I cannot teach anybody anything, I can only make them think. Socrates

1. I cannot teach anybody anything, I can only make them think. Socrates DTLT 602 Introduction

2. Do you agree?? • What the teacher is, is more important than what he teaches. Soren Kierkegaard • Teachers open the door. You enter by yourself. Chinese Proverb • The only thing that interferes with my learning is my education. Albert Einstein DTLT 602 Introduction

3. Do you agree?? … • The teachers who get "burned out" are not the ones who are constantly learning, which can be exhilarating, but those who feel they must stay in control and ahead of the students at all times. Frank Smith • The most important knowledge teachers need to do good work is a knowledge of how students are experiencing learning and perceiving their teacher's actions. Steven Brookfield DTLT 602 Introduction

4. Introduction to Professonal Portfolio DTLT 602 DTLT 602 Introduction

5. DTLT 602 Course Aims & Outcomes DTLT 602 Introduction

6. Aim This course will facilitate the process of reflection on learning gained throughout the study of DTLT501, 502,511, 504 and 611. (Foundation courses) DTLT 602 Introduction

7. Learning Outcomes On successful completion you will be able to • Use and document a reflective process to demonstrate reflection on learning through DTLT foundation • Demonstrate the application of this learning towards enhancing student learning and improving their own teaching practice. DTLT 602 Introduction

8. One assessment Present thelearning journey you have undertaken, showing how you have • developed as a teacher, • enhanced student learning • improved your practice over time. Draw evidence of your development from your documented evidence of reflection on learning (your Portfolio of evidence) Jacqui Benter-Lynch makes her final presentation to complete the first half of her DTLT journey DTLT 602 Introduction

9. DTLT 602 Key concepts DTLT 602 Introduction

10. Concepts we will explore • Reflective practice as a tool for exploring understanding learning & teaching • Developing your role as an educator with a dual professional pathway • Contributing to and learning from your community of practice • How can practice be informed by theory • Recognising developing skills and knowledge of learning & teaching DTLT 602 Introduction

11. Focus on • Enhancing student learning • Improving teaching practice BUT… • What do these expressions mean?? DTLT 602 Introduction

12. Approaches & activities DTLT 602 Introduction

13. In order to achieve this… Course work • Workshop 1 • Project workshop + project • Individual support Approx. 40 hours • Individual • Personal professional development • Recording of learning • Reflection on learning • Approx. 60 hours DTLT 602 Introduction

14. Learning Activities For example • Goal setting & review – to help focus your learning • Learning conversations - to facilitate reflection on practice • Considering values, ethics, dilemmas – to explore diverse perspectives • Feedback on practice – to gain input into your practice DTLT 602 Introduction

15. Framework for reflection DTLT 602 Introduction

16. DTLT 602 Introduction

17. Stages of reflection • Describes events, tasks, learning event(s), including context • Reflective comments on own perspectives, behaviour, feelings, values, assumptions, beliefs • Reflection comments on others’ … perspectives, behaviour, feelings, values, assumptions, beliefs • Explores/links to other knowledge, previous experience or theory • States what has been learned or solved. Discusses strength & weaknesses of any planned action • Identifies the principles/ implications/ other related issues or question to be aware of, or explore DTLT 602 Introduction

18. Improving the quality of reflection by deepening it •  In deepening reflection, there are shifts – • from description to reflective account • from no questions … to questions … to responding to questions • emotional influence is recognised, and then handled increasingly effectively • there is a ‘standing back from the event’ • self questioning, challenge to own ideas • recognition of relevance of prior experience • the taking into account others’ views • metacognition - review of own reflective processes DTLT 602 Introduction

19. Continuing Professional Development process DTLT 602 Introduction

20. IFL August,2009 DTLT 602 Introduction

21. Communities of Practice DTLT 602 Introduction

22. DTLT 602 Introduction

23. Mitchell & Wood, 2001 DTLT 602 Introduction

24. Portfolios DTLT 602 Introduction

25. How does a portfolio help you achieve? It gives you an ‘space ‘ in which you can organise your evidence of learning: • Evidence – artifacts, journal, record of activity, examples of best work etc • Annotation – what is the learning from these? • Critical reflection – how does my learning impact on my practice? • Structure – develops the ‘themes’ to your elarning • Mapping + claim - show how your learning matches the required framework (DTLT graduate profile) DTLT 602 Introduction

26. Why authentic assessment? • You can fluke a multi choice test, but you can’t fluke assessment set in real life authentic contexts! • Values ‘real’ work and learning • Recognises and values diverse backgrounds and contexts • Thrives on complex relationships • Allows the learner to design & discover • Reflects challenges typical of the workplace • Mixes cognitive and affective domains of learning • Incorporates social learning • Suits extended timeframes • Suits ‘messy’ learning DTLT 602 Introduction