Engaging in reflective dialogue

1. Engaging in reflective dialogue Joan Williams 24 September 2009

2. Improve teaching Improve teaching performance and maintain status quo Good rapport and some level of trust between mentor and trainee 11/3/2011 2

3. Change status quo Improve teaching performance, think outside the box and change status quo Genuineness, deep levels of trust leading to an emotional bond between mentor and trainee required to change status quo 11/3/2011 3

4. Regardless Trainees must reflect on theory and practice. Superficial reflection on �what happened in the week� is not enough Trainees� ability to engage in deep reflective practice needs to grow and be nurtured throughout their course By the end of the final placement, aspire to facilitate trainees� engagement in deep reflection to facilitate a change in status quo 11/3/2011 4

5. The nature of reflective dialogue Clutterbuck (1998, 2001): PRS: personal reflective space: internal dialogue Students analyse what they have done in relation to the intended outcomes DRS: dyadic reflective space: dialogue with another advantage of having another perspective, the opportunity for confrontation and challenge 11/3/2011 5

6. Single loop and double loop learning (Argyris & Schon, 1996) 11/3/2011 6

7. Reflective dialogue (Brockbank & McGill, 2006, p.295) Dialogue about : feeling, thinking and doing Listen; Summarise to clarify and be sure you have understood the trainee�s message; Ask questions; Agree action Summarise 11/3/2011 7

8. Reflective dialogue (Brockbank & McGill, 2006, pp.45-60) Purpose must be clear to both Understand and connect with the trainee Allow safety for voicing the realities of the trainee�s world Engage trainee�s knowledge, sense of self and values Give trainee space to consider and reconsider issues without haste Get below the surface to �defensive reasoning�; Challenge things taken for granted Maybe challenging, painful and uncomfortable 11/3/2011 8

9. Types of interventions that might help (Heron, 1990, pp.5-6) 11/3/2011 9

10. Intervention sequencing model for mentors working with trainees to facilitating learning Catalytic interventions to help the trainee rehearse learning and explore understanding, mixed with, supportive interventions: agreeing with the student and confirming their understanding. Confronting interventions to help the trainee examine their perspectives, correct misunderstandings and judgments, followed by, catalytic interventions to revise their understandings, mixed with, light cathartic interventions to relieve tension in laughter � and then informative interventions fill the gaps in students� knowledge and critical awareness�. 11/3/2011 10

11. Intervention sequencing model for mentors working with trainees to facilitating learning Catalytic interventions for further exploration, with, supportive interventions and possibly prescriptive interventions to add guidance for future action. 11/3/2011 11

12. Questioning (Parsloe & Wray, 2000, pp.149-154) Questions come after listening. Questions coming too early may appear to be interrogation and hinder rapport building Open (what? Why? Who? Where? When? Helps learner to develop their own thinking Closed may close down the learner, limit their contribution and limit reflection Rhetorical / leading questions can lead the learner away from their own path Multiple questions are confusing 11/3/2011 12

13. Question types Awareness raising To develop self-awareness and a sense of responsibility for future action. E.G. What can you do to lift the performance further? Reflective Elicits clarification and confirmation of understanding by reflecting back words. E.G. You said you hate teaching 8a. Can you explain exactly what you mean? 11/3/2011 13

14. Question types Justifying Provide an opportunity for further explanation of reasons, attitudes or feelings. E.G. Can you elaborate on what makes you think the pupils achieved the learning objective? Hypothetical Poses �a situation� to introduce a new idea or concept, but only if the learner has the knowledge and understanding for this. E.G. What if you ? How about ? 11/3/2011 14

15. The weekly session It is not a meeting to catch-up on things Take time to go deeper Focus on 3 targets and the related action in association with the standards Trainee prepares and brings their review of progress based upon PRS during the week Trainee presents Mentor facilitates the reflective dialogue. 11/3/2011 15

16. We encourage you to: CHALLENGE PRACTICE TOGETHER and DARE TO DO THINGS DIFFERENTLY 11/3/2011 16

17. Bibliography Bibliography � � Argyris, C. and Schon, D. (1996) Organisational Learning II: Theory, Method and Practice, Wokingham: Addison-Wesley � Brockbank, A., McGill, I. and Beech, N. (2002) Reflective Learning in Practice, Aldershot: Gower. � Brockbank, A. and McGill, I. (2006) Facilitating Reflective Learning through Mentoring and Coaching, London: Kogan Page � Clutterbuck, D. (2001) Everyone needs a Mentor, Fostering talent at work (3rd edition), Trowbridge: The Cromwell Press � Heron, J. (1990), Helping The Client. A Creative Practical Guide, London: Sage Publications � Parsloe, E. and Wray, M. (2000) Coaching and Mentoring. Practical methods to improve learning, London: Kogan Page 11/3/2011 17