This is the third post in a regular feature Over a cuppa: prompts to reflect on learning and teaching. Once a week during Session 1 and Session 2 I will publish a short post (250 to 300 words) which prompts you to reflect on your learning and teaching during the time it takes to make and drink a cuppa. Original artwork by Fidel Fernando.
You’ve put on your teaching cloak and taught your first class for the semester. How did it go? What did students enjoy and what did you enjoy? Is there anything you would do differently? Your students are on track with learning outcomes and assessment tasks, but what are your intentions for teaching?
Setting intentions is a type of reflection for action (recollecting the modes for reflection covered in the first sip). Harvey, Coulson and McMaugh (2016) define reflection as:
A deliberate and conscientious process that employs a person’s cognitive, emotional and somatic capacities to mindfully contemplate on past, present or future (intended or planned) actions in order to learn, better understand and potentially improve future actions.
I feel like an imposter writing about planning since this is not my superpower. (Take a look at Janet Dutton’s post on lesson planning). In fact, every day—weekday or weekend, work day or holiday, ordinary or significant —I hold onto the same goals: Join an interesting conversation, Eat something good, Spend time outdoors, and Enjoy reading. Most of the time this works fine, but 2020 prompted introspection (and triggered a craving for novelty). To my daily goals I have added two intentions which I integrate in my teaching: amplify others and practise self-care.
Your intentions might look very different. Focussing on teaching: are you seeking to improve your online lectures? Experiment with something new? Create informal evaluation opportunities? Practise feedback strategies? Apply for a teaching award? Focus on embedding Indigenous knowledges? Connect with practitioners? Something else?
Here are some questions to guide your thinking:
- What did you want when you were a student? How are your students similar to or different from you?
- How are you feeling about teaching? What’s your top priority right now?
- How will you gather evidence of your practice?
Harvey, M., Coulson, D. and McMaugh, A. (2016). Towards a theory of the Ecology of Reflection: Reflective practice for experiential learning in higher education, Journal of University Teaching & Learning Practice, 13(2). https://ro.uow.edu.au/jutlp/vol13/iss2/2