EEB420 Reflective Practice in Learning and Teaching in Higher Education (8)
CSU Discipline Area: Early Childhood Studies (ECHIL)
Duration: One session
Abstract:
The two modules in this subject address reflective practice and professional portfolios. Supported by practice-based education principles, this subject provides participants with opportunities to engage in purposeful reflection and inquiry, grounded in their discipline and professional teaching practice. Informed by literature, practice and their professional context, participants will develop, implement and evaluate outcomes of plans and actions in pursuit of their professional teaching aspirations. This subject supports and encourages participants to be reflective practitioners by requiring the continual analysis of individual and institutional professional learning plans. Through its pedagogical design, the subject encourages the development of multi-discipline and/or cross-campus, real or virtual communities of practice.
+ Subject Availability Modes and Locations
| Session 2 | |
|---|---|
| Distance * | Bathurst |
*This subject offering contains a residential school. Please view following information for further details.
Continuing students should consult the SAL for current offering details: EEB420
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Enrolment restrictions:
This subject is restricted to academic, divisional and vocational education staff who are currently engaged in learning and teaching in higher education contexts.
Objectives:
Upon successful completion of this subject, students should:
be able to (participants select either of the two Modules to study):
Module 1 - Reflecting on Practice
- Explain reflection using scholarly literature, their professional context and individual teaching practice;
- Adopt learning and teaching metalanguage in a learning and teaching community of practice;
- Articulate a theoretically-informed philosophy of teaching;
- Critique and apply frameworks for self reflection;
- Engage in peer reviews of teaching practice resulting in inquiry-based reflection and action;
- Formulate strategies for improved student learning outcomes;
- Participate in negotiated mentoring opportunities;
- Identify and commit to professional learning plans.
OR
Module 2 - Professional Portfolios
- Adopt learning and teaching metalanguage in a learning and teaching community of practice;
- Refine their theoretically-informed philosophy of teaching;
- Identify and evaluate multiple sources of critical feedback on teaching practice (self, peer, student);
- Gather, select and justify artefacts as evidence to support claims of quality teaching, reflective practice and responsive action;
- Construct a reflective narrative on teaching practice;
- Document professional learning journey;
- Compile an evidence-based portfolio that demonstrates their standard of achievement of the module outcomes and showcases their future strategic plans for professional growth in relation to learning and teaching.
Syllabus:
The subject will cover the following topics:
Module 1 - Reflecting on Practice
- Defining reflective practice;
- Metalanguage of learning and teaching e.g. curriculum, pedagogy, reflection, authentic assessment, scholarly practice/teaching;
- Teaching philosophy - espoused and enacted;
- Frameworks for reflection - Authentic Pedagogy, Quality Teaching, Productive Pedagogies, DEAF model;
- Peer reviews of teaching e.g. setting the ground rules, creating a focus, briefing and debriefing, responding to feedback, planning for action;
- Improving student learning outcomes e.g. increasing student engagement, enhancing student understanding, increasing student attendance;
- Mentoring - What is the role of a mentor? How do I engage with a mentor? What does a mentor have to offer?;
- Professional learning plans e.g. identifying goals, implementing strategies, evaluating success/achievement.
OR
Module 2 - Professional Portfolios
- Metalanguage of learning and teaching e.g. portfolios, teaching philosophy, learning journey, evidence-based;
- Philosophy of teaching;
- Sources of feedback - student reflection e.g. formal subject evaluations, Harvard One Minute Paper, Post It Notes; self reflection e.g. journal, working portfolio notes; peer reflection e.g. Educational Designer, colleague;
- Artefacts e.g. subject outlines, assessment tasks, online announcements, chat room statistics, student work samples, policy documents;
- Narrative - providing a context for an artefact;
- Professional learning journey - Who am I? Where have I been? What have I brought to the situation? What have I learnt? Where do I want to go?
- Types and purposes of portfolios;
- e-tools for storing and communicating portfolio evidence.
Residential School
This subject contains a compulsory 1 day residential school.
The residential school will provide:
1. scaffolding opportunities for participants to complete their subject assessments;
2. space for scholarly interchange regarding learning and teaching;
3. opportunity for the creation of a community of practice.
The Residential School will be facilitated by the Subject Co-ordinator and guest academics and Divisional staff who will provide subject participants with sequentially scaffolded tasks to work towards achieving the subject learning outcomes (objectives). These learning activities will be interactive, scholarly and model quality learning and teaching theory and pedagogy.
The information contained in the 2013 CSU Handbook was accurate at the date of publication: 24 April 2013. The University reserves the right to vary the information at any time without notice.