Running Head: GROUNDING MY TEACHING PRACTICE

EDUC 5001G - Assignment #3

Analysis and Synthesis paper
Grounding my Teaching Practice in Theory
Sandy Odrowski (100157733)
For: Dr. Bill Hunter
University of Ontario Institute of Technology
March 7, 2014

GROUNDING MY TEACHING PRACTICE

Grounding my Teaching Practice in Theory

As a curriculum specialist at the Durham College Center for Academic and Faculty
Enrichment (CAFE), I have had the opportunity to design and deliver many workshops. Ten
years of teaching experience in the dental programs has also provided me with the opportunity to
grow my teaching practice through critical reflection and student feedback. However, I didnt
know what I didnt know. The Principles of Learning (PoL) course has enriched my knowledge
regarding learning theories, theorists and various learning perspectives and provided me with the
opportunity to apply that knowledge in a course I teach to new full-time faculty: Diversity in
Teaching & Learning. The purpose of this paper is to demonstrate my learning by analyzing the
diversity course using research and learning from the PoL course as well as additional resources
to substantiate my findings. The following areas will be examined: the learners, course design,
the online environment, critical reflection, assessment methods and revisions made based on my
findings.
Discussion
Background
Diversity in Teaching and Learning is one of five courses offered to new full-time
faculty as part of the Durham College Certificate in College Teaching (DC CTC) program
delivered through the Centre for Academic and Faculty Enrichment (CAFE). Although I did not
design the course, I had the pleasure of teaching it with a colleague in the fall of 2013. An
overview as to the history, context and purpose of the teaching certificate will help set the stage
for the reader.

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The DC CTC was launched in 2010 for new full-time teachers to support not only the
development of their teaching skills and knowledge, but also the development of a commitment
to a learner-centred approach to teaching as espoused by the college leadership. The goal of
shifting faculty from an instructional (focus on teaching) model to one where learning is the
major concern (focus on learning) drove the design of the program. The ideology behind such a
decision was to model a learning environment that faculty in turn, would adopt for their own
teaching.
The teaching certificate program consists of a total of five courses: three that are
mandatory (Teaching Methodologies, Curriculum Design & Development and Assessment &
Evaluation) and two optional courses (Diversity in Teaching & Learning and Professionalism &
Scholarly Practice). All courses are full credit courses (42 hours) and offered in a hybrid format
alternating from in-class to online delivery on a weekly basis.
The Learners
Out of the last two cohorts, a majority of faculty have voluntarily continued on to the
optional courses, therefore completing the certificate. Many faculty voiced that they continued
with the optional courses not only to receive their DC CTC, but because they wanted to continue
to learn with and from their cohort. Vygotskys theory of social constructivism states that
learning about teaching is a social process and forming new knowledge occurs through sharing
and comparing learning and understanding with others (as cited in Eib & Miller, 2006).
Furthermore, his Zone of Proximal Development" (ZPD) theory describes the gap between what
learners can accomplish independently and what learners can accomplish through social
interaction with more knowledgeable or more proficient peers or instructors (Vygotsky, 1978, p.
86, as cited in Boettcher, 2007). Schlager and Schank (1997) suggest that improvement of

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teaching practice develops through inquiry and dialogue that is critical, reflective and
constructive, taking place in social contexts with supportive peers. The last six weeks of the
diversity course are taught (both in class and online) by the students (in groups) in a supportive
and safe environment. It is quite evident that each group of presenters are clearly supported by
their peers and they openly elicit feedback to improve their teaching. A social caf online
discussion board is used as a conduit to provide opportunities for sharing of resources or to post
questions to their peers in a collegial and supportive online environment.
All Durham College new faculty hires must possess expertise and experience in their
disciplines as well as an undergraduate degree or a Certificate of Qualification (trade related) in
their area of expertise (Durham College New Academic Employees policy, 2013). Preference is
given to candidates who possess a combination of teaching and industry experience but due to
the diversity of programs offered at Durham College, this is not always possible. However, a
formal credential in education is not a condition of employment. Therefore, some of the faculty
in the CTC have minimal or no educational in teaching.
Brown and Cocking (2000) list several key principles and their implications outlining the
differences between experts versus novice learners. They note that expert learners have acquired
a great deal of content knowledge that is organized in ways that portray a deep understanding of
a subject. They also say that experts may know their discipline but this does not guarantee they
can teach others (p.31). Jonassen, McAleese and Duffy (1993) proposed a Continuum of
Knowledge Acquisition Model where they identified three types of learning and match them with
what they believed to be an appropriate learning theory: behaviourism, cognitivism and
constructivism (Figure 1).

