On becoming an innovative university teacher : reflection in action

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000010120390	LB2331 C68 2006	Open Access Book	Book	Searching... Unknown
Searching... PSZ KL	30000010183232	LB2331 C68 2006	Open Access Book	Book	Searching... Unknown

"This innovative and readable book is not something to be cherry-picked for quick hints and tips. It is a work to be read and re-read and savoured for its humanity, sagacity, practicality and reflection upon the all-important relationships between teaching and learning and the teacher and the learner."
British Journal of Educational Technology

"...a delightful and unusual reflective journey...the whole book is driven by a cycle of questions, examples, strategies and generalizations from the examples. In all, it is the clearest example of practise-what-you-preach that I have seen."
John Biggs, Honorary Professor of Psychology, University of Hong Kong

"This is a unique book, written by a well-known figure in HE who has broad experience and a long track record as an exemplary and caring teacher...The book is unique because it is written in a very personal manner, with a sharing of the author's varied experiences and great enthusiasm for the processes of teaching and communication."
Jenny Moon, Bournemouth Media Centre and Independent Consultant

"[Cowan's] innovative approach to the authorship of a well researched and practical book is worthy of particular mention...Practitioners that are keen to allow spaces for innovative approaches to professional development in learners will find this text readable and thought provoking."
Teaching in Higher Education

On Becoming an Innovative University Teacher shows readers how to plan and run innovative activities to engage their students in effective reflective learning. The book uses an unusual and accessible method: each chapter begins by posing a question with which university and college teachers can be expected to identify; then answers the question by presenting a series of examples, thereafter the writer frankly airs his own second thoughts on what he has offered.

In the second edition of this popular book, Cowan maintains his relaxed and readable style, and the book features revised coverage to make it even more accessible and useful. The examples have been updated throughout and a new chapter looks at innovation and reflection in the context of contemporary higher education.

This is key reading for all university teachers, whether new or experienced, who want to revitalise their teaching.

Author Notes

John Cowan is former Professor of Engineering Education at Heriot-Watt University, and Emeritus Professor of Learning Development at the Open University

