Performing to an Invisible Audience
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There were many useful tips however this was the most significant for me:
Perfection can get in the way of real connection. Imperfection can put back into the online realm what is missing – the human. Keep imperfections.
I’d thought about imperfection being ok, in the light of self-compassion and in the spirit of acceptance and the adage ‘finished is better than perfect’. However, I hadn’t thought about imperfection having a value of its own.
And
Being in the second circle, energy coming in and going out. 3 circles of presence – Patsy Rodenburg
This sounded interesting, would like to learn more.
See blog post Presence for more.
Smiling appealing to Mirror Neurons which create empathy – Dan Siegel
This sounded interesting, would like to learn more about his work with empathy.
See blog post Empathy for more.
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Teaching Evaluation Case Study
Excerpt from Macfarlane, B. 2004. Teaching with Integrity: The ethics of higher education practice. Routledge.
Which aspects of Stephanie’s teaching practice appear to be the most fertile for development?
- Ownership and development of the feedback process. Seeing as not simply a University form but an important part of her own development.
- Attitude to students and their feedback. She takes their opinions personally and blames them.
- Attitude towards herself. If she showed herself more compassion and felt less shame, she would be able to take advantage of the administrative assistant doing the feedback, freeing up more of her time.
- Regarding the specific points that are raised by students:
‘Boring Reading’
Stephanie could consider communication methods and learning formats in greater depth. Looking for alternatives or complementary platforms.
‘Too theoretical’
If Stephanie felt the material was essential then she could consider introducing interactive learning activities that would support students in understanding the application of theories to practice. She also might want to consider her communication when presenting the material. Is she assuming that points it clear when they’re not really clear? It might also be worth revising the content itself. Asking herself whether the material really is relevant or even if it is, are there other sources that explain its meaning in a more engaging or clear way.
What could Stephanie do to move past her defensive response?
- Imagine the situation from the student’s point of view.
- Aim to understand their point of view and the alternative experience and evidence that has led them to express these opinions.
- Deal with her own feelings. Talk to colleagues, family, a therapist or find an outlet or activity which allows her to work them through.
Are there any interesting questions or problems that this case study raises for you?
It highlights the importance of owning and engaging with feedback processes creatively and wholeheartedly as we would for any other area of pedagogy.
It also makes clear the importance of confronting our own feelings regarding feedback and the truth, relationship and identity triggers that can be at play in how we respond. To do consider this further I have read ‘Thanks for the Feedback’ by Douglas Stone and Sheila Heen.
See blog post Feedback for more.
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Macfarlane & Gourlay 2009: Enacting the Penitent Self
I think the points that are raised regarding behavioural homogeneity:
‘Ironically, while most learning and teaching programmes like to promote the virtues of social constructivism in reality, they tend to be assessed in a way that reinforces behavioural conformism.’
(Page 457)
Inauthentic learning:
‘The risk of relying too heavily on reflection in assessment is that it can be just as prone to inauthentic writing as the plagiarised essay’
(Page 457)
And inclusivity issues:
‘It promotes conformism to a narrow set of values which are left unexamined and can also impact negatively on students from certain disciplines (and cultures) schooled to write in a more formal and technical manner. For these students a reflective style of writing with the need to be personal and self-revelatory is essentially alien to their disciplinary discourse.’
(Page 458)
Are valuable and it’s iconoclastic and disruptive note is energising. However, at the same time I found its tone to be a touch jaded and even in places patronising, for example
‘Some do engage enthusiastically with reflective commentaries and are happy to toe the line. The more critical thinkers have limited room for manoeuvre.’
(Page 457)
Which make it appear you engage in reflection or you are a critical thinker not both. It’s always good to question pedagogical strategies that might have become default. However, the way in which reflection incorporates and prioritises emotions, experiences and ways of communication which suit the student still feel liberatory. But could this just be my learning preference talking?!
It could be. However, I still feel like this article is turning our energy in the wrong direction. For me, the focus seems like it should not be on removing reflection but on helping students to carry out learning authentically and helping staff to be sensitised to their biases so they don’t consider particular types of reflection right and others to be wrong.
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Sample observation feedback exchange
This helped me write my own observation. In particular the idea that you could start from observation and then move into analysis. It made it seem straightforward, logical and achievable.
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What is it that the student wants me to hear?
Student Stories – Kimmy No.1
- That they are fair, mature and capable.
This can be seen in the below responses, where Lindsay presents one view, which might be the assumed student view, and Kimmy counters.
Kimmy: I think there has to be a balance. If you say, like, you have an hour and there’s four groups in there, then you get to have more one-on-one time with the tutor based on what you need to work on. That would be better than having two hours and, like, however many groups, and you get ten minutes.
Kimmy: I think, again, it could be different for different groups of people. So, if you’re ahead of the game and you have your head on straight and you have a plan, then you don’t really need that ten minutes. Like, let me do my own thing. But some of the groups have to be told what to do and have to be pushed.
- That not all students are the same. That they are individuals.
Also, in the responses above Kimmy does not let the idea that there is one opinion or strategy for everyone be held.
Student Stories – Dilesh No. 1
- That they want honesty and authenticity
This can be seen here:
‘I mean, you say about all the glass… being able to see what other people are doing… but that’s the first thing I felt in the first year, that my card wouldn’t even let me go and visit someone on another course.’
What is being said is not actually the case.
- That they value difference. They want to be exposed to other people and views.
This can be seen when they talk longingly about:
‘Every student from every quarter is wandering around’
And
Dilesh: Yeah, that’s what I was just discussing with… like just this morning. I think that’s what makes it feel quite different. At the Slade, there was a guy who’d made these ice sculptures. And he got the technique to do those ice sculptures by working with the Biology department.
- That they want to be in a dialogue. With other people and other subjects.
This can be seen here:
Dilesh: Yeah, and they did an interim show last year and this guy, he’s made a library… like a bookshelf… a shelf in the UCL library and it had these wax books showing where the missing Irish history was. And it was a fantastic piece of work, but it would never have… he thought of it by being in the UCL library. That wouldn’t happen here, because there’s not a section on history, you know?
All responses from Dilesh also seem to point toward this too –
- That they want to be part of a community
All the points together seem to give us a sense of what they want from university and also from the feedback conversation itself.