more pilot, outcomes, a presentation
DESCRIPTION
Presentation used during thunderstorm session at MEL SIG event, 21st April 2010, University of Sunderland and on the 27th October 2010 during an ASSET and MEL SIG event in Sheffield MoRe online space at http://morepilot.wordpress.comTRANSCRIPT
Reflection is a tool “to facilitate maintenance and improvement of practice”
(Brown et. al 2006, p. 216)
developing reflection within initial teacher training
recording and sharing audio reflections within a community (use own mobile phones)
peer support
pilot: student teachers with dyslexia
duration: Feb – March 2010
audio feedback
not funded!
Vygotsky (1978) social constructivism
Wenger (2006) communities of practice
Siemens (2006) connectivism
wordpresshttp://
morepilot.wordpress.com
ipadiohttp://www.ipadio.com
the space where I recorded my thoughts about the pilot http://chrissinerantzi.wordpress.com/category/mlearning/
ipadio app
Timereflecting, calling, listening, engaging in conversation
Money call to a UK landline,
once a week, for 8 weeks
“Really easy. It would have taken
me 2 hours to write my reflective
journal. Now this is just a quick phone call between my
dusting.”
“It feels natural. I can listen back and have another chance to filter what I can take away and learn from it.”
Gibbs (1988); Moon (2004)
criteria based on Hatton’s and Smith’s (1995), also adapted by Moon (2004)
abbreviation/title characteristics
3 CritRCritical Reflection
Critical exploration and reasoning of practice in a wider context, link to theory and thinking about the effects upon others of one's actions.
2 DialRDialogic Reflection
Stepping back, practice analysed, reasoning well developed, linking own viewpoints with these of other, exploring problem solving.
1 DescRDescriptive Reflection
Own practice is analysed, some reasoning for decisions and actions, limited to own viewpoints and perspective.
0 RepoR0Reporting, no reflection
Accounts limited to reporting events sporadic evidence of reflection.
star
t
end
good issues actions
engagement throughout
technology, initially more initial training and testing
descriptive -> reflective0 > 1(+2)
ongoing support peer support, refine approach
students positive weekly activities 2-week cycle?
structured approach technical support
audio feedback modelling?
peer support visual guides
comparative study
enjoyed pilot larger group
MoRe pilot (totals)duration: 8 weeks18 phlogs/8 weeks146min (2h 26min)/8 weeks
per student (averages)9 phlogs/8weeks73min (1h 13min)/8 weeks8min/phlog
live link: http://morepilot.wordpress.com
Brown M, Fry H & Marshall S (2006) Reflective Practice, in: Fry H, Ketteridge S & Marshall S (2006) A Handbook for Teaching & Learning in Higher Education. Enhancing Academic Practice, Oxon: RoutledgeFalmer, pp. 215-225.
Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods, Further Education Unit, Oxford: Oxford Brookes University.
Hatton, N & Smith, D (1995) Reflection in teacher education – towards definition and implementation, Teaching and Teacher Education,11 (1), pp 33-49.
Moon, J (2004) A Handbook of Reflective and Experiential Learning. Theory and Practice, Oxon: Routledge.
Siemens, G (2006) Connectivism, available at http://www.connectivism.ca/ [accessed 10 September 2010]
Vygotsky, L S (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wenger, E (2006) Communities of practice, a brief introduction, available at http://www.ewenger.com/theory/index.htm [accessed 9 March 2010]