Reflective Journal

1- Observation by Mentor

( First Observation)

November 2011

I have to deliver a workshop on carbon footprint, the workshop deliver to Construction companies,
the workshop sometime deliver to one company or group of companies( 3-4 companies), with one to two presenter from each company. This feedback was based on observation for 2 workshop one to one assist and workshop for 3 companies.

The workshops funded by the North west Construction Hub (NWCKH) , which is part from the School of Built Environment, university of Salford, the project provide supper to SME ( small and medium Enterprises companies ). The project is R&D, knowledge transfer, research and assists the companies to reduce their Carbon, Waste, and create and safeguarded jobs.

My sessions were observed by Alex Wharton, senior project manager, and his comments focused on that the presentation was very good structure, I have confidence  and good knowledge of presenting the theme, and the flexibility in the workshop helps the learner to feel free in learning the tools, and give them confidence to measure their carbon because of the practical use of the tool. However there are two main areas need to be improved, these are as follow:

First, Presentation contents:  I have given the presentation in 3 main contents are ( the background about the project; why Construction companies need to measure their carbon; why the e-tool I am presenting is better than any other tools and finally I facilitates the use of the tools with each company as exercises).

The observation comment from my observer are using the power point, the power point should included objectives of the workshop, background about the project, why the tools is good. The presentation should have part about FAQ( frequently ask questions), tool exercise and question to check the workshop has achieved its objectives and finally feedback form should been
given to the participants to measure the reflection on the learners. The comments were given for me after the even directly which helps me to plan well for the next session. Much of writing on reflection in teaching focuses on Action- the process of learning after an event and considering different aspect and possibilities to inform future action ( Moon 2004)

Second: Add more material for the presentation, my mentor provide me with more materials to help me in designing the presentation and helping me to achieve his recommendations. The materials my mentor provides me with are feedback presentation, project presentation so I can have some shout to add it to my presentation.

Reflection: in presenting a new topic, it is good to have a feedback from someone else have more experience, which helps me more to gain more confidence.  A good feedback that I have confirming of the approach I have used was suitable for the situation. As David Kolb (1984) is well known for his development of the Kolb cycle – or cycle of experiential learning. The cycle is drawn in many different ways using different words that sometimes seem to affect its meaning. It is depicted below in a simplified manner that it is not too far from Kolb’s words: ( applying this to my mentor observation)

The cycle revolves with new learning undergoing active experimentation and ‘recycled’ through new experiencing. In this way what was a cycle becomes a spiral (Cowan 1998). Thus Kolb considered reflection as a mental activity that has a role in learning
from experience (moon 2004).

References:

Moon, J. (2004) Learning to teach in higher education. 2^ndedition. London: Routledge Farmer.

Kolb, D (1994) Experiential Learning as the Science of Learning and Development, Prentice Hall, Englewood , Cliffs, NJ

2- Peer Observation

( Second Observation)

“Learning from peer experiences”

“Learning by watching” Wednesday 23^rd of November 2011

Location Newton Building B2,

This was my second reflection on my teaching experiences; I have observed Neil Currie while he delivering a lecturer for the first year civil engineering, there were average 70 or more of undergraduate students. The lecture subject was construction techniques and technologies. I would like to clarify that, my observation was based on learning opportunity rather than evaluation, so I am observing to learn from good practices. David Kolb published his learning styles model in 1984. The model gave rise to related terms such as Kolb’s experiential learning theory (ELT), and Kolb’s learning styles inventory (LSI). In his publications – particularly his 1984 book ‘Experiential Learning: Experience As The Source Of Learning And Development’ Kolb acknowledges the early work on experiential learning by others in the 1900’s. In turn, Kolb’s learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly shaping works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn.

Neil introduces me to the students and the purpose of why I am setting of the back of the class, and from which school I came form in a very nice way.

Neil is a greater lecturer educator, he is mixed between highly talents, expert, highly communicator presenter. Because he comes from practical background, so he mixed the experiences and academic background. I can tell this was the most observation I have learned from, it was very effective for me while watching someone else teaching. Much of the writing on reflection in teaching focuses ‘on action’ – the process of learning after an event and considering different aspects and possibilities to inform future action (Moon 2004) When I start to take my note for observation I divided my notes to three first and second part are the best practices in the lecturer and it has reflect on my knowledge and experiences, the third part how the lecture overcome the environment barriers, the main three parts are:

First, Icebreakers by taking with the students while he ( Neil) opening the computer, and entering the lecture theatre. The normal Icebreaking techniques are exercises and games. But Neil use very simple techniques and it could be new; he used the time until his computer warm-up by chatting and joking. Beginning your lesson plans with a five-minute warm up or ice breaker can serve to focus your students on the topic, open up creative thinking, and help them to apply the learning in new ways Torock et al (2004), who found that “humour appropriately used has the potential to humanize, illustrate, defuse, encourage, reduce anxiety, and keep people thinking” p14.

