Pedagogical Strategies to Promote Reflective Practices in Accelerated Learning

Environments
Παιδαγωγικές στρατηγικές για την προώθηση αντανακλαστικών πρακτικών σε
περιβάλλοντα επιταχυνόμενης εκμάθησης

Dr. Bob Deahl – Dr. Kelly

Ottman
CAEL
November 2007
 Question?
What is the role of reflection
in a learning environment?
Ποιος είναι ο ρόλος της αντανάκλασης σε ένα
μαθησιακό περιβάλλον;

How does this role change when the

environment is accelerated?
Πώς αυτός ο ρόλος αλλάζει όταν το περιβάλλον είναι
επιταχυνόμενο;
 Learning Objectives
Στόχοι εκμάθησης
• Explore the pedagogical and theoretical
frameworks supporting reflective practices
• Ερευνήστε τα παιδαγωγικά και θεωρητικά
πλαίσια που υποστηρίζουν τις αντανακλαστικές
πρακτικές

• Highlight strategies to promote reflective

practices
• Δώστε έμφαση στις στρατηγικές για την
προώθηση των αντανακλαστικών πρακτικών
Cultivating the Formative Dimension of Education (Sullivan) .
Καλλιεργώντας την διαμορφωτική διάσταση της εκπαίδευσης
(Sullivan)

• Cognitive/Intellectual – Formal Knowledge

Γνωστική /διανοητική - επίσημη γνώση
• Practice/Skill Acquisition – Application
• Πρακτική /απόκτηση ικανότητας - εφαρμογή
• Purpose and Identity – Dispositions/Habits
of the heart and mind

Purpose and Identity – How to BE in the world

How to create meaning and value (Ethos)

Integration through Reflection

 Understanding Adult Learning in
Light of Critical Theory (Brookfield)
• Challenging Ideology
• Contesting Hegemony and the Political SQ
• Unmasking Power, Oppression
• Overcoming Alienation
• Learning Liberation
• Reclaiming Reason
• Learning Democracy
• Teaching and Learning – Radical
Reflection
 …Creating the Conditions for the
Possibility of Personal Transformation
(Palmer, Schulman, Schon)

• Listening for the Voice of Vocation –

Becoming a Reflective Teacher (Palmer)
• Teaching Artistry through Reflection-in-
Action (Schon)
• Principles of Professional Learning – “Praxis”
– Integrating learning/experience via
Reflection-in-Action
Learning from Experience
through Reflection
 Learning Together in Community
Dialogue, Systems and Collective
Reflection (Isaacs, Senge, Scharmer, et. al.)
• Dialogue through Listening
• Listening prior to “Speaking”
• Recognizing “Place, Space” within Systems
• Active Reflection in the Process of Learning
• “Making Space” for Thinking Together

Shifting our Learning Cycles

into the Present!
 “Slow Knowledge” and The
Wisdom of the Present Moment (Orr)

“The fact is that the only knowledge we’ve ever been

able to count on for consistently good effect over the
long run is knowledge that has been acquired slowly
through cultural maturation. Slow knowledge is
knowledge shaped and calibrated to fit a particular
ecological and cultural context. It does not imply
lethargy, but rather thoroughness and patience. The
aim of slow knowledge is resilience, harmony and the
preservation of patterns that connect.”

Wisdom is the proper aim of all true

 Question?

Can reflection occur in

an accelerated format?

What are the barriers?

 Barriers?
• Time • Culture
• Format – National
• – Societal
“Noise”
– Professional
• Setting
– Institutional
• Practice/Comfort
• Self
– Self confidence
 Theory to Practice
• Setting the Stage for Reflection
• Strategies to Promote Reflection
• Measure Effectiveness
 Setting the Stage
• Establish Expectations
• Frame with a Model/Theory
• Set Norms
• Modeling
 Setting the Stage
• Establish Expectations
– Pre letter
– Pre readings
– Pre work
 Setting the Stage
Pre Letter
Dear UWM-EMBA Leadership Learner,
Welcome to Leadership, 794. I am looking forward to meeting you
and to our learning journey. Below is a course overview, to help
you understand the intent of the course.

