All posts by Isabeau Iqbal

The role of informal conversations in developing university teaching

Blog, , Leave a comment

This blog posts consists of some notes on a paper titled “The role of informal conversations in developing university teaching?” by Kate Thomson and Keith Trigwell (full reference at end). It ends with reflections from my educational developer perspective. My interest in this topic is tied to a research collaboration with Gary Poole and Roselynn Verwoord.

Conversation

Thomson and Trigwell’s paper describes how informal “corridor” conversations contribute to the teaching-professional growth of academics. This article is based on a qualitative study of 24 mid-career academics from across six different departments at a research-intensive university in Australia.

Role of informal conversations

The full paper is worth reading, but here I relay only the authors’ findings on the role of conversations. As described in the paper, the roles were:

  1. “To manage their teaching context (i.e. learning about processes and systems such as library reserves)
  2. To improve their teaching and student learning
  3. To reassure themselves about their teaching practice
  4. To vent about teaching-related issues
  5. To transform their thinking and practice of teaching” (Thomson & Trigwell, 2016, p.4)

These functions often overlapped with one another. The “manage” role was cited most often by participants, while the “transform” one appeared least often (Figure 2 in the article, presents a nice visual image of the distribution).

Value of informal conversations

  1. Allow university teachers to deal with challenges related to their teaching, in an manner that is both private and confidential.
  2. Enable instructors to get reassurance from colleagues about specific teaching issues, and in doing so, promote mutual learning.
  3. Allow instructors to take a collaborative approach to managing their teaching; this “may mean that issues are resolved quickly and appropriately without academics having to wait for formal opportunities for dialogue” (p.9).

Quick reflections from my educational developer’s perspective: Implications for promoting instructional growth through informal conversations

The authors found that, in some cases, academics took a “problem-solving” approach, rather than a transformative one, because of time constraints. As an educational developer, I have limited control over people’s time. However, when I engage in consulting conversations with faculty members, I can remind myself of the transformative aim if/when I slip into problem-solving mode.

Experienced instructors need support, in particular as they try out new-to-them approaches. I frequently work with experienced instructors and have found this to be true. When designing our teaching and learning centre’s programming, we need to keep this in mind and make sure that sessions are geared, not only at new instructors, but also fulfill the needs of experienced instructors.

As I design professional growth opportunities, I will want to build in opportunities for “reassurance”. Thomson and Trigwell noted that many formal opportunities aim to improve teaching and by-pass the reassurance aspect.

Autonomy with respect to who to talk with, focus, timing, location, and durations of conversations, repeatedly showed up as an important element for fostering conversations in this study. The authors concluded that “It may be this level of autonomy that contributes to the perception of conversations as an effective and efficient way for mid-career academics to learn about teaching” (p.9). As an educational developer, I will continue to encourage academics to speak to other trusted colleagues.

Here is what I’m left with, because it relates directly to one of our research questions: Are there relationships among perceived similarity, value of interactions, and impact of the network on one’s teaching and research on teaching?. Put otherwise: do academics seek out others who they perceive as “similar” to them when they want to engage in conversations? And, do they perceive that conversations with people who share similar beliefs (about teaching and learning) are more valuable?Since “reassurance” figured very prominently in Thomson & Trigwell’s findings, I presume that people do seek out others that are similar to them in their beliefs about teaching and learning. When interacting most often with individuals who share similar beliefs, is the potential for growth and transformation limited? I presume it may be (Roxa and Martenssen, 2009, touch on this too).

“… it is through challenging implicit assumptions and questioning taken-for-granted practices that professional learning can lead to changes in practice.”(Webster-Wright, 2009 p.703)

Thus, the purpose for engaging in the conversation matters. For reassurance, an instructor may seek out like-minded individuals. If they are wanting to growth professionally as a teacher, they may benefit from reaching out to people with diverse approaches to teaching.

You can read my previous posts on significant networks and significant conversations, here.  For resources from an ISSoTL (2016) session on the topic, see the Resources section of this site.

References:

Thomson, K.E. & Trigwell, K.R. (2016): The role of informal conversations in developing university teaching?, Studies in Higher Education, DOI:10.1080/03075079.2016.1265498

Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of educational research, 79(2), 702-739.

Photo credit: “Conversation” by fte leaders https: //flic.kr/p/egbSUD

Formative assessment to enhance self-regulated learning

Blog, , Leave a comment

I recently re-read the paper “Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice” by Nichol and MacFarlane-Dick (reference at end).

The paper looks at how to enhance feedback practices to support students’ self-regulation. Authors argue that formative assessment and feedback should be used to foster students to become self-regulated learners. This blog post contains some notes and excerpts from the pages 199-205.

Definitions

Formative assessment: assessment that is specifically intended to generate feedback on performance to improve and accelerate learning (Sadler, 1998 in Nichol & MacFarlane-Dick p.199).

