Increasing Understanding of Transformative Learning Experiences of Novice Educators Through Critical Reflection Cassie Hudson, Meranda Roy, and Nancy Fire University of North Texas 2018 Transformative Learning Conference

Two Major Goals of GSTEP 1. Increase competency in the implementation of teaching skills for effective student learning. 2. Increase individual self-efficacy related to teaching.

Collaborative Learning Social Learning Peer Mentoring Collaborative Learning Community-Building Building Your GSTEP Community: Key Components

Peer mentoring

GSTEP 1 GSTEP 2 20 hours 30 hours Engaged Learning 101 Face-to-Face Orientation Seminar Teaching Skills Seminar Discovering Your Teaching Assumptions Seminar Microteaching Seminar COP 1 COP 2 Embedding Engaging Strategies Seminar Practicum Practicum Critical Reflection Critical Reflection Teaching Philosophy

Mentor Roles Program Design Individual Students Feedback Facilitation Technology Facilitation Feedback Program Assessment Presentations Mentor Roles Program Design Individual Students

ACTIVITY: What makes a great teacher?

Part 1: What makes someone a “great” teacher? Refer to the list of guiding questions provided. You do not have to address every question— they’re just suggestions. Spend a few minutes reflecting on the guiding questions and writing responses on the post-it provided. Place each post-it note on the paper assigned to your group.

Part 2: Discussion & Compilation Review the post-it notes. Spend a few minutes discussing common themes and points of disagreement/clarification.

Part 3: Choose As a group, decide on the one factor you believe is most important for being a great teacher.

“Your assumptions are your windows on the world “Your assumptions are your windows on the world. Scrub them off every once in a while, or the light won't come in.” Issac Asimov

Structuring assumptions we use to order the world What are assumptions? Structuring assumptions we use to order the world Paradigmatic Adults are self-directed learners. Assumptions about what we think should be happening in a particular situation Prescriptive The best teaching allows students to take charge of their learning.

Four Stages of Critical Reflection Assumption Analysis What do you believe to be true? Contextual Awareness Realization that our assumptions are socially and personally created Imaginative Speculation Imagining alternative ways of thinking to find better ways of doing things Reflective Skepticism Questioning claims of universal truths

Our Findings

Introduction Purpose: To demonstrate levels of transformative learning of GSTEP participants through analysis of critical reflections Participants: Level 1 and 2 GSTEP participants (68 total) Data Collection: Critical reflection essays First level: guiding questions Second level: critical reflection module In this presentation, we will share the learning processes of individuals engaged in the Graduate Student Teaching Excellence Program (GSTEP) at the University of North Texas.  We have collected critical reflection essays and Critical Incident Questionnaires (CIQ’s) from GSTEP participants that have demonstrated levels of transformative learning. We will include our analysis of these reflections using themes based upon the work of Mezirow (2000) and Kember (1999). 

Premise Reflection Concerned with a significant change in perspective. It “involves us becoming aware of why we perceive, think, feel, or act as we do.” Includes: Shift in perspective Realization New understandings Change in assumptions Example: “Over the past few months, I realized the importance of engaged learning and how important it is to engage students by making them actively participate in the course.” *Adapted from Mezirow (1991) and Kember et al. (1999)

Emerging Themes Creating Learning Environments Mentoring Development as a Teacher Instructor’s Roles Teacher-Student Interactions Teaching Strategies

Creating Learning Environments Old Views Fixed-environment GSTEP Process Model in seminars Critical Thinking Classroom observation New Views Dynamic, active, learning environment “The most significant thing I learned in GSTEP was that I had fallen prey to the general perception that a learning environment involved a unidirectional flow of material from the educator to the student … I discovered that my most memorable educational experiences where situations that involved instructor engagement and unfettered interaction between and amongst the instructor and students.”

Mentoring Old Views Mentor as expert GSTEP Process Community of Practice Microteaching Intentional Networking New Views More of a supportive interaction

Development as a Teacher Old Views Born to be a teacher Fearful in front of a class GSTEP Process Microteaching Practicum Peer mentoring New Views Learn to be a teacher More confident “Before the G-Step program, it never occurred to me that teaching is something individuals must learn to do. The G-Step program gave me the opportunity to understand the teaching is an ‘art’ that can be learnt especially if one intends to become the best teacher he/she can be.”

Instructor’s Roles Old Views Instructor is in charge of the course GSTEP Process Seminars (Assumptions) Formative assessment and feedback Interactions with students New Views Facilitator that empowers student learning

Teacher-Student Interactions Old Views Students are all very similar Strict boundaries GSTEP Process Practicum Assumptions seminar Peer-mentoring Engaged Learning 101 Module New Views Recognition of the diversity among students (prior experiences) Connections are built

Teaching Strategies Old Views Traditional views of classrooms GSTEP Process Teaching Modules Observations Microteaching Seminars Practicum New Views Variety of different strategies Instruction is purposefully designed “Prior to the program, I assumed that a college-level lesson plan would be developed through reading a variety of textbooks and then selecting the best option for my learning objectives with a few news articles or videos sprinkled in, then asking students to participate in discussions, take quizzes, and sit through exams. Now, I understand that instruction can be more interactive and engaging for students and am inspired to test these innovative methods.”

New Discoveries Teaching is not the same as learning. Realizing they have assumptions. Great teaching doesn’t just happen. Teaching is an art. Teaching should constantly be evolving.

Cassie Hudson, Meranda Roy, and Nancy Fire Thank You Cassie Hudson, Meranda Roy, and Nancy Fire gstep@unt.edu