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Figure 1

The Continuum of Knowledge Acquisition Model (Jonassen, McAleese, & Duffy, 1993)
Ertmer and Newby (1993) claim that the instructional approach used for novice learners
may not be engaging enough for expert learners. It is important to note that some of our faculty
are already at an expert stage of learning while some are novice learners. Ertmer and Newby
(1993) stress that the use of one single learning theory is not the solution; they suggest that
matching learning theories with the content to be learned should drive instructional design.
Upon reflection, I can see now that the diversity course design, aligns to more than one learning
theory, providing opportunities for new faculty to move along a continuum in a learning
environment that fosters self-efficacy in the profession of teaching.
Course Design
The weekly structure of each class, whether face to face or online, follows a learning
unit cycle was design based on Kolbs experiential learning theory (Merriam, 2007). Kolbs
research indicates that people learn primarily in one of four styles and that we can all benefit
from information presented in all four ways, but prefer one of the four if given a choice (Kolb,
D. & Kolb, A., 2005). Teaching in ways that address all four styles maximizes the potential for
all students to learn; all benefit from the repetition and different approaches (Merriam, 2007).

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The learning cycle used in the diversity course comprises four different types of activities
that align to Kolbs four styles of learning: connection activity (connect to content by activating
prior knowledge; diverger-feeling and watching), content activity (learn new content;
assimilator-thinking and watching), practice activity (practice learning; converger-thinking and
doing) and summary activity (synthesize; accommodator-doing and feeling) (Kolb & Kolb,
2005). An example of how the learning cycle is used in the online environment can be found in
Appendix A.
My learning in this course has allowed me draw a connection between the course learning
unit cycle and Gagnes nine events of instruction (Driscoll, 2005).

Although I initially thought

of the course unit learning cycle as a behavioristic approach, my research revealed that Gagn's
theory aligns with a cognitivist paradigm (Moellem, 2001). I discovered that the instructional
plan used in the diversity course provides both appropriate environmental stimuli and
instructional interactions to bring about a change in cognitive structures of the learner (Driscoll,
2005). A discussion with one of my students revealed that she found the unit learning cycle the
most beneficial thing she had learned thus far in her courses and that it had the greatest impact on
her teaching. Prior to taking the certificate, I just taught how I had been taught, which was
lecturing. Now I feel that I can provide my students with a variety of activities to help them
learn. I am way more confident in my teaching. 1
Technology-enhanced learning
An important part of new learning for our faculty is learning how to teach and learn
online. King (2002) maintains that teaching online may be a catalyst for change in current
1 Student Comment: DC CTC program, Diversity Course 2014