Self-regulation refers to “the degree to which students can regulate aspects of their thinking, motivation and behaviour during learning” (Pintrich & Zusho, 2002 cited in Nicol & Macfarlane-Dick, 2006, p.199).  (p.205 contains a good summary of research on SRL)

Self-regulated learning “is an active constructive process whereby learners set goals for their learning and monitor, regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and the contextual features of the environment” (Pintrich and Zusho, 2002, p. 64 cited in Nichol & MacFarlane-Dick, p.202)

Student-centred learning: the core assumptions are active engagement in learning and learner responsibility for the management of learning (Lea et al., 2003 in Nichol & MacFarlane-Dick p.200).

The problem

In higher education, formative assessment and feedback are still largely controlled by and seen as the responsibility of instructors (instructors ‘transmit’ feedback messages to students about what is right and wrong in their academic work, about its strengths and weaknesses, and students use this information to make subsequent improvements) (p.200)

This is problematic because:

  • impedes self-regulation
  • assumes students understand the instructor’s feedback
  • ignores how feedback interacts with motivations and beliefs
  • increases instructor workload

Feedback and learning

There is considerable research that shows that effective feedback leads to learning gains.

Sadler (1989) identified three conditions needed for students to benefit from feedback in academic tasks. Students need to know:
1. What good performance is (i.e. the student needs to understand the goal or standard being aimed for);
2. How current performance relates to good performance (for this, the student must be able to compare current and good performance);
3. How to act to close the gap between current and good performance.

For students to do above, they have to possess their OWN evaluative abilities; they cannot solely rely on ‘outside’ source.  Consequently, we need to help students with SELF-ASSESSMENT skills.

Feedback and learning: The model

Nichol and MacFarlane-Dick present a model of self-regulated learning and the feedback principles that support and develop self-regulation in students. To see a larger version of this model, click on the above image. This image is from the author’s paper available here.

Good feedback practices: 7 principles

In this paper, good feedback practice is defined as anything that might strengthen the students’ capacity to self-regulate their own performance.

Good feedback practice (p.205):
1. helps clarify what good performance is (goals, criteria, expected standards);
2. facilitates the development of self-assessment (reflection) in learning;
3. delivers high quality information to students about their learning;
4. encourages teacher and peer dialogue around learning;
5. encourages positive motivational beliefs and self-esteem;
6. provides opportunities to close the gap between current and desired performance;
7. provides information to teachers that can be used to help shape teaching.

 

Reference:

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.
For a freely accessible version of the paper, see here.

Thank you Jan!

Blog, miscellaneous topics Leave a comment

Below is a short speech I prepared as a public ‘thank-you’ to Janice Johnson, my long-time mentor. Jan retired from the Centre for Teaching, Learning and Technology in 2016, after a long career there.

****

test

Photo of Janice Johnson (taken by Gabriel Lascu)

Jan hired me as a graduate student assistant to work on a teaching portfolio initiative at the teaching and learning centre, then called TAG.

At that time, I had never heard of a teaching portfolio nor of a teaching and learning centre.

Does that mean Jan was a poor decision maker?

No, it means she was (and remains) an outstanding mentor.

Dear Jan,

It is my pleasure to be able to thank you publicly today.

You have shaped my professional life in significant ways and mentored me in the field of educational development for over a decade.

You introduced me to a pocket of academic culture that I was unfamiliar with as a graduate student. I only knew a culture of fierce competition and one-upmanship. At the teaching and learning centre, people shared openly, supported one another, and collaborated meaningfully. And, this is the approach you took with me and others you have hired and worked with.

Over the years, you have introduced me to a host of communities and projects…instructional skills network, bc teaching and learning folks, peer review of teaching, to name a few.  You identified opportunities I was often unaware of and gently invited me in, honouring the fact that I tend to be cautious and seek information before making decisions.

I have learned so much from our conversations and from watching you—from near and afar—“facilitate with ease”. Your skills as a facilitator are ever so masterful and have been revealed to me over time, as my awareness of facilitation has grown.

You are a generous leader, who has never, ever, EVER turned me away when I’ve knocked on your door with “do you have a few minutes?”.

Once you’re not longer at CTLT, I will walk past your door and think of you. And, as a nod to the wrap up in the peer review of teaching workshop that we co-facilitated so many times together, here is my top 10 about Jan:

  • Encouraging
  • Learner
  • Leader
  • Teacher
  • Loyal
  • Perspective-seeker
  • Community-builder
  • Music enthusiast
  • Family-oriented
  • Dog lover

Big ideas and course design

Blog, , Leave a comment

 

“A big idea must have pedagogical power: It must enable the learner to make sense of what has come before; and, most notably, be helpful in making new, unfamiliar ideas seem more familiar….a big idea is not just another fact or a vague abstraction but a conceptual tool for sharpening thinking, connecting discrepant pieces of knowledge, and equipping learners for transferable applications.”

(Wiggins & McTighe, 2005, p.70)

dandelion

Below are some notes on the concept of “Big Ideas,” as presented in Understanding by Design. This information is part of the Course Design Intensive, a 3-day workshop for university instructors seeking to design or re-design a course.