Course Overview
Leading people effectively is a tremendous challenge, a great
opportunity, and a serious responsibility. There are many
perspectives we can use to examine leadership and its
development. A science of leadership has been proposed through
the research of visible, expressed acts of leadership. An art of
leadership has been explored through addressing the internal
processes that influence leadership acts. These acts emerge from
having a sense of self, clarity of purpose, and from being attuned
to the needs of others. In this course, we will focus on
understanding and applying the external and internal processes
(the science and art) of effective leadership to help you improve
your own ability to lead. Insights and strategies learned can be
applied to organizations, community groups, and/or personal life.
 Setting the Stage
Pre Work
On the first day of class we will explore your
image of leadership. Please take time to pre-think
your image. There are no right or wrong answers.
Your thoughts and your ability to support your
thoughts are most important.

Nahavandi writes, “One way to clarify your assumptions

about leadership is to use images to describe your ideal
leader. Using such images, you can understand your view
of the role of leaders … and your expectation and image of
leadership. These images are your personal theories of
leadership.” As a starting point for this class, each person
is asked to bring an image of leadership. A picture, an
object, a story, or music could all be used to describe your
image of leadership. In class, you will be asked to share
your image of leadership. (Please bring your image to
class). Also in a journal (that you are asked to keep during
this course), please review of your image and the specific
implications (how you can put this image into action) this
view has on your leadership style. Also note the
 Setting the Stage
Setting the Framework
• Frame with a model/theory
– Frame the course
• Teach the model/theory
– Frame the assignments
• EI (Goleman)
• Personal Mastery (Senge)
» Creative tension
 Setting the Stage
• Set Norms • Review roles
– Classroom norms – Role of the
• Discussion instructor
– Trust – Role of the learner
» Risk taking
– Role of the peers
• Culture
– No competition • Modeling
• Interruptions – Instructor
– Review and revise – Highlighting the
throughout the work
course
– Samples
 Strategies
• Multiple Intelligences/Learning
Styles/Personality
• Format
• Feedback Loops
• Resources
• Techniques
 Strategies
Multiple Intelligences/Learning
Styles/Personalities

• Teaching Strategies/Resources
• Assignments
 Video and Audio Links
Sample Covey audio with images
• Sample assignment
 Strategies
Format
• Learning Format • Reflective Format
– Face to face – Individual
– Online – Community
– Hybrid