Second he start to present his subject with a very simple way using examples from the daily life, life the layer of infrastructure like sandwich or Pie. He present the objective of his lecturer, and after every point he is using formative feedback by asking question to make sure the students understand the theory. Formative feedback is an important part of the learners experience and provides opportunity to reinforce and modify thinking and behaviour (Juwah et al. 2004). Also a good point,  that Neil, his voice tones was very good as I was seating in the back and I was hearing his voice very well, in addition he keep moving between class and not focusing on the first rows in the theater.

Third, which the last part, although the environment of teaching was very helpful like the place, number of students, a few students came late, students setting in the back busy drawing from his presentation. However he tries to overcome these barriers by moving around the class, divided students in pairs to discuss their thought, quiz and answering questions. It is now well recognized that the physical environment, or learning space, can greatly influence the quality of the experience (Graetz 2006).

In conclusion, Teacher observation is one model of professional learning that is key to supporting a new vision for professional development. Observing the teaching of another lecturer has proved me with a source of learning in relation to my own practice. Also the process of reflection has direct and indirect impact on  my skills for consideration of how this can be implemented with confidence way. As with previous reflections; this will build my knowledge/ experiences and the reinforced of new skills in my teaching.

References:

Graetz, K.A. (2006). The psychology of learning environments. In Oblinger, D.G.(ed). Learning Spaces. [Online book] Available from: http://www.educause.edu/learningspacesch6 Accessed 12^th April 2011

Juwah, C. Mcfarlane-Dick, D. Matthew, B. Nicol, D. Ross, D. & Smith, B. (2004). Enhancing student learning through effective formative feedback. York: Higher Education Acadamy. [Online article] Available from: http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase

Kolb, D (1994) Experiential Learning as the Science of Learning and Development, Prentice Hall, Englewood , Cliffs, NJ

Moon, J. (2004). A handbook of reflective and experiential learning: Theory and practice. Oxon: Routledge

Torock, S.E. McMorris, R. F. & Wen-Chi, L. (2004). Is humour and appreciated teaching tool? Perceptions of professors’ teaching styles and use of humour. College Teaching. Vol 52 (1) pp14-20.
3- Reflection by observing tutors

( Third Observation)

“Learning by watching”

The third observation for me and another learning opportunity for me to learn by watching the PGCAP tutor while teaching.

As a result of watching the Tutor in while they delivering the course, it has reflected on my knowledge and experiences in different way and levels

 

First on the level of teaching style:

Serious mismatches may occur between the learning styles of students in a class and the teaching style of the instructor (Felder & Silverman 1988; Lawrence 1993; Oxford et al. 1991; Schmeck 1988). and over 30 learning style assessment instruments have been developed in the past three decades (Guild & Garger 1985; Jensen 1987). Because the course it has variety of lecturers from different sector in the university, the tutors work very hard to show use of variety of teaching style to satisfies the variety of learning styles between learners in the course. All this has reflect on my thinking, knowledge and experiences about lecturer should have a variety of teaching style even if he has one class in one sector/ filed  as each one has it is own learning style.

The complex mental processes by which perceived information is converted into knowledge can be conveniently grouped into two categories: active experimentation and reflective observation (Kolb 1984). Active processing involves doing something in the external world with the information—discussing it or explaining it or testing it in some way—and reflective processing involves examining and manipulating the information introspectively. An active learner is someone with more of a natural tendency toward active experimentation than toward reflective observation, and conversely for a reflective learner (ibid)

Second on the learning materials and exercises:

Small-group exercises can be extremely effective for both active and reflective learners (Johnson et al. 1991). Using this techniques help me to get more interaction with different members in the classes, which helps me to get more exchange information, knowledge, experiences and sometimes skills

A Multistyle Approach has been used in the PGCAP course in the class equip me with the skills to be able to use the same techniques in my classroom, or workshops, Studies show that matching teaching styles to learning styles can significantly enhance academic achievement, student attitudes, and student behavior at the primary and secondary school level (Griggs & Dunn 1984; Smith & Renzulli 1984) these techniques such as:

Give students the option of cooperating on at least some homework assignments (active). Active learners generally learn best when they interact with others; if they are denied the opportunity to do so they are being deprived of their most effective learning tool.

Make liberal use of visuals. Use photographs, drawings, sketches, and cartoons to illustrate and reinforce the meanings of vocabulary words. Show films, videotapes, and live dramatizations to illustrate lessons in texts (visual, global.)

Third, using of IT technology:

As Hepplestone et all (2011) pointed out appropriate use of learning technologies can encourage better engagement with feedback. Example of producing feedback electronically include the use of “ Track change” and “Comments” typed in a separate document or digital ink using a tablet PC ( Plimmer and Mason 2006) providing individual feedback on student work. The use of WordPress, and Blackboard discussions help me to improve my knowledge and experiences and give me more creative ideas for more involvement of learners in learning online activity like reading group and discussion online. It was first experiences for me to use the wordpress, this really good it can help me to    ask learner to create their profile and submit their work via word press. In the beginning I was not happy with the IT technology and I thought will never be able to use it, but I have been supported by colleagues with me in the course they explained for me and now I am able to use it perfectly.

