BECOMING MORE THOUGHTFUL AN AGENDA FOR PROFESSIONAL DEVELOPMENT c. Neil Haigh

BEING THOUGHTFUL Knowing what it would be important or worthwhile to think about Knowing how to think effectively about those things

WHAT TO THINK ABOUT experiences when things don’t go well or to plan surprising, unexpected experiences experiences when things do go well thoughts, thinking and feelings eg (explanations and explaining)

THINKING ABOUT OUR THOUGHTS One Type of Thought - Explanation Why think about explanations? They influence: how we feel thoughts about self expectations for the future what we actually do how we try to solve problems I wasn’t concentrating! He didn’t indicate!

THINKING ABOUT OUR THOUGHTS Sometimes our feelings, thoughts, expectations, actions are not appropriate because our explanations are inaccurate incomplete dishonest WE NEED GOOD ‘EXPLAINING SKILLS’

THINKING ABOUT OUR THINKING For example – our explaining. Some skills ‘five whys’ to get past ‘first thought’ and ‘taken for granted’ explanations – to ‘root cause’ explanations Explanation Analysis To do with me or not? Something I can control or not? Perhaps something I can influence? Check for Self-defensive explanations Ego-enhancing explanations Helplessness -justifying explanations

COLLEAGUE-ASSISTED REFLECTION My response: I can observe and describe your teaching (difficult for you to do when teaching). be a good student, notice and describe my experience, give my personal evaluation of your teaching. provide ‘non judgmental feedback’ – to prompt and help your reflection (including evaluation). What am I doing right? What am I doing wrong?

COLLEAGUE-ASSISTED REFLECTION Your response? What am I doing right? What am I doing wrong?

COLLEAGUE-ASSISTED REFLECTION Non-judgmental feedback Intended to prompt careful reflection on experiences and actions in the light of that reflection make wise decisions about future goals and actions. Feedback does not include judgments. Judging is their responsibility

COLLEAGUE-ASSISTED REFLECTION Non-judgmental feedback Appropriate when no fool-proof recipes for how we should act appropriate actions are situation specific expectations that people take personal responsibility and exercise professional judgment an opportunity is available to help someone learn how to reflect on.

COLLEAGUE-ASSISTED REFLECTION Why this stance? The ‘realities’ of teaching Because factors that help – hinder learning are numerous, often unpredictable, interact in complex ways, often uncontrollable NO FOOL-PROOF RECIPES FOR EFFECTIVE TEACHING Effective teaching ‘fits’ the desired learning outcomes (alignment) provides the highest odds for students’ learning.

COLLEAGUE-ASSISTED REFLECTION  Repertoire  Sensitivity  Control  Research Criteria – Evaluation Agenda - Development Attributes of Effective Teachers - (highest odds for learning)

COLLEAGUE-ASSISTED REFLECTION Process Pre-class meeting - planning process (thoughts and thinking involved) - plan In-class observation – two hats – student / teaching observer Prepare and provide notes - observations - questions Conversation – discussion - non-judgmental feedback - facilitative questioning

COLLEAGUE-ASSISTED REFLECTION Some resources Article: Teaching teachers about reflection and ways of reflecting Article: What am I doing right? What am I doing wrong Giving non-judgemental feedback Facilitative questioning Giving judgemental feedback Sample reflection notes