Continuing to reflect

This is the 14th post in Over a Cuppa, a series which offers prompts to reflect on learning and teaching during the time it takes to make and drink a cuppa. Cross-posted from Teche blog with an original artwork by Fidel Fernando.

Here is a short video from Fidel Fernando on how he flash brews his cup of coffee, initially created to demonstrate an example for participants in the Beginning to Teach program. So sit back, take a sip and enjoy the opportunity to reflect on your teaching practice.

Last semester, these reflection posts were published weekly with approximately 300 words based on scholarly reading and an accompanying original artwork. Reflecting in a hurry felt rushed and unsustainable. This semester we return to teaching online and balancing work with coping and/or caring or schooling from home. This context has prompted a slower schedule for these reflection posts and a loosening of the word limit, akin to the comfort of elasticised clothing during lockdown.

The starting point remains the same: a belief that reflective practice is a learned skill that is invaluable for teachers and students. The Professional Learning and Capability Enhancement (PLaCE) Framework outlines what reflection looks from Foundational to Expert levels:

• Articulate the principles of, approaches to, and the values of, reflective practice.
• Reflect on own teaching, learning support and/or curriculum/assessment design practices.
• Explain actions taken in response to reflection on, and in, practice.
• Engage in sustained reflection on own educational practices and critique actions taken in response.
• Implement strategies to promote a culture that values reflective practice.
• Develop and support the strategic and systematic embedding of reflexivity into educational practice.

Reflection can be challenging, but a month into semester is a good time to consider what is working well and what needs rethinking. The prompt for this week is: How full is your cup?

This image has been created and shared on Twitter by Susan Wardell (@Unlazy_Susan), an Anthropology academic from New Zealand. It is a crowdsourced diagram of ‘What a lecturer does’ which has been liked 1400 times and counting. If this reflects your work, it might explain why you are feeling overwhelmed. You can likely add additional responsibilities as well. For the purposes of this post, the image offers an opportunity to reflect on the tasks listed for teaching.

Your time and energy are finite, so think about the activities you need and want to focus on. What do you value most? What makes you feel energised? What needs concentration and what can be done while distracted? What demands immediate attention? What do your students need right now? What tasks can be shared? What can be managed with limits and rules? Where can you ask for more time or additional support? What can wait?

When asking myself questions of this nature, I often think about an article published in a special issue of Australian Universities’ Review on Activism and the Academy that I co-edited with Karina Luzia and Kate Bowles. It was Niki Harré, Barbara M. Grant, Kirsten Locke and Sean Sturm’s The University as an Infinite Game:

In the university, as in life, there are two kinds of games. One is the infinite game, the purpose of which is to keep the game in play and invite others in; the other is finite games, in which the purpose is to win … The infinite game is a symbol of our potential as people living together to be open and inclusive, and to promote the life, and growth, that helps us flourish as individuals and communities. This game imagines a world in which our heartfelt, personal response to life, our deep listening to others (especially those who don’t fit in), and our careful observations and thought about the social, natural and physical world come together to create and recreate our institutions.

At home, in lockdown, my children schooling from home, I like to think I am sometimes choosing the infinite game.

Next post in the series (deadline undetermined): Connecting through reflection.

In a hurry

This is the 13th post in Over a Cuppa, a series which offers prompts to reflect on learning and teaching during the time it takes to make and drink a cuppa. Cross-posted from Teche, original artwork by Fidel Fernando.

Since mid-February, once a week (other than a fortnightly mid-session break) I have posted 300 or so words for Over a cuppa, a series of prompts to reflect on learning and teaching during the time it takes to make and drink a cuppa.

The posts have been focussed on the practice of teaching, rather than students’ reflections for learning. My starting point was a belief that reflective practice is a learned skill, as outlined in Macquarie University’s Professional Learning and Capability Enhancement (PLaCE) Framework, which includes the following capabilities from Foundational to Expert levels:

  • Articulate the principles of, approaches to, and the values of, reflective practice.
  • Reflect on own teaching, learning support and/or curriculum/assessment design practices.
  • Explain actions taken in response to reflection on, and in, practice.
  • Engage in sustained reflection on own educational practices and critique actions taken in response.
  • Implement strategies to promote a culture that values reflective practice.
  • Develop and support the strategic and systematic embedding of reflexivity into educational practice.

I have read (or reread) several books, including Schön’s (1983) The Reflective Practitioner; hook’s (1994) Teaching to Transgress; Brookfield’s (2017) Becoming a critically reflective teacher; Carter’s (2020) Academic Identity and the Place of Stories, as well as numerous journal articles.

I also linked to an interview with Stephen Brookfield, poetry, a meditation, creative non-fiction and my favourite tools for reflective practice – the Teaching Perspectives Inventory, ImaginePhD and the AdvanceHE comprehensive scholarly practice guide.

For each post, my colleague Fidel Fernando created an original digital artwork. Here is a time lapse video of Fidel creating the image for this post:

https://echo360.org.au/media/019d8a01-4bdc-4a38-8434-ed6170ef15d8/public

The reading, writing and drawing that has contributed to these posts belies the fact that this was reflection in a hurry. My initial plans for the series went off-piste as my ‘writing along the way’ took me in unexpected directions, and some of the posts include aphorisms – Put on your teaching cloak, Don’t be the wizard behind the curtain – inspired by conversations with colleagues.

There is still a lot of reflection to be done and the series will continue at the end of July. I am looking forward to finishing Ashwin et al’s (2020) Reflective Teaching in Higher Education and posting about Mary Ryan’s work on reflexivity and Marina Harvey’s ecology of reflection.

In the meantime I want to catch up on some Slow Academic posts that have been sitting in my drafts folder for several months. Slow by name, and slow by nature.

Reflection as a circle

This is the 12th post in Over a Cuppa, a series which offers prompts to reflect on learning and teaching during the time it takes to make and drink a cuppa. Cross-posted from Teche, original artwork by Fidel Fernando.

Writing these posts over the last three months has provided the opportunity to read a body of literature on reflective practice. One shape dominates models and frameworks for reflection: the circle. Gibb’s (1988) cycle for reflection has been influential:

Image: Harvey, Lloyd, McLachlan, Semple & Walkerden (2020)

In developing his model for reflection, Gibbs was influenced by cyclical models of learning, Kolb’s (1984) for experiential learning:

Image: Harvey, Lloyd, McLachlan, Semple & Walkerden (2020)

A circle is a way of representing the ongoing and iterative practice of reflection in action, on action and for action (Schön, 1983; Killion & Todnem, 1991). It invites repeated experimentation and learning from experience. Kemmis and McTaggart’s (1988) action research spiral takes it to the next level in a model of multiple circles:

Image: Koshy (2011)

Does your reflective practice feel circular? What do you need to put in place to make it an ongoing practice?

Next week, the last over a cuppa post before a pause for the session break, I will reflect on this series of posts, the experience of writing them in a hurry, and unfinished reflections to continue next semester.

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Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. Oxford: Centre for Staff and Learning Development, Oxford Brookes University. https://thoughtsmostlyaboutlearning.files.wordpress.com/2015/12/learning-by-doing-graham-gibbs.pdf

Harvey, M., Lloyd, K., McLachlan, K., Semple, A-L. & Walkerden, G. (2020). Reflection for learning: a scholarly practice guide for educators. AdvanceHE.https://www.advance-he.ac.uk/news-and-views/Learning-to-reflect%E2%80%93a-guide-for-educators

Kolb, DA (1984). Experiential Learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Koshy, V. (2011). Action Research for Improving Educational Practice, 2nd edition. London: Sage.