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Reflection, feedback and perceptions of self

Reflection, feedback and perceptions of self. Personal totems. Ideal Teacher. Me. Revisiting images. ILP Prep – Reviewing your progress. Demonstrating ‘insight’ – to see things as they are – to accurately perceive the nature of something Reviewing the feedback and assessing your progress

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Reflection, feedback and perceptions of self

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  1. Reflection, feedback and perceptions of self

  2. Personal totems

  3. Ideal Teacher Me Revisiting images

  4. ILP Prep – Reviewing your progress • Demonstrating ‘insight’ – to see things as they are – to accurately perceive the nature of something • Reviewing the feedback and assessing your progress • Reflecting on feedback and using it actively to feed forward

  5. Self concept • What is it? • How does it work? • How does it impact on how you read feedback?

  6. In Pairs • List your five most important characteristics from your perspective • List the five most important characteristics you have noted about the other person • Share your personal list for yourself with the other person • Listen to what they said about you (do that for each other) • What is similar/what is different? • Did you list things to project a particular image of yourself or a particular values orientation? How well do you know each other? How would it vary?

  7. You need to step outside yourself and use the ‘other’ to see yourself

  8. How ‘cybernetic’ are you? • ‘cyber’ came from a Greek work which meant ‘to steer or navigate’. It came into common use in the 1940s in relation to the field of ‘cybernetics’ and Norbert Wiener’s concept of ‘goal-directed systems’ (Weiner, 1948/1965) • A significant focus of this work was the notion of feedback loops. • system > goal > inputs > resulting actions> feedback loop > response to maintain goal > controlled by governor • Effective cybernetic systems receive feedback and respond appropriately to ensure the goal is reached.

  9. Cybernetic systems need positive and negative feedback to reach equilibrium!

  10. Can you identify three pieces of feedback you’ve received? • Feedback you blocked • Feedback you accepted • Feedback you accepted and extended upon • Does it matter who the feedback came from? Who do you listen to most?

  11. 1. Action 2. Feedback or response Subject Other subjects 3. Response to feedback (intramental and intermental) 4. Action

  12. Cybernetics of self (Identity is a cognitive tool) External utterances & expressions - Actions, speech, objects from subject Subject Ideas concepts and skills, emotions – success and crisis memory – accumulated experience Feedback – negative (blocked or rejected) Feedback – critical but from trusted other (considered and adapted) Impact of feedback > Internal dialogue, internalisation & transformation Identity membrane – permeability dependent on external environment and internal state Feedback – positive (accepted) Feedback – negative (accepted and internalised)

  13. Individual subject activity within communal activity Feedback Subject Identity Personal goal (lead activity) Varying degree of buy in to the Communal goal Personal outcome Collective outcome and products Reject or accept Accept Output Stop, resist, block, adapt, reinforce, extend Community

  14. Activity > contradiction > expansive learning (Engestrom)

  15. So … • What is your perception of yourself as a teacher? • What different kinds of feedback have you/do you receive? • How do you respond? • How can you use negative feedback to lead to expansive learning? • Next step action? What is within your control?

  16. Reflection – what is a reflection? • An experience • Spontaneous interpretation of the experience • Naming the problem or question that arises • Generating possible explanations • Ramifying the explanations into hypotheses • Experimenting or testing the selected hypothesis

  17. Individual Learning Plan • Are you being honest about your strengths and how they can be capitalised on? What is the evidence? • Are you being honest and realistic in identifying your challenges? What is the evidence? • What is doable and achievable in terms of strategies and how will you use them to make a difference?

  18. Final reminders • ILP draft to share with mentor/LLM • Clarify with mentor what you are responsible for planning • Work out processes for sharing plans, receiving feedback & responding, sharing reflections etc • Ensure you get oral and written feedback (provide teacher with templates if needs be) • Use reflection actively – you take the initiative

  19. Distinction between “folios” • Working portfolio - your folder that documents EPL experiences • Professional portfolio - a folder that illustrates your progress towards demonstrating the QCT standards • Folio for EQ teaching positions - a folio that shows how you meet the EQ selection criteria for a teaching position

  20. Four steps in developing your Professional Portfolio • Collecting, categorising and annotating evidence • Selecting the best evidence • Reflecting on your selection • Organising and presenting your portfolio Collect examples of planning, reflections, profiles, assessment tasks, etc that you believe demonstrate the knowledge and practice indicators for each standard

  21. When in doubt! • Talk to LLM • Talk to us! s.davis@cqu.edu.au Do what you’re good at and be good at whatever you do!

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