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Critically reflecting on teaching 

Associate Professor Ian Clark 5 July 2010 University of South Australia Building Innovation in Teaching & Learning ( BuILT ) Workshop Series. the reflective journal o r t eaching portfolio. Critically reflecting on teaching . Workshop Structure. Introduction

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Critically reflecting on teaching 

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  1. Associate Professor Ian Clark5 July 2010University of South AustraliaBuilding Innovation in Teaching & Learning (BuILT) Workshop Series

  2. the reflective journal or teaching portfolio Critically reflecting on teaching 

  3. Workshop Structure • Introduction • Why keep a teaching portfolio? • What does a teaching portfolio look like? • Reflecting on Teaching • Components of teaching portfolio • Beginning a teaching portfolio • Types of teaching portfolio • Conclusion

  4. Why keep a Teaching Portfolio? • part of your professional development. • It is a document that records • achievements, • allows for reflection on teaching • supports applications for promotion, awards etc. • performance management • A teaching portfolio is a living document • it will change over time as you evaluate your teaching, • Reflect on the results, • develop different approaches to teaching.

  5. What does a teaching portfolio look like? • Varies depending on purpose • Formative portfolio • Created for personal and professional development • Generally not for sharing • Summative portfolio • Created for others • For promotion, job applications, awards etc. Source: LTU-Developing a teaching portfolio

  6. What does a teaching portfolio look like? • Varies depending on purpose • usually 6–12 pages in length • may contain supplementary material in appendices • written as a scholarly reflection of your teaching • highlight changes to approach to teaching

  7. Reflecting on Teaching

  8. Components of a Portfolio • personal details, including name, school, contact details • a list of contents • an introduction containing your teaching and administrative duties • a summary of your teaching philosophy, in the context of the University learning and teaching framework

  9. Components of a Portfolio • a critical reflection of teaching activities and their impact on students and your school • a description of the approach adopted for a particular activity, including the context and rationale for the approach. • comment on any difficulties or unexpected results from the activity, • Discussion of student and peer evaluations, • a reflective summary of the positive aspects resulting from the activity • any changes you would make if you repeated the activity. • • a summary of professional development activity

  10. Components of a Portfolio • a summary of any future developments you would like to undertake and a time frame for their implementation • a plan of action for improvements in your teaching • conference presentations, publications, awards and grants related to learning and teaching • appendices with documentary evidence in support of your details listed above

  11. Beginning a portfolio • In what ways might you want to use a portfolio • Teaching • Research • Administration

  12. Beginning a portfolio • Some things you might consider • Teaching • What do you regard as the most effective teaching activity you undertake? • What do you regard as the least effective activity? • Which teaching approach has been most beneficial for students? Why? • Give examples of alternative teaching approaches you have used.

  13. Beginning a portfolio • Some things you might consider • Students • Do you always use the same teaching methods for all students? • What is your primary goal with respect to your students? • How would you describe your relationship with students?

  14. Appendices • Examples of Student Evaluations of Learning and Teaching • Examples of Peer evaluation • Letters from Students • Examples of Student Work • Presentations and Publications • Workshops and professional development courses • Service on Learning and Teaching Committees

  15. Types of portfolios • Depends on the purpose • Notebook • Word document • On powerpoint slides • E-portfolio

  16. Conclusion • A portfolio should be representative enough for the key dimensions of teaching as a scholarly activity to be evident • Identify your teaching activities and responsibilities • Select indicators for your teaching activities and their impact and effectiveness • Begin collecting documentary evidence to support your claims

  17. References • CLPD (2005), Developing Your Teaching Portfolio, Centre for Learning and Professional Development, The University of Adelaide www.adelaide.edu.au/clpd/teaching/portfolio/t_portfolio.pdf • Seldin, P (2004) The Teaching Portfolio: A practical guide to improved performance and promotion/tenure decisions, 3rd edition, Anker, Bolton MA • UCAT (2009) Developing a Teaching Portfolio, University Center for Advancement of Teaching (UCAT), Ohio State University, Columbus OH, http://ucat.osu.edu/teaching_portfolio/

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