Reflecting on a Specific Teaching Experience…

In addition to training I’m occasionally asked to deliver a CPD session that is designed to inspire colleagues. In the past I have produced such workshops for teaching staff that introduce the concept of the flipped classroom while seeking to simulate some of the principles. I ask participants to watch a video prior to the session, with a view to using the session for activities and discussion. Using such an “experiential” approach allows teachers to see how this practice can benefit students. The content of the video, the questions, the activities and the discussions are all designed to generate discussion. It is expected that not all staff will view my flipped classroom model in a good way but if this is the case the discussions should provoke comments that allow the group to explore these issues.

The best way to facilitate a session such as this I’ve found is to use the VLE so that I can communicate with the participants before, during and after the session; to host the video and any slides for the session and as a place to hang resources such as links for any additional resources (I use online polls also).

Since this is one of the best sessions I deliver I submitted it for a formative classroom observation that was part of my PG Cert at my last institution (it being one of the only vaguely documented teaching experiences I have!), I’ll make it clear if any of the reflection isn’t my own.

For a start my observer noted that I clearly set out lesson aims to the learners and gained their attention, which I was really pleased with because I had put a lot of effort into designing slides and refined these over a number of sessions. The first time I ran this session was for the benefit of, amongst others, one or two senior members of staff so originally there was pressure to make everything clear and to manage expectations. As well as displaying hoped-for outcomes was a slide of timings, intended to be a lesson schedule. Being my first officially observed teaching experience I felt it was important to try to stick to timings so that the lesson didn’t get out of control and my observer noted that the timing of each stage was appropriate and overall well-structured.

I also enjoy aspects of graphics and design and feel that engagement with students can be aided by good use of design so my opening slide (tied in to the look and feel of the little course I’d created in the VLE) was a large friendly and welcoming image of an upside down classroom (that I’d pinched from the web). The use of this image was also to suggest that I might be “inverting” things to a degree. Certainly I saw my role in this session as a “facilitator” and not a “teacher”. The idea was for the group to create knowledge rather than me deliver it.

My observer noted that I was able to exploit learners’ output to further the development of the lesson. The products of the discussions sections of the workshop were the creation of large pages of flipchart paper where one person from the group would write down the group’s responses and these would be summarised or read out to the other groups in the feedback slot. If there were issues raised in one group but not in the other groups then this is the time for others to respond and contribute to this discussion. I use online polls to achieve a similar space whereby the publishing of the results in real time on a big screen allows people to respond to the points raised immediately (I feel that for this to be successful the students need to be able to respond anonymously). Something I began doing in sessions was to photograph or screenshot these pages/polls and make them available to the students in the VLE after the sessions so that they would have a record of what was said. It was encouraging to see that this had been picked up on by the observer, and that they felt the materials added value to the lesson – this affirmed the work that had gone into the preparation.

Reflecting on my approach to these sessions and in particular this observed session (although technically I’m always being observed in these sessions by colleagues who teach) I realised that much of my energies go into creating the good scaffolding (the VLE) and producing engaging materials and activities in order that I do not have to be centre stage and cope with anything in the way of spontaneity (although of course the discussions are given free reign).

My observer felt that it might be worth me trying to “…relax the schedule / timings a bit in order to allow a bit more flexibility, in addition to reducing the stress of managing a schedule timed to the minute.”

I’ve always felt that the stress lies in having to think on my feet and if the group gets carried away with one activity then we might not find time for the next, or for a crucial part of the lesson. Possibly my dependence on timings and packing in so much in the way of visual resources and stimuli is to ensure there is not enough space for me to have to develop a “natural” teaching style in front of others (teachers and students), preferring to rely on facilitation, partly because I really believe in it, partly because it’s scary to be in front of an audience! I’m interested to see if, going forward, I can still pursue the development and refinement of a blended approach with scaffolding and materials and activities but see if there is any way I can “relax” enough to start to experiment with a teaching style and to be able to observe the results myself.

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