Big ideas are at the core of a subject/field. They are often abstract, non-obvious, and counterintuitive to the novice (Note 1). Big ideas are essential for making coherent connections in a field and are a conceptual anchor that makes facts more understandable and useful (p.80).

A big idea can manifest in various formats (phrase, words, question etc). In pedagogical practice, a big idea may appear as a helpful:

  • concept (e.g. adaptation, perspective)
  • theme (e.g. “coming of age”)
  • on-going debate and point of view (e.g. nature versus nurture, conservatives vs liberals)
  • paradox (e.g. freedom must have limits)
  • theory (e.g. evolution vs natural selection, social constructivism)
  • underlying assumption (e.g. markets are rational)
  • recurring question (e.g. “Can we provide it?” “Is that fair?”) 
  • understanding or principles (e.g. correlation does not ensure causality, the reader has to question the text to understand it)  (p.70)

From the above examples, we can see that big ideas are:

  • broad and abstract
  • represented by few words
  • universal in application
  • timeless (p.69)

In summary, a big idea:

  • provides a conceptual lens
  • provides breadth of meaning by connecting and organizing many facts, skills and experiences
  • points to ideas that are at the heart of expert understanding of the subject/field
  • requires “uncoverage” because its meaning or value is rarely obvious to learner
  • applies to many other inquiries and issues over time (great transfer value) (p.69)

 

 

Note 1: Wiggins & McTighe distinguish big ideas from basic ideas. The latter, they write, are “the basis for further work; for example, definitions, building-block skills, and rules of thumb.” (p.67).

Basic term Core idea
Graph “Best fit” curve of the data
Ecosystem Natural selection
Fact versus opinion Credible thesis

 

Photo credit: Stephanie Carter, “dandelion” https ://flic.kr/p/349d57

Starting a mastermind group

Blog, facilitation, miscellaneous topics, , Leave a comment

I first heard the term “Mastermind Groups” in the Coaching for Leaders podcast approximately 8 months ago. Since I am thinking about starting one, but wasn’t clear on how these differed or were the same as other support groups, I did some reading on the topic and wanted share what I have learned.

Graphic Conversation

What is a mastermind group?

A mastermind group is created when two or more people come together to work towards a purpose. Individual members set goals and seek to accomplish these. Meetings provide support in a group setting and often involve feedback, brainstorming, sharing resources and peer accountability.

How is a mastermind group different from group coaching?

Mastermind groups draw on the wisdom of the group and allow individual members to benefit from everyone’s feedback, support and advice. The facilitator, if there is one, helps with the process and conditions to support the group. In group coaching, the mentor/facilitator coaches individuals in a group setting.

Determine a focus

A mastermind group works best when there is a clear focus. Whether you are starting a group or joining one, you’ll want to think carefully about this piece as it affects the success and sustainability of the group and its membership.

Selecting members for your mastermind group

I have belonged to various ‘support groups’ (i.e., writing groups, PhD cohort, and others), and, based on that experience and according to what I have read on mastermind groups, the who matters a lot.

In a successful mastermind, members have:

Your screening process may be more formal or less so, depending on your preference. Members should be clear (to the extent that they can) on what they hope to get from/contribute to the group.

How many members should you have?

Several posts (e.g., Lifehack and ChristineKane) suggest masterminds should be composed only of a small group of 3-6 people. In my experience, a group of 6 can work when you have a set meeting day/time (i.e., every Friday at 1 pm) and group of 3 is better when people’s schedules vary and you find yourself having to alter the meeting times.

Structuring and running a mastermind group

Mastermind groups may meet weekly, every two weeks or once a month. Scheduling meetings in advance is advisable, meeting less than once a month isn’t. Your conversations can be in person, by phone, or online.

Overall, your meetings will be guided by your “unifying purpose”. In his post about mastermind groups, Michael Hyatt suggests the following structure:

  • each member shares their highs and lows from the week/month (15 minutes)
  • one member gets the “hot seat” meaning they get focussed attention and time during which they discuss a particular issue, can benefit from the group’s input, and strategize (30 minutes)
  • each member determines and shares one action to which she wants to be held accountable (15 minutes)

Others (Savara at Lifehack, Karyn Greenstreet at the Success Alliance), however, suggest that every member should be in the “hot seat” at every meeting. If you choose this option, time in the hot seat needs to be shortened to keep meetings to a reasonable time.

My next steps

As mentioned at the start of this post, I wrote this because I have an interest in starting/joining a mastermind group related either to writing or to doing educational consulting as a “side gig” (as Dr. Katie Linder calls it). The accountability aspect of masterminds appeals to me at this time and the focus on a common purpose because I think both of these matter a great deal to the success of the individual and group.

***

In writing this post, I have discovered there are many resources on the internet about starting and running a mastermind group.  Some additional resources that I have not linked to above include:

You’ve Got This Podcast by Dr. Katie Linder (Thank you Katie for inspiring this post!)

Go Beyond Simple Networking and Organize your own Mastermind Group

 

Photo credit: Marc Wathieu, Flickr, Graphic Conversation https: //flic.kr/p/5xi8KT