1. 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

2. 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

3. 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.

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 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.

7. 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.

8. 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

9. 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

10. 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

11. 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

12. 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

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

14. 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
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