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Practicing Pedagogies: Reflective Practice.

The purpose of the series is to help faculty foster a collaborative peer review approach to information literacy instruction and course development.

SESSION DETAILS

REFLECTIVE PRACTICE
28th October: 10:30-12:00pm.
Peterson Room.

Presenter:
Dr. Jamie Reimer. Assistant Professor of Voice. from the School of Music and a mentor in the Peer Review of Teaching Program.

SESSION REFLECTION

notesCOLLABORATIVE NOTES

If you could not attend the session, feel free to read our thoughts and notes that we recorded.

If you did attend the session, you can continue to jot down notes anytime about anything you found interesting   Reflective Practice Notes 


SESSION REFLECTION

Please complete our Reflection Form

Thank you!

SESSION CONTENT

What is Reflective Practice?

Reflective Practice involves the process of continuous critical reflection to foster self-learning, and to improve subsequent practices. In Higher Education, it involves taking time to think and reflect on teaching and learning for evaluative purposes, and to improve future teaching. Comprised of two components, reflection–in-action and reflection-on action, reflective practices consists of activities that are deliberate and designed to stimulate a cyclic process of teaching, reflection and revised teaching. (ACRL. FIve Things You Need to Read About Reflective Practice. 2016.) 

 

Pre-Reading.


1.  Whitworth, A. (2012). The Reflective Information Literacy Educator. Nordic Journal of Information Literacy in Higher Education, 4(1), 38–55. https://doi.org/10.15845/noril.v4i1.151
available @ https://noril.uib.no/index.php/noril/article/view/151/11

 

2.  Bernstein, D., Burnett, A., Goodburn, A. & Savoy. P. (2006) Making Teaching and Learning Visible:Course Portfolios and the Peer Review of Teaching (pp. 4-5, 50, 56, 60,63,73-75, 79-80 ). Aimes,Iowa:Jossey-Bass.
​available @ https://unl.box.com/s/pgzdr886n9jgs1lz4vde4fgkkgsnzkqo

PARTICIPANT REFLECTIONS

In what ways do you feel the session has changed your way of thinking and/or your approach to teaching?

"I haven't always clearly articulated my objectives, but relied on my intuition and abstract notions of goals. I think articulating the goals clearly will help make the design more discernible."


"It solidified or reinforced my understanding of some instructional design approaches. This encourages me to be even more "intentional" in how I approach designing an instructional session. I really appreciated the chance to discuss the concepts and the examples with others, comparing perspectives and approaches."

 

"I have never really thought about the many stakeholders that I should be prepared to communicate with. This made me think about how I evaluate my teaching and how I communicate this to my chair, dean and teaching faculty, I think I need to be more purposeful in this area. I have some teaching that I need to revisit my objectives and really examine my assessments for these, to ensure that I am assessing an actual objective, in the best way possible. How am I assessing understanding? 

 

"The exercise where we came up with all of the stakeholders for our teaching, and did so in a deliberate way, was really eye-opening for me. Being more mindful of the range of stakeholders is likely to change my way of thinking about my teaching, including how I communicate about it. In addition, I think I have a broader sense of assessment now and what assessing student learning, both informally and formally, might look like."

 

SESSION ACTIVITIES

Further Reading

Books

Savory, P., Nelson, A., & Goodburn, A.  (2007).
Inquiry  into the College Classroom: A Journey Toward Scholarly Teaching. Aimes,Iowa:Jossey-Bass

Klopper, C. & Drew, S. (Eds.).  (2014)
Teaching for Learning and Learning for Teaching: Peer Review of Learning and Teaching in Higher Education. Netherlands: Springer. http://libproxy.unl.edu/login?url=https://link.springer.com/10.1007/978-94-6300-289-9​

Bernstein, D.,  Burnett, A.Goodburn, A. &  Savory, P. (2006) 
Making Teaching and Learning Visible:Course Portfolios and the Peer Review of Teaching. Aimes,Iowa:Jossey-Bass

Articles

Grant, M. J. (2007). The role of reflection in the library and information sector: A systematic review. Health Information and Libraries Journal, 24(3), 155–166. https://doi.org/10.1111/j.1471-1842.2007.00731.x  
https://onlinelibrary.wiley.com/doi/10.1111/j.1471-1842.2007.00731.x/full

Five Things You Should Read About Reflective Practice. (2016). ACRL:Instruction Section. https://acrl.ala.org/IS/wp-content/uploads/5Things2016.pdf

Rogers, R. R. (2001). Reflection in Higher Education: A Concept Analysis. Innovative Higher Education, 26(1), 37–57.
https://link.springer.com/article/10.1023/A:1010986404527

Andretta, S. (2008). Promoting reflective information literacy practice through Facilitating Information Literacy Education (FILE). Health Information and Libraries Journal, 25(2), 150–153.  https://onlinelibrary.wiley.com/doi/10.1111/j.1471-1842.2008.00775.x/full

Transnational Teaching- Quick Guide. Scholarship of Teaching: Enhancing the Quality of Your Teaching Through Reflective Practice. RMIT University. Melbourne. Australia.( 2014.) 

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