Reflective Teaching of Computing

1. Reflective Teachingof Computing J. Philip East University of Northern Iowa east@cs.uni.edu http:www.cns.uni.edu/~east/scholarship/necc/05/ J. Philip East Reflective Teaching of Computing NECC’2005, 1

2. By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third, by experience, which is the bitterest.(Confucius, from UKCLE) J. Philip East Reflective Teaching of Computing NECC’2005, 2

3. Reflective practice is important to the development of all professionals because it enables us to learn from experience. Although we all learn from experience, more and more experience does not guarantee more and more learning. Twenty years of teaching may not equate to twenty years of learning about teaching but may be only one year repeated twenty times. There are many times when our normal reactions to events are insufficient themselves to encourage reflection. We should not rely solely on our natural process of reflecting on experience, but actively seek ways to ensure that reflection itself becomes a habit, ensuring our continuing development as a professional teacher in higher education. (Beaty, from UKCLE) J. Philip East Reflective Teaching of Computing NECC’2005, 3

4. A Reflective Approach (Bailey) • Collect data about teaching • Examine attitudes, beliefs, assumptions and teaching practices, • Use information obtained as a basis for critical thinking about teaching J. Philip East Reflective Teaching of Computing NECC’2005, 4

5. Some Thoughts on Being Human • Reflection not innate, thus, it is developed and can be improved • People differ (in all things including their reflection) • Cannot reflect while doing (can: do, reflect, do, reflect, do, reflect, …) • We learn from experience • Reflection is virtual experience ??? J. Philip East Reflective Teaching of Computing NECC’2005, 5

6. My Experience • Hired to teach folks how to teach computing • Discovered I didn’t “know” how to do that • Been trying to figure it out since then • Always been curious about learning • Daughter  teaching and learning for all • Have • Wondered about (& wandered in) my teaching • Interacted with my wife (who thinks differently) • Participated in a self-study group • Do not like “formal” processes J. Philip East Reflective Teaching of Computing NECC’2005, 6

7. A Reflective Approach (East) • Involves • Questioning what you do • Wondering how to do better • Thinking about your teaching • Thinking about student learning • Reading/talking about teaching • Revising practice accordingly • Requires an open mind • By yourself, but preferably with others J. Philip East Reflective Teaching of Computing NECC’2005, 7

8. Process • Focus on what you want students to be able to do • Consider how instruction can get as close as possible to having them do that in the actual context anticipated • Consider how you think people learn • Design instruction accordingly (focus on students doing, teacher-telling will almost certainly get included) • Try it out in one aspect of teaching • Reflect! J. Philip East Reflective Teaching of Computing NECC’2005, 8

9. Aspects of Teaching • Planning • Teacher activity • Student activity • Instructional approach • Delivering instruction (“teaching”) • Providing feedback/help to students • Management • Theory/philosophy • Can reflect on all aspects J. Philip East Reflective Teaching of Computing NECC’2005, 9

10. Student Activity • Is assignment purpose appropriate & explicit (to teachers, perhaps to students)? • Programming • Application usage • Fluency • Does activity enhance student performance? • What alternatives exist? • Do practice and philosophy agree? • . . . ? J. Philip East Reflective Teaching of Computing NECC’2005, 10

11. Teacher Activity • Is value added (to rest of instruction)? • Are both content and process goals supported? • What alternatives exist? • Is time used effectively? • Do practice and philosophy agree? • . . . ? J. Philip East Reflective Teaching of Computing NECC’2005, 11

12. Feedback/Help • Is purpose accomplished efficiently (grading, help, …)? • Is student learning enhanced? • What alternatives exist? • Do practice and philosophy agree? • . . . ? J. Philip East Reflective Teaching of Computing NECC’2005, 12

13. Management • Is it burdensome (to teacher or students)? • What alternatives exist? • Do practice and philosophy agree? • . . . ? J. Philip East Reflective Teaching of Computing NECC’2005, 13

14. Instructional Approach/Organization • Are you doing what you want or think is important)? (your wants may differ) • Realistic student projects? (Involving design? Providing multiple examples of desired patterns? With support for all students?) • Develop independent learning? • Minimize teacher-telling • Develop design skill • Do practice and philosophy agree? • . . . ? J. Philip East Reflective Teaching of Computing NECC’2005, 14

15. Techniques for Reflection • Reflective diary • Ask student opinion • Colleague observes & discusses teaching • Talk with colleagues (my favorite) • Pay attention! • Be open-minded! J. Philip East Reflective Teaching of Computing NECC’2005, 15

16. Getting Started • Select topic of reflection • List questions/concerns • Identify data to collect/analyze or things to watch for • Do it (paying attention) • Think/question what happened • . . . ? J. Philip East Reflective Teaching of Computing NECC’2005, 16

17. Some Resources • UKCLE http://www.ukcle.ac.uk/resources/reflection/index.html • http://educ.queensu.ca/~ar/schon87.htm • http://www.infed.org/thinkers/et-schon.htm • Bailey http://www.cuhk.edu.hk/ajelt/vol7/art1.htm • Wiggins & McTighe, Understanding by Design. ASCD, 1998. J. Philip East Reflective Teaching of Computing NECC’2005, 17

18. So What? • Questions/Comments/Discussion • east@cs.uni.edu J. Philip East Reflective Teaching of Computing NECC’2005, 18