Making Space for Transformation Designing Experiential and Reflective

Making Space for Transformation: Designing Experiential and Reflective Activities for a Hybrid Environment Meranda Roy, Cassie Hudson, and Jennie Larry Johnson Transformative Learning Conference 2019

About Us Meranda Roy, Faculty Development Program Coordinator Cassie Hudson, Graduate Assistant Jennie Larry Johnson, Graduate Assistant

Graduate Student Teaching Excellence Program • Interactive introductory course for graduate students interested in teaching • Open to all graduate students regardless of teaching experience • Zero-credit course • Hybrid (primarily online) • 16 -week course (45 hours) • Goals: • Increase teaching competencies • Increase self-efficacy related to teaching

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Course Components Critical Reflection Teaching Philosophy Practicum Face-to. Face events Online Modules

“The GSTEP Experience” Designing Experiential and Reflective Activities

Experiential Learning: Practicum Provides students with the opportunity to practice teaching an undergraduate class. • Scaffolded learning experience • Semester-long project Practicum Overview Data Collection Preparing to Teach Implementation & Peer Review Teaching Assessment

Reflective Activity: Teaching Assessment Learning Environment • Was the environment you created conducive to learning? Student Engagement • Were the students engaged throughout the learning experience? Prior Knowledge • Did the students have sufficient prior knowledge to participate in the lesson? Facilitation Skills • Did the lesson proceed smoothly? Were directions and explanations clear? Technology • Was the use of technology appropriate? Achievement of Learning Outcomes • Were the students able to achieve the learning outcomes?

Activity: Developing Critical Reflection Questions

Activity: “The GSTEP Experience” Teaching Assessment Goal 1: • Attendees will learn how to write a deep probing teaching assessment critical reflection questions. Part 1 Instructions 1. Think about something you have learned about “The GSTEP Experience” so far. 2. Write a deep probing teaching assessment question that reflects your learning in one of the following areas: • How GSTEP uses critical reflection to promote deep learning? • How critical reflections promote teacher self-efficacy? • How critical reflections can be used as teacher self-assessments?

Activity: “The GSTEP Experience” Teaching assessment Goal 2: • Attendees will learn how to use critical reflection questions as teaching self-assessments. Part 2: Instructions 1. Join your assigned group. 2. Share your critical reflection question with other group members. 3. Group members take turns discussing how the critical reflection questions reflect learning. 4. Group members select one critical reflection question and one teaching assessment. 5. Use sticky notes to prepare to share critical reflection question and teaching assessment with other groups.

Our Discoveries

Data Collection: Teaching Assessments Purpose: to evaluate if process reflections occurred in GSTEP students during their practicum Students: • 24 students total Data Collection: • Teaching Assessments • Required assignment for the course • Last component of the practicum • Completed and submitted online in LMS

Process Reflections Concerned with the how. The examination of how one performs the functions of perceiving, thinking, or acting and an assessment of efficacy in performing them. Includes: Example: • Changes in behavior • Shift in perspective • New understandings • Future behaviors teachers would like to do

Emerging Themes

Questions?

Thank You Meranda Roy, Cassie Hudson and Jennie Larry Johnson gstep@unt. edu