Preface: Why did I write this book?	p. x
1 Introduction	p. 1
On the structure of this text	p. 1
Using questions to focus my inputs	p. 1
Working from examples and generalizing	p. 2
Using everyday language	p. 5
Summary	p. 6
2 What is Meant in Education by 'Reflecting'?	p. 9
Outline	p. 9
Example 2.1 Developing enquiry skills	p. 9
Example 2.2 Mastering algorithmic procedures	p. 11
Example 2.3 Study skills for isolated and inexperienced students	p. 12
Example 2.4 'Unpicking log-jams'	p. 15
Example 2.5 Piloting reflective review	p. 19
Example 2.6 Concentrating on one's own priorities	p. 22
Example 2.7 Assessing your own work	p. 24
Other examples	p. 25
Non-examples	p. 25
Generalization	p. 26
Some second thoughts	p. 27
3 What Does Reflection Have to Offer in Higher Education?	p. 29
Outline	p. 29
Example 3.1 Reflective learning activity in mathematics	p. 30
Example 3.2 Reflective learning activity in economics	p. 31
Example 3.3 Reflective learning activity in classics	p. 31
Comment on Examples 3.1-3.3	p. 32
Example 3.4 The demand from society for increased capability	p. 33
Example 3.5 A need for reflective learning and analysis - in a professional curriculum	p. 35
Example 3.6 An institutional change towards reflective learning	p. 37
Other examples	p. 38
Non-examples	p. 39
Generalization	p. 39
Before you lest this, some second thoughts from me	p. 41
4 On What Models Can We Base Reflective Learning and Teaching?	p. 44
Introduction	p. 44
Outline	p. 45
Model 4.1 The Kolb cycle	p. 46
Model 4.2 Socio-constructivist Kolb	p. 48
Model 4.3 The ideas of Schon - and beyond	p. 50
Model 4.4 The Cowan diagram	p. 52
Model 4.5 Self-assessment	p. 57
Different purposes, questions and approaches to reflection	p. 58
Generalizations	p. 59
Testing my own generalizations	p. 60
User evaluations	p. 61
Before you test this, some second thoughts from me	p. 61
5 How Does Analytical Reflection Affect Learning?	p. 66
Outline	p. 66
Example 5.1 Reflective analysis emphasizes processes rather than content	p. 66
Example 5.2 Reflective analysis prompts thinking about thinking - and thinking about thinking about thinking!	p. 69
Example 5.3 Using time out - for reflective analysis of process-in-action	p. 70
Comment	p. 71
Example 5.4 Reflective analysis leads to more purposeful reactions to tuition	p. 72
Example 5.5 Reflective analysis deepens understanding of values in a discipline	p. 74
Example 5.6 Analysing a tutorial experience focuses subsequent participation	p. 76
Generalization	p. 78
Before you test this, some second thoughts from me	p. 78
6 How Does Evaluative Reflection Affect Learning?	p. 81
Outline	p. 81
Confirming vocabulary	p. 81
An interim reflection on my text	p. 85
Example 6.1 Self-assessing - to the teachers' criteria	p. 86
Example 6.2 Self-assessing to own criteria, following the teacher's method	p. 88
Example 6.3 Students reflect on the making of judgements about their learning	p. 92
Other examples	p. 96
What generalization can be taken from this review?	p. 96
Before you test this, some second thoughts from me	p. 96
7 What Can We Do to Encourage Students to Reflect Effectively?	p. 100
First, a digression: what is 'teaching'?	p. 100
Outline	p. 101
Example 7.1 Needs emerge from an experience	p. 101
Example 7.2 Structured dialogue	p. 103
Example 7.3 A letter-writing task prompts reflection-on-and-for-action	p. 105
Example 7.4 Self-assessment	p. 106
Facilitation through tutor intervention	p. 107
Example 7.5 Teachers prompt movement round the Kolb cycle	p. 108
Example 7.6 Tutors intervene to occasion reflection-in-action	p. 110
Example 7.7 A teacher intervenes by providing an input	p. 112
Example 7.8 A structured activity provokes reflections-on-action	p. 114
Other examples	p. 116
Possible non-examples	p. 117
Generalizations	p. 117
Before you test this, some second thoughts from me	p. 118
A final thought	p. 119
8 How Can You Adapt Ideas from My Teaching, for Yours?	p. 121
Introduction	p. 121
Outline	p. 121
Example 8.1 Framework A fits engineering, classics and social sciences	p. 122
The underlying framework - framework A	p. 123
Using framework A in classics	p. 123
Using framework A yet again - in social sciences	p. 124
Active experimentation - for you	p. 125
Example 8.2 Framework B fits social sciences, engineering and biology	p. 125
The underlying framework - framework B	p. 126
Using framework B - in a class activity in first level fluid mechanics	p. 126
Verdict	p. 127
Using framework B in biology	p. 128
Example 8.3 Framework C, transferred to other areas	p. 129
The underlying framework - framework C	p. 129
Using framework C in staff development	p. 130
Using framework C in connection with project work	p. 131
Verdict	p. 132
Overall generalization	p. 133
A second thought from me	p. 133
9 Why and How Should We Start Innovating Nowadays?	p. 135
Outline	p. 135
Much of what should be in our curricula is new	p. 136
Resources are being reduced, again and again	p. 137
The range of abilities within student groups is ever widening	p. 139
We are expected (if not almost obliged) to harness IT in meeting our challenges	p. 139
We need to ensure valid assessment, in the face of changes	p. 143
Intermediate second thoughts from me - at this point	p. 145
First, some general advice to innovators	p. 145
Now, some rather more specific and personal advice, to individuals	p. 148
Generalization	p. 155
Further second thoughts (third thoughts?)	p. 156
10 How Can Such Innovations Be Evaluated?	p. 159
Introduction	p. 159
Example 10.1 Questionnaires	p. 160
Example 10.2 A 'letter' to the tutor or course team	p. 162
Example 10.3 'Taking in each other's washing'	p. 163
Example 10.4 Talk-aloud protocols	p. 164
Example 10.5 Interpersonal Process Recall (IPR)	p. 167
Example 10.6 Drafting a letter to next year's students	p. 168
Example 10.7 Observing and noting facts	p. 169
Example 10.8 Immediate rehearsal and review of learning	p. 171
Example 10.9 Dynamic lists of questions	p. 171
Example 10.10 Reflective learning journals	p. 173
Other examples	p. 174
Generalizations	p. 176
Comments	p. 176
Before you test this, some second thoughts from me	p. 177
11 Where Should You Read about Other Work in This Field?	p. 181
Introduction	p. 181
Coverage	p. 181
Going deeper into reflection in learning - the literature	p. 182
Principles and current educational emphases in higher education	p. 186
The pedagogical context - current thinking on promoting metacognition and deep learning	p. 186
A closely associated topic - current practices and thinking above self-assessment	p. 188
Beyond feedback and evaluation, to a methodology for action research	p. 191
Returning to the starting point - the rationale for student-centred learning	p. 193
Some second thoughts from me	p. 195
An opportunity for self-evaluation	p. 196
Just one, but very important additional, second thought - or question	p. 196
12 Postscript	p. 197
Second thoughts on the structure of this text	p. 197
Second thoughts regarding the questions which I have chosen to answer	p. 198
Second thoughts on what I've missed out	p. 198
Why do I 'teach' in this way?	p. 199
The three important qualities for effective teaching	p. 200
An inclusive example	p. 201
Is this approach to teaching worth it?	p. 203
A confession	p. 204
References	p. 206
Index	p. 215

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Summary

Summary

Author Notes

Table of Contents