Blended Learning
Getting_started_with_blended_learning_guide
Getting_started_with_blended_learning_guide
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Self<br />
Reflection<br />
Student<br />
<strong>Learning</strong><br />
Peer<br />
Review<br />
Assessing<br />
and Improving<br />
Teaching<br />
Student<br />
Experience<br />
Figure 13: The 4Q model of evaluation<br />
Section 2.4<br />
Reviewing (evaluating)<br />
Self-evaluation<br />
Reflecting on what we do, and why we do it, is an important part of any professional practice, and such<br />
“reflective practice” allows us to gain an understanding of our strengths and weaknesses, what is going<br />
well, and in which areas we can improve. Just as course design involves a process of planning, designing,<br />
developing, implementing and reviewing, reflective practice involves an ongoing cycle of planning, acting,<br />
observing and reflecting.<br />
To begin, you might ask yourself: What is my espoused theory of teaching? Is my current practice in keeping<br />
with my theory? Am I using technology in a pedagogically sound way? How can my theory help me teach more<br />
effectively? What within myself or in my context is preventing me from teaching the way I should be?<br />
Below are some methods of obtaining self-reflective data:<br />
‣ ¾ The Teaching Perspectives Inventory (TPI) can help you collect your thoughts and summarize your<br />
beliefs and approaches regarding teaching. The TPI is quick to complete – it usually takes no more than<br />
10-15 minutes to answer all the questions and to automatically score your results. You may also choose<br />
to print out your profile sheet to help you visualize and interpret your scores. To access the Teaching<br />
Perspectives Inventory, visit: http://www.teachingperspectives.com/html/tpi_frames.htm<br />
‣ ¾ Teaching journal – it can be very useful (particularly as a new teacher or when teaching something<br />
new or in a new context), to keep a journal about your teaching experiences. This can be in the form of a<br />
kind of ‘diary’ (or a blog), where you write about certain events or personal thoughts, reflecting on these<br />
experiences, and considering what you can learn from them. It is helpful to keep in mind the 3-stages of<br />
recalling the experiencing, reflecting and then learning, as detailed in Figure 14 (see Boud, Keogh, and<br />
Walker, 1985).<br />
Experience<br />
Reflection<br />
<strong>Learning</strong><br />
Behaviour<br />
Ideas<br />
Feelings<br />
1. Returning to the<br />
experience<br />
2. Recognising and attending<br />
to the feelings (using the<br />
positive, dealing with the<br />
negative)<br />
3. Re-evaluating the<br />
experience<br />
Outcomes<br />
(your learning)<br />
New Perspectives<br />
Change in Behaviour<br />
Review of values,<br />
attitudes, beliefs<br />
Figure 14: The process of reflection<br />
Section 2.4 Reviewing (Evaluating)<br />
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