Finally, I am trying to catch as much as much I can opportunity in the course to learn from the tutor, colleagues, discussion, and available resources

References:

Felder, R.M., and L.K. Silverman. 1988. “Learning and Teaching Styles in Engineering Education.” Engineering Education 78: 674-681.

Lawrence, G. 1993. People Types and Tiger Stripes: A Practical Guide to Learning Styles, 3rd edition. Gainesville, FL: Center for Applications of Psychological Type.

Oxford, R., M. Ehrman, and R. Lavine. 1991. “Style Wars: Teacher-Student Style Conflicts in the Language Classroom,” in S. Magnan, ed., Challenges in the 1990’s for College Foreign Language Programs. Boston: Heinle and Heinle.

Schmeck, R.R., ed. 1988. Learning Strategies and Learning Styles. New York: Plenum Press.

Guild, P.B., and S. Garger. 1985. Marching to Different Drummers. Alexandria, VA: Association for Supervision and Curriculum Development.

Jensen, G.H. 1987. “Learning Styles,” in Applications of the Myers-Briggs Type Indicator in Higher Education, J.A. Provost and S. Anchors, Eds. Palo Alto: Consulting Psychologists Press, 181-206.

Johnson, D.W., R.T. Johnson, and K.A. Smith. 1991. Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No. 4. Washington, DC: George Washington University.

KoIb, D. 1984. Experiential Learning: Experience as the Source Of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.

Griggs, SA., and R.S. Dunn. “Selected Case Studies of the Learning Style Preferences of Gifted Students.” Gifted Child Quarterly 28, 3:115-119.

Smith, L.H., and J.S. Renzulli. 1984. “Learning Style Preferences: A Practical Approach For Classroom Teachers.” Theory into Practice 23: 44-50.

Hepplestone, S. et. al. (2011) Using technology to encourage student engagement with feedback: a literature review, Research in Learning Technology, vol.19, no.2 pp. 117-127 http://www.tandfonline.com/doi/abs/10.1080/21567069.2011.586677

Plimmer, B., and P. Mason. 2006. A pen-based paperless environment for annotating and marking student assignments. In Proceedings of Seventh Australian User Interface Conference (AUIC2006), January 16–19, ed. Wayne Piekarski, 37–44. Darlinghurst, Australia: Australian Computer Society Inc.

4-  Reflection based on Tutor comments

“I am trying to catch as much I can opportunity in the course to learn from the tutor, colleagues, discussion, and available resources”,

what does this mean? This is mean that by watching another teaching, I can picked what will be suitable for me and for my learners Kolb emphasized the value of experiential learning and thought this could be achieved by:

• Beginning learning sessions by identifying the learner’s existing knowledge & previous experience of the topic

• Using laboratories, fieldwork, simulations, games and case studies

• Encouraging reflection as an integral part of the learning process

What are you trying to learn? I am trying to learn how to deliver my subject with easy enjoyable way, such as using the games has been used with me during the course, such as tell my learner a short story in the beginning to make them thinking and make Agitation for their perception.

Which areas of the PSF are you focusing on? I am planning to develop more skills in the three Areas of Activity, Core Knowledge and Professional Values. first  Areas of Activity because  I am

A1       designing workshops and course for companies in construction.

A2      Deliver training workshops

A3     Assess the course impact and give feedback to the companies.

A4  Effective learning environment in CCI or in the company premises.

Second, Core Knowledge as I am:

K1   as a commercial to deliver a training or course we have to provide sufficient materials as references for our training course.

K2  we deliver from 3hr to 6 months learning  courses ( supportive relationship).

K3  as our first step before we deliver the assist for the company we conduct a diagnoses or assessment .

K4  we apply our learning  technology, like KPI engine.

K5 we have and evaluation form for any course, and we measure the impact of the assist.

K6 one of our role to helping most of our companies  to be qualified in Quality and get certificate such as ISO

Third Professional Values, as I am as  part of research Centre:

V1& V2  we deal with  variety of companies, different background, different size, national and international, so we apply our E&D strategy.

V3 we apply our research finding and outcomes to shape our assistant, designing project working with national policy and make companies aware with lasted policy in the sector.

V4 as a part of HE institute we are the link between the industry and the academic, so we support/ study the construction sector and  we feed the academic and policy maker with updated issues in the sector.

However my main focusing area are Areas of Activity, Core Knowledge by improving my knowledge in theses 2 areas , and apply what I have learned and seen in the course to my learners such as games, designing case study, using exercise and music if possible.

by improving my knowledge in theses 2 areas , and apply what I have learned and seen in the course to my learners such as games, designing case study, using exercise and music if possible. Also by using more attractive framework for the information I need to present to the learners such as handbook, booklet …etc

I am interested to develop more in teaching style and applying different teaching style to my style and this will be throughout watching more teaching online on YouTube and other websites .

References:

KoIb, D. 1984. Experiential Learning: Experience as the Source Of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall

UK Professional Standards Framework (UKPSF) (2011) access on http://www.heacademy.ac.uk/ukpsf