Reflective Teaching of Computing

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Reflective Teachingof Computing

• J. Philip East
• University of Northern Iowa
• east_at_cs.uni.edu
• httpwww.cns.uni.edu/east/scholarship/necc/05/

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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)
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• 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)

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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

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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 ???

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My Experience

• Hired to teach folks how to teach computing
• Discovered I didnt 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

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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

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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!

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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

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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?
• . . . ?

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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?
• . . . ?

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Feedback/Help

• Is purpose accomplished efficiently (grading,
  help, )?
• Is student learning enhanced?
• What alternatives exist?
• Do practice and philosophy agree?
• . . . ?

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Management

• Is it burdensome (to teacher or students)?
• What alternatives exist?
• Do practice and philosophy agree?
• . . . ?

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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?
• . . . ?

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Techniques for Reflection

• Reflective diary
• Ask student opinion
• Colleague observes discusses teaching
• Talk with colleagues (my favorite)
• Pay attention!
• Be open-minded!

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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
• . . . ?

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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.

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So What?

• Questions/Comments/Discussion
• east_at_cs.uni.edu