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teaching practices because teaching online prevents teachers from teaching in their traditional
ways. New views of teaching and learning may need to be cultivated for online delivery (King,
2002). The shift from teacher-centred to learner-centred is one of the greatest benefits of the
online environment (King, 2002). In the diversity course, delivery occurs online every second
week in an asynchronous environment. The Learning Management System (LMS) Desire2Learn
(D2L) is used as a platform for student learning. Features such as announcements, the calendar,
the checklist, drop box, rubrics, grade posting and discussion boards are used on a regular basis.
Online technologies such as Wikimedia Commons ( a free media file repository) , Animoto (free
video creation tool ), Exploratree (a free web resource where you can access a library of readymade interactive thinking guides to organize projects) and Zunal (a webquest maker) are just a
few examples of technologies modelled in the course to expose faculty to the endless
possibilities available to enhance learning. However Fink, (2013) maintains that that pedagogy
should drive the choice of technological tools and not the other way around. This is discussed
thoroughly in one of the introductory courses. As well, the content in the diversity course lends
well to online research from a plethora of websites that provide an opportunity for faculty to
organize, classify and store information in a way that is meaningful to them. Siemens (2007)
asserts that our ability to learn what we need for tomorrow is more important that what we know
today. It is critical for teachers to understand the knowledge society in which they live in order
to help students become consumers of knowledge in this digital era.
Critical Reflection
Brookfield (1995) maintains that one of the greatest gifts you can give your students and
yourself is to critically reflect on your teaching practice. Reflective questions are posted to the
discussion board to prompt discussion. A simple discussion question such as what does x mean

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to you? elicits a thread of responses. This can often result in a shift in current beliefs or
assumptions (Taylor, 2007). The use of a discussion board and in-class discussions to promote
critical reflection fosters teacher (student) interaction by encouraging teachers to take a stand
through questioning and challenging others underlying assumptions (Burnett & Lingam, 2007).
Mezirows transformative learning theory (1981) suggests that change to meaning structures
occurs through reflection about content, process or premises which can result in transforming
perspectives. Mezirows theory of transformative learning in adult education is grounded in
cognitive and developmental psychology, highlighting the need to make meaning of perspectives
through critical reflection (Dirkx, 1998).
The nature of the content in the diversity course and the opportunity for critical reflection
in learning activities as well as assessment methods provides an opportunity for transformation
in the learner. One student wrote the following in a course evaluation I really enjoyed the class
and it has certainly made diversity top of mind whether it's the examples I use in class or my
feelings toward accommodating students.2 This is also evident when reading submissions of two
of their assignments: the personal context report, and the course analysis and synthesis paper.
Assessment
In these two assignments, a critical lens is introduced to challenge the learner to examine
their own cultural assumptions and perceptions regarding various aspects of diversity. A
personal context assignment provides students with the opportunity to reflect on their own
cultural identity and how their context has affected their beliefs, values, and practice with respect
to teaching and learning. As Ndura (2004) points out, an important part of critical multicultural
2 Student Comment: DC CTC program, Diversity Course 2014

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teaching is helping students deal with their cultural identity. Brookfield (1995) discusses how
autobiographies as teachers and learners are one of the four lenses for critical reflection.
Through personal reflection, we become aware of our paradigmatic assumptions and instinctive
reasonings that frame how we work (p. 30). The next step is to test the accuracy and validity
through conversations with our students, colleagues and research (Brookfield, 1995). Part of the
personal context assignment is to share their cultural identity with peers and discuss how it
affects their teaching practice.
Another assignment in the diversity course is a course analysis and synthesis paper. The
students are asked to examine one of their own courses and provide an analysis and synthesis of
how it does or does not address aspects of diversity discussed in the course. This culminating
assignment allows students to consolidate their learning and apply it to their course design and
delivery. The following excerpt is from a student submission which demonstrates the impact that
critical reflection had on his teaching:
I now recognize that student-centered learning is effective in meeting the needs of all
aspects of diversity. Increasingly, I have been reducing the lecture component of class
time and substituting it with active learning projects. For example, breaking out in taskgroups, asked to develop strategies or approaches to a particular ethical dilemma and
having them come back to report to the large group. 3
Another major assignment is teaching an aspect of diversity (their choice) to their peers.
Students work in groups to teach about their chosen aspect of diversity and to construct the
learning environment for their peers. An authentic environment is created where faculty learn in
the same environment as they would teach their students. Situated cognition theory espouses
that knowledge is accrued through the lives of people in a society (Driscoll, 2005). Banduras
social learning theory provides a middle ground between behaviorism and cognitivism and
3 Student Comment: DC CTC program, Diversity Course 2014

