YLTA strand 2

f0e51990-0bda-4a22-8692-2320967a3275So today was the second day of YLTA training. As ever it was a really good session, useful and well delivered. It has however made me realise how much portfolio work I still need to do and how I really need to spend some time on the pedagogical theory element. 

Constructive Alignment

Task

  • Thinking about a course you are teaching on
    • What are 3 thinks you expected your students to be able to do at the end of the course
      • To understand and describe the ways in which technology, culture, sex and gender are interrelated
      • To develop a critical awareness on local, global, technological and cultural influences on intimate relationships
      • To understand and be able to apply the concept of ‘embodiment’ to a range of subjects, contexts and principles
    • How did/ do you teach them to use these three things?
      • By seeking to disrupt their existing assumptions and ‘common sense’ on a range of issues
        1. For example, I used the sexualities task not to teach them the labels given to different sexual orientations, but to show them that that sexual orientation is much more complex than we tend to imagine and that this over-simplification is driven by processes of heteronormativity. We then discussed how we embody our sexualities and how to challenge the things we take for granted about sexual identity
      • When we came to look at the notion of the ‘cyborg’ the students struggled to grasp this difficult concept so I adapted the learning plan to accommodate their questions and let them ask as many ‘stupid questions’ as they needed to in order to feel comfortable with the subject
        1. This also included allowing time in the seminar to review secondary commentaries to help them get to grips with the basics
      • How did/do you assess them on those three things?

    I invited them to share things from the reading that they had found interesting and talk about how they felt these things related to the overall course

We spent some time discussing reflexivity and different types of reflexive writing which was really useful for my portfolio and my autoethnographic thesis work. We also spent some time reviewing each other’s reflection forms and I was relieved that the person whose form I reviewed has a similar approach to me. I was particularly taken by Jenny Moon’s work and am looking into buying her book.

Modes of Reflection

  • Self
    • Teaching journal/blog
    • Critical incident analysis
    • Mentoring
    • Recording your teaching
  • Student
    • Feedback in/post session
    • Informal online surveys
    • Focus groups
    • Departmental questionnaires
    • Performance- how well did they do?
  • Peer
    • Peer observation
    • Team teaching
    • Previewing and retracing mentoring, coaching
    • Moderation
    • External
    • Examiners/ assessors

Levels of Reflection

  • Descriptive Writing
  • Descriptive Reflection – a description which acknowledges other viewpoints
  • Dialogic Reflection – A ‘stepping back’ from events and actions
  • Critical Reflection – demonstrates awareness that actions and events are not only located within and explicable by multiple perspectives, but are located in and influenced by multiple historical and socio-political contexts
    • Hatton and Smoth, in Moon 2006

Prompts for Reflection

  • Stories
  • Free flow writing
  • Writing letters that are never sent
  • What if notes
  • Portraits – written of a person
  • Metaphor
  • SWOT analysis (strengths, weaknesses, opportunities, threats)
  • Use of the absurd
  • Altered points of view (giving voice to all players)
  • Pictures

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