Lightening talk am mike wride caitriona tcd

CONUL Teaching and Learning Seminar 2018

1. Reflections on Teaching Practice: Trinity’s Special Purpose Certificate in Academic Practice Dr Mike Wride |Academic Developer| @ WrideMike Caitríona Honohan |Subject Librarian | @ CaitHonohan Source: https://pixabay.com/en/silhouette-head-bookshelf-know-1632912 / CONUL Teaching & Learning  Seminar 1st November 2018

2. The Professional Special Purpose Certificate in Academic Practice L evel 9 award focusing on professional development in academic practice, integrating four interrelated facets: teaching, learning, research and leadership. 15 ECTS . flexible, research-informed and practice-based professional development: develop and evidence knowledge and values commitment to supporting an excellent student learning experience

3. Who is the course for? Academics or academic-related professionals in Trinity: researchers with teaching responsibilities, part time or adjunct teaching staff, or staff with roles in supporting learning Not open to graduate teaching assistants ( separate programme ) Course focuses on application of theory to practice, reflection and evaluation: all participants should be in an active teaching or supporting learning role

4. Programme Modules Assessment + Feedback Integrating Research + Teaching Developing Creative Teaching + Learning Approaches Reflecting on + Evaluating Your Teaching Perspectives on Teaching + Learning Curriculum design Technology Enhanced Learning Leadership Research Supervision Embedding Reflection in the Curriculum

5. Librarian as Teacher As the course developed, I saw a lot of relevance to my own role especially learning about the dynamics of teaching to small and large groups and the idea of being a facilitator rather than just lecturing . By the end of the module, some academics had a much deeper understanding and appreciation of the role of the Library in teaching and research. (David Macnaughton , Subject Librarian) Facilitating ways to include feedback (among peers, student to teacher and teacher to student) will have a huge impact on my teaching and will involve more critical thinking. It will inform how I design material in the future and help me to understand what and how students learn . (Geraldine Fitzgerald, Subject Librarian)

6. My Modules Perspectives on Teaching and Learning in Higher Education (Autumn 2017) Reflecting on and Evaluating your Teaching in Higher Education ( Spring 2018) Developing Creative Teaching and Learning Approaches in your Discipline ( Winter 2018) Teaching Portfolio including Teaching Philosophy Statement (2019)

7. Collaboration During the course: Peer Learning Discussion boards on Blackboard Discussion with academic colleagues about Information Literacy Reflective Presentation - written feedback from colleagues In practice: Sharing answers from student feedback questions with academic colleagues to feed back to students Sharing student feedback about the benefits of IL sessions with academic colleagues 

8. What I’ve learned Scholarly approach to developing teaching practice Teaching Philosophy Statement Learning Theories Student-Centred Learning Active Learning Different Learning Styles Reflection and Feedback Source: https://pixabay.com/en/question-mark-note-duplicate-2110764/

9. How has it changed my practice? Teacher as Facilitator Active Learning, e.g. Think Pair Share, workshops Different Learning Styles Learning Outcomes Classroom Assessment Techniques - 1 Minute Paper Use of Technology, e.g. Socrative Reflection and Feedback

10. Reflection: Theoretical Framework Carlile and Jordan in O’Farrell on Reflective Writing: Reflection as “a key component of critical thinking, to encourage the clarification of concepts and to indicate the state of critical thinking at which the student has arrived” (2007, p. 25 ). Corrall on Reflective Practice in Information Literacy Development: “Within a decade, critical Information Literacy and reflective pedagogical praxis have moved from a peripheral prospect to a core concern for teaching librarians” (2017, p. 40).

11. Case Study Library Resources for Literature Reviews Year 3 Undergraduate students Piece of Reflective Writing written 30 minutes after the session Source: https://pixabay.com/en/amazing-beautiful-beauty-blue-736881 /

12. Reflection on the Session through the Kreber + Cranton (2000) Model: Instructional Domain Content Reflection: What should I do in course design, selecting materials, and methods ? Workshop-style - Each student has a computer Demonstration/Workshop on developing a Search Strategy Flip Chart to brainstorm ideas for keywords etc. One-Minute Paper at the end

13. Process Reflection: How did I do? Were my methods, materials, and course design effective? Workshop-style - Each student has a computer - This seemed to work quite well, although I didn’t go around to each student as I usually do in a workshop, because of the number of students and the room layout. Demonstration/Workshop on developing a Search Strategy - Feedback suggests that this was the most successful element of the session. Flip Chart to brainstorm ideas for keywords etc. - “This was the first time I tried this, and I’ll definitely do it again. It enabled good explanation of AND and OR in a clear way I think.” One-Minute Paper at the end - What was the most important thing you learned today?

14. Premise Reflection: Why does it matter what methods, materials or course design I use? Learning Outcomes Student-Centred Learning Different Learning Styles Social constructivism - Making meaning

15. Reflection on Feedback Almost all the students mentioned the Search Strategy and the databases as the most important things they learned. This is a good result, but I should also focus more on the concept of Evaluating Information . Sample Answers: “Demonstration and theory on how to correctly query databases to find relevant articles” “How to access the databases and search the keyword AND/OR etc ” “Filtering searches by using limits, Boolean terms and quotations” “The possibility of broadening and narrowing down the literature search by combining keywords”

16. T akeaways For Caitríona : SPCert exposed Caitríona to new ways of thinking about teaching and facilitating student learning F acilitated her own personal growth as a reflective practitioner For Mike: A ffirmation that the SPCert teaching is being put into practice in a meaningful way to support student learning As a developmental biologist by training, Mike appreciates the relationship between the parts and the whole of the course and how this is enabling staff CPD at TCD. A more holistic, integrative and constructivist approach that aligns with the Trinity Education Project

17. References Accardi , M. T., Drabinski , E., & Kumbier , A. (2010). Critical library instruction : theories and methods . Duluth, MN: Library Juice Press. Booth, C. (2011). Reflective teaching, effective learning : instructional literacy for library educators . Chicago, Ill.: American Library Association. Corrall , S. (2017). Crossing the threshold: reflective practice in information literacy development. Journal of Information Literacy, 11 (1), 23-53. doi:10.11645/11.1.2241 Freire, P. (1972). Pedagogy of the oppressed . Harmondsworth : Penguin. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11 (1), 33-49. doi:https ://doi.org/10.1016/0742-051X(94)00012-U hooks, b. (1994). Teaching to transgress : education as the practice of freedom . New York ; London: Routledge. Kreber , C. & Cranton , P. A. (2000). Exploring the Scholarship of Teaching. The Journal of Higher Education (4), 476. doi:10.2307/2649149 McGuinness, C. (2011). Becoming confident teachers : a guide for academic librarians . Oxford: Chandos . Moon, J. A. (2004). A handbook of reflective and experiential learning : theory and practice . London ; New York: RoutledgeFalmer . Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218. doi:10.1080/03075070600572090 O’Farrell, C., & Fitzmaurice, M. (2013). Academic developers using narrative to support our professional development. Innovations in Education and Teaching International, 50 (3), 227-237. doi:10.1080/14703297.2012.760776 O'Farrell, C. (Ed.). (2007). Teaching portfolio practice in Ireland a handbook . Dublin: Centre for Academic Practice and Student Learning, Trinity College Dublin. Sch ö n , D. A. (1987). Educating the reflective practitioner . San Francisco ; London: Jossey -Bass.

18. Thank You Dr Mike Wride | @ WrideMike Caitríona Honohan | @ CaitHonohan