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purports that people learn through observing others behaviors, attitudes and outcomes of those
behaviors (Driscoll, 2005). Course feedback from one student echoed the value of learning from
her peers:
All of the group presentations provided us with very valuable knowledge. It is very
effective to see many different teachers teach - supplies a lot of new ideas. Group
presentations by teachers are wonderful and meaningful. When I watch my
students.....not so much - but it gives me ideas for more tools to provide for the students
prior to letting them loose on a group assignment. 4

Revisions based on my research

The teacher presentation assignment mentioned above, provides a constructivist
environment where learners can individually construct knowledge through their perception of
physical and social experiences (Jonassen, 1991). However, I feel that the need for less
restrictive guidelines for this assignment might increase their learning. This was one of my aha
moments while writing this paper. My personal need for organization and structure as well as
well-defined expectations is clearly evident in the assignment instructions and rubric. I am a
firm believer in making sure that students know what is expected of them. This philosophy
worked well with my first year dental students because a majority of them where novice learners
who needed a great deal of guidance. However, I have shifted my thinking about this partly due
to what I have learned while researching this paper as well as my personal discovery that I am
learning a lot more with the constructivist structure of assignments in PoL. I plan on making
revisions to allowing for more flexibility which will hopefully provide an opportunity for the
learners to construct their own meaning based on their own individual schema and
interpretation of the experience (Moellem, 2001) . I plan on extending this to the online
4 Student Comment: DC CTC program, Diversity Course 2014

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environment as well, For example, discussion board questions are created and monitored by the
teacher. Asking students to rotate in posting discussion questions and managing the discussion
board instead allows the opportunity for students to construct and control their own learning
through social experience and a rich authentic problem solving environment (Driscoll, 2005).
I also realized that we do not provide options for assignments. One student noted
Although the presentations were helpful from a 'practicing teaching' perspective, I would like to
do more critical thinking around these issues, possibly via a research paper that could be shared
with the rest of the class and compiled into a teaching 'guide'.5 As noted by Schwier, (1995) it
is necessary to realize that some learning problems may require prescriptive solutions, whereas
others are more suited to learner control of the environment (as cited in Moallem, 2001). I will
definitely be revising the assessments to include an option for students to propose another way to
demonstrate their learning as long as it aligns to the course learning outcomes.
Finally, I would like to incorporate a small portion (due to time limitations) of service
learning which will provide an opportunity to learn and develop through active participation
while helping to meet the needs of the community (Billig, 2007). Currently, we have an expert
panel share their knowledge from various student support areas in the college (i.e. Centre for
Students with Disabilities, Aboriginal Centre, Diversity Office). I wish to do more research on
service learning (since many of our Durham College programs use this model) to determine if it
would be beneficial for faculty to spend some time actively helping our student support areas. I
believe this would not only strengthen the relationship between faculty and the various support
areas but also provide an authentic environment for faculty to learn about service learning as
well as our student support services.
5 Student Comment: DC CTC program, Diversity Course 2014

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Conclusion
Prior to this assignment, I had thought very little about the diversity course in terms of
learning theories or evidence-based research as a critical step in informing my practice. The wiki
and my learning in PoL have really helped me hone my research skills and have increased my
thirst for knowledge. Furthermore, writing this paper has provided me with the opportunity to
ground my teaching practice in theory, validating some instructional design and assessment
strategies while revealing the need for revision of others. Exploring traditional as well as
constructivist learning theories has helped me analyze the diversity course from a theoretical
perspective and connected meaning to many aspects of the pedagogy used. Moving forward, I
will revise the diversity course based on research, so that theory will drive my practice.
However, I will also continue to use my students as a gage for revision; the difference will be is
that I will look for evidence to validate my changes. I found this assignment very enlightening
and enjoyed piecing together my learning thus far in the PoL course and applying it to the
revision of the diversity course. I would go so far as to say that through critical reflection,
research, and new knowledge, I now have a new perspective on the benefits of research
informing my practice and feel transformed in my own learning.

Appendix A

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