Sheridan College Sheridan College
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Reciprocal Review for the ICE Book ICE model of thinking, learning, and assessment
10-2018
Reciprocal Review in Educational Development Reciprocal Review in Educational Development
Sue Fostaty Young Queen’s University Meagan Troop
Sheridan College, [email protected]
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Fostaty Young, Sue and Troop, Meagan, "Reciprocal Review in Educational Development" (2018).
Reciprocal Review for the ICE Book. 1.
https://source.sheridancollege.ca/teachinglearninginnovations_ice_reciprocal_review/1
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This Poster is brought to you for free and open access by the ICE model of thinking, learning, and assessment at SOURCE: Sheridan Institutional Repository. It has been accepted for inclusion in Reciprocal Review for the ICE Book by an authorized administrator of SOURCE: Sheridan Institutional Repository. For more information, please contact [email protected].
• Dealing with perfectionism
• Adapting to alternative conventions of writing
• Finding time to write and to meet
• Deciding on how much detail to include
• Feeling vulnerable and/or exposed when sharing
• Adopting a conversational tone
• Adhering to the “voice”/positionality
• Providing a strong rationale
• Establishing clear guidelines
• Negotiating timelines with authors
• Providing chapter templates
• Incorporating formative feedback and check-ins
• Modelling and fostering a positive practice
• Offering flexibility through a hybrid approach
“What is becoming clear through the writing
process is an opportunity for me to reflect deeply on my own practice.”
Reciprocal Review
Building Community Providing
Structure
Identifying
Bottlenecks Sharing
Breakthroughs
“The atmosphere in the room was one of excitement and energy.”
“I’m totally going to steal that idea since I think it could work well in my context…that’s what we call sanctioned stealing.”
Writing Exercises
Keyword Writing
“…the purpose of keyword writing is to arrive at new points of
resonance and deepen understanding