OH Lunar & Planetary Institute • Houston, TX Monterey Bay Aquarium • Monterey, CA Mote Marine Laboratory • Sarasota, FL New York Hall of Science • Flushings, NY Project Oceanology • Groton, CT Science Museum of Minnesota • Minneapolis, MN Science World • Vancouver, British Columbia, Canada Shedd Aquarium • Chicago, IL University of Texas Marine Science Institute • Port Aransas, TX 20 institutions using nationwide Logos of the 9 sites that field tested in 2010

Types of Institutions Natural History Museum Botanical Garden Science Center Children’s Museum Zoo Aquarium

How to get the Program 2 educators attend a Coaching Workshop in Berkeley, CA December 2012 $500 per educator Educators return & implement with staff & colleagues over 6-12 months Ongoing technical support available Join the COS-RoP.net community Contact lynn.tran@berkeley.edu