Reflective Peer Facilitation: Crafting Collaborative Self-Assessment in Teaching Dale Vidmar Information Literacy and Instruction Coordinator/ Education,

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Presentation transcript:

Reflective Peer Facilitation: Crafting Collaborative Self-Assessment in Teaching Dale Vidmar Information Literacy and Instruction Coordinator/ Education, Communication, Health & Phys. Ed. Librarian Southern Oregon University Library Project SOARS Southern Oregon Arts & Research Southern Oregon University Ashland, Oregon May 22, 2008

Therefore, one of the most promising ways to improve learning is to improve teaching.” “The quality of student learning is directly, although not exclusively, related to the quality of teaching. - Thomas Angelo from Classroom Assessment Techniques Reflective Peer Facilitation

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

Reflective Peer Facilitation Collegial conversations that compliment classroom experiences before and after teaching.

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

Why Reflection? “Experience itself is actually the ‘greatest teacher,”...

What Does Our Experience Say?

Why Reflection? “Experience itself is actually the ‘greatest teacher,”... not “we do not learn as much from experience as we learn from reflecting on that experience.” - Thomas S.C. Farrell from Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers

Why Reflection? Do you ever talk with colleagues after class about teaching? How does this affect your teaching? Do you ever talk with students after class about your teaching?

Reflective Peer Facilitation Intention: Planning conference Classroom Experience Reflection: Reflective Conference Critical Incidents: Transformative Events

Reflective Peer Facilitation: Collaborative Peer Conversations Teacher: Introspection Observer: Moderates the process and takes notes Facilitator: Elicits critical reflection Trust & Collegiality

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?

“Significant, meaningful, and long-term positive change will be achieved only when it comes as a decision from within the individual... based on self- evaluation” - Lapp, N., Lascher, T., Matthews, T., Papalewis, R., & Stoner, M. from “A Proposal for Formative Assessment Teaching” Reflective Peer Facilitation: The Craft of Teaching

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. Farrell, T. S. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. Thousand Oaks, CA: Corwin Press. Lapp, N., Lascher, T., Matthews, T., Papalewis, R., & Stoner, M. (2003, June). A proposal for formative assessment of teaching. Retrieved May 22, 2008 from coaching/FormativeAssessmentLitReview.pdf coaching/FormativeAssessmentLitReview.pdf Slavin, R. E. (2006). Educational psychology: Theory and practice. Boston: Pearson/Allyn and Bacon.

References and Resources Vidmar, D. J. (2006). “Reflective peer coaching: Crafting collaborative self-assessment in teaching.” Research Strategies. 20 (3), Reflective peer coaching: Crafting collaborative self-assessment in teaching Vidmar, D. J. (2008, May). “Reflective peer coaching: Crafting collaborative self-assessment in the classroom.” Retrieved May 22, 2008, from coaching/index.htm. coaching/index.htm Vidmar, D. J. (2008, May). “Collaborative Peer Conversation Questioning Strategies.” Retrieved May 22, 2008 from collaborative_peer_conversation_questions.doc. collaborative_peer_conversation_questions.doc

Reflective Peer Facilitation: Crafting Collaborative Self-Assessment in Teaching Dale Vidmar Information Literacy and Instruction Coordinator/ Education, Communication, Health & Phys. Ed. Librarian Southern Oregon University Library Project SOARS Southern Oregon Arts & Research Southern Oregon University Ashland, Oregon May 22, 2008