Connecting through reflection

This is the 15th 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.

As anticipated, Over a Cuppa reflection posts have been sporadic this session. The previous post, Continuing to reflect (or how full is your cup?) was written in August, in lockdown while working and learning from home. After 106 days, we are slowly emerging. The intensity of this time has changed what reflection looks like, with limited air and light and time and space (to borrow Charles Bukowski’s words).

This post is a shout-out to many colleagues across the university, and is inspired by a comment from Rex di Bona in a post on tips for online teaching : “I found that the students were lonely [during lockdown].”

On our university blog, in a series of Spotlight on Practice interviews, teachers reflected on what worked in the transition to teaching fully online, and the value of connection was a recurring idea:

Janet Dutton summed it up well: “The notion of connection and care … is really a core dimension of my work as a teacher. I found that was heightened in the shift to online learning – the students really needed that connection.” Others echoed these words, with Andrew Burke emphasising the importance of “just really caring about the students.”

Shifting online changed the ways in which teachers connected. John Knox saw Zoom as a valuable tool but noted “the lack of non-verbal feedback from students is challenging – you can’t ‘read the room’, and you miss all those subtle clues.” Max Harwood spoke of “trying to replicate the physical presence of the teacher/student dynamic as best you can.”

There were also advantages to Zoom, as Fay Hadley revealed: “I really feel that as a result of COVID I got to know those students so much better than I’ve ever got to know them in the past. It is so wonderful with Zoom; their name is there – it’s just so good.”

For Yi Li, building an online learning community was critical: “I show students that I pay attention to them. Students easily feel left out, alone, and invisible in the online environment.” John Burrt’s performance students reimagined group work online, creating videos “where they were passing objects from one frame to another, or juggle in patterns, or do hand stands together. They explored things like connectedness, identity, and how they felt because they were all in isolation.”

With twenty years’ experience teaching in distance mode, Phil Chappell’s “golden rule … is regular communication with the students, and a flexible approach to their circumstances.” Similarly, Zara Bending discussed the importance of “connections in the room; you read expressions, gestures, emotions” and saw the role of teachers to “meet our audience where they are (and that includes their headspace).”

Connecting with colleagues is also important, as Nathan Hart reminded us: “My suggestion would be to reach out to your colleagues and find out how they are doing things because that sort of combined knowledge can be really useful.”

Today’s prompt is to practice reflecting in company with students and colleagues.

I’ve been doing my own connecting through reflection by meeting with the Reflection for Learning Circle (an invitation prompted by this blog series): Marina Harvey, Kate Lloyd, Kath McLachlan, Anne-Louise Semple and Greg Walkerden.

Their work includes a YouTube channel of exemplar videos guiding online reflective practice for student learning. There are 32 videos (and counting) available, and they offer ways to practice reflection in company.

The exercises are readily adapted to engage with concepts in various disciplines and offer prompts for students preparing for exams, moments of calm during challenging times, and some novel approaches to connecting with students.

Invite your students to ‘Give your brain a break’ and move away from the computer.

Reflect on learning with ‘five main points’

Ask ‘how mindful am I?’

More detail on the research behind these exercises is available in Reflection for learning: a scholarly practice guide for educators from AdvanceHE.

As we transition out of lockdown, socialise more and return to campus and face-to-face learning, finding opportunities for moments of calm will be important.

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.