• Time • Environment
– Pre work – Space
– “In class” • Arrangement
– After class – Location/Setting
• Change
3 - Teach this? - Kelly Ottman ( Oct 8, 2007 5:59 PM )
Three years ago I attended an international conference on the scholarship
of teaching and learning. The last speaker was the president of the
Carnegie Foundation for the advancement of teaching and learning - Lee
Schulman. He is a well known author and respected leader in many areas
of education. In his key note address he began by saying that there are
three dimensions to teaching and learning - Knowledge (the head), skills
(the hands) and integrity (the heart). He spoke at length about the
development of the head and hands in his speech but never returned to
the heart. During the open response/question period I asked him about
the role of education in the development of the heart. I noted that I think
different professions (clergy) focus on this and different schools (private
religious schools) focus on this, but I see a lack of this in other aspects of
education. His response was troubling to me and I would like your
response to his views. He said that he thought that certain professions
and private schools with a religious base could address this, but he
thought that there is a slippery slope of discussing integrity and the
"heart" to discussing and teaching religion. With the need for the
separation of church and state he felt it was risky to include this in the
education process. After, I shared privately with him that I thought religion
and discussing integrity and even spirit does not mean one has to teach
religion. He we very clear that he thought the slope was too slippery.
After, many people approached me and to discuss. Others took differing
stands on the issue. Since we have been discussing this, what are your
views. Is the slope to slippery? Should these topics be a part of the
educational process if we are in a state school? I have thought much
about this (as I include this topic in the course and wonder if it is a worthy
topic to include in this course) and I look forward to your views. Thanks.
Kelly
3.2.2 - Re: Teach this? - Kristine ( Oct 10, 2007 7:33 PM )
I find this discussion interesting and looking at it from a human resources point
of view since this is my profession, I have to agree that the topic must be
discussed with a great amount of care. I just received an article from our
employer's association talking about the increase in lawsuits in the workplace
pertaining to religion. Even if the teacher or facilitator is shaping the
conversation and trying to create a clear definition of spirituality outside of the
context of religion, they will not have full control over the discussion that takes
place among the participants. That is why I think many feel it is a better
decision not to approach the topic at all. In a work environment the company
and in some cases an individual manager is liable for what others deem as
harassing and when approaching personal topics such as this individuals are
very sensitive. From a legal stand point these complaints more attention is
given to the perception of the situation rather than the intention. On the other
hand how do you communicate this and work toward changing this perception
when the topic is avoided all together? It really is a dilemma.
4 - Awareness, Respect and Reflection - Sara ( Oct 8, 2007 9:51 PM )
The Neal article offered that a spiritual path in the workplace was meant as an opportunity to grow personally
and to contribute to society in a personal way.  Some employers offer structured courses or special volunteer
efforts as a means to contribute to their spiritual or emotional needs.  But what about those associates who
need a more personal or less organized outlet?  A company's role should be less about structure, and more
about respecting the fact that there are other outlets available to nurture and acknowledge the spiritual needs
of its associates.
While reading these articles, I thought a lot about how often I am stressed out during the day.  The most
reflection that I can generate is "if I continue at this pace, I'm going to burn out."  I do think that if given the
opportunity, I could benefit greatly from slowing down and taking the time to process how and why I make
certain decisions or choose particular leadership tactics.  When I cannot pause long enough to fully think about
my actions, how can I reasonably pause long enough for my spirit to be nurtured?  Subsequently, how can
leaders continue to demand performance and excellence from associates if they are also not given a chance to
think about what they are doing?  I think that leaders have a responsibility to provide a forum for their followers
to reflect on their actions and decisions, or at least to detach from the harrowing daily corporate life and find
time to re-center themselves.
While there are no doubt risks in rolling out any sort of program that is deemed spiritual, I think the most
prevalent risks are miscommunication and assumption of motive.  One of the biggest barriers to a spiritual
approach will be the lack of understanding about what this actually means; not only for the associates, but also
for levels of management that may not understand the long-term positive effects of reflection and meditation. 
The beginning of a spiritual approach will have a learning curve, so it is important to relay that participation is
optional and in no way mandated.  Additionally, it should be made clear that it is open-ended, meaning that the
associate could elect to not participate as easily as they could elect to participate. 
Knowing the culture of my office, I think that offering a spiritual outlet would be a tremendous relief and benefit
to the organization, but also an interesting challenge that I would love to watch.  I'm tempted to set up an outlet
for quiet reflection – allowing our creative folks to take time and read a magazine, to provide a meditation
opportunity, or to write in a journal.  One of the actions that calms me and helps me re-energize and re-focus is
making lists.  Even 30 minutes to sit down and empty my brain of all the things I'm thinking about and plan for
the rest of the week, frees myself from obsessing or stressing about it later.  Since I work for a company that
often rallies around associates' needs for an even work/life balance, I'm curious to find out how accepting senior
management would be of spiritual balance during the work day.
4.1 - Re: Awareness, Respect and Reflection - Anne ( Oct 11, 2007 11:01 PM )
Sara,
Thank you for pointing out that our days are often too fast-paced and stressful to find time for spirituality. Judith
Neal starts her article "Leadership and Spirituality in the Workplace" with the Latin origin of the word "spirit" -
meaning "to breathe". Though the definition is larger than just the act of breathing, I find that some days I don't
have time to really breathe deeply and reflect on my work and the role I am in.
It is during those hectic days that I make the most mistakes which only makes the day more frustrating and
hectic. Today was one of those days. I made the very modern mistake of forwarding an e-mail thread to
someone who should not have received it. It not only hurt the person receiving it but also the people who had
written things that they had hoped the receiver wouldn't see.
This mistake made me realize that every action I take, and every comment I say and especially write, really
needs to be thoughtful, authentic and careful. It also made me realize how fragile people are and how important
 Strategies
Resources
• Readings • Journals
• Online sources – Written
– Audio – Audio
– Video – Video
• Self Assessments • Guests
• Testimonials
 Effectiveness
• Feedback Loops
• Assignments
– Rubrics
• Link theory and self
– Examples

• Follow up
Final thoughts - Final Thoughts Please add your thoughts about the course and your learning
in this discussion section. What were your take aways? How will you apply?
1 - Key Take Aways - Dale ( Oct 31, 2007 9:27 PM ) 
One key take away from this class is that leaders are extremely multi-dimensional. It's not
enough to be academically intelligent, an expert in your field, and to have many years of
experience, but you need to have emotional intelligence as well. Daniel Goldman describes EI
as "Emotional intelligence is a phrase for a different way of being smart.  It's not the usual
way of thinking about it -- academic smarts -- IQ -- it's how you do in life, how you manage
yourself, your feelings, how you get along with other people, whether you're empathic, how
well motivated you are." This is one of the key take aways for me, that leaders must first
understand themselves before they can lead others. I think I always had a feeling that people
skills are as important as any other trait of a leader, but this class cemented for me how
important it really is.
Another important point I take away from this class is that leadership is a journey, not a
destination. It's a process of learning yourself first, and then learning how to apply experience
and emotional intelligence to the situations around you. This class helped me to better
understand myself and what I need to work on to become a better leader. The MBTI
assessment was an enlightening experience because it told me some things about myself
that I had always known, but it put some context around it. For example, I always knew that I
got more energy from being alone, and that large groups for long periods of time could be
draining for me. I know now that I am introverted, but the key thing for me to understand is
that this is not necessarily good or bad, it simply helps me to understand myself better. I
know that I get my energy from going out for a long run by myself…which helps me to be
more productive in my day to day responsibilities in dealing with people at work all day long.
It will help me to be a better leader in the future because I know myself first.
Another insight I am taking away from this course is that leadership is very complicated and it
comes with a cost. It is clear that there are no easy answers when it comes to being a good
leader. It takes many years of hard work and sacrifice to become a good leader who is
respected by others. We covered many different theories in this course and it is clear that
there is no one right way of being a leader. It is most important to be myself and to be
authentic.
This class was effective for me because of the combination of interactive online discussion,
face to face discussion in class, and studying leaders in readings. They all contributed to my
knowledge and helped me learn more about leadership. I like the multiple methods of
learning, and the wealth of knowledge that was shared in the class from Dr. Ottman, the
 Discussion Questions
• What strategies have you used to
promote reflection?
• How do you remove the barriers to a
reflective process in an accelerated
learning environment?
• How do you know reflection is
occurring?
 Texts Referenced
Stephen D. Brookfield – The Power of Critical Theory: Liberating Adult Learning and Teaching, Jossey-
Bass, 2005

William Isaacs – Dialogue and the Art of Thinking Together, Currency Doubleday, 1999

David W. Orr – The Nature of Design: Ecology, Culture and Human Intention, Oxford University Press,
2002

Parker J. Palmer – The Courage to Teach: Exploring the Inner Landscape of A Teacher’s Life, Jossey-
Bass, 1998

Donald A. Schon – Educating the Reflective Practitioner, Jossey-Bass, 1987

Lee S. Shulman – Teaching as Community Property: Essays on Higher Education, Jossey-Bass, 2004

Peter Senge, C. Otto Scharmer, Joseph Jaworski, Betty Sue Flowers, Presence: Human Purpose and the
Field of the Future, Doubleday, 2004

Peter Senge, C. Otto Scharmer, Joesph Jaworski, Betty Sue Flowers, Presence: An Exploration of
Profound Change in People, Organizations, and Society, Doubleday, 2005

William M. Sullivan, Work and Integrity: The Crisis and Promise of Professionalism in America, Jossey-
Bass, 2005
 Contact Information
C. Kelly Ottman, PhD
kottman@uwm.edu
As of January 1 – ottman@msoe.edu
414-303-9339

Robert Deahl, PhD

Robert.deahl@marquette.edu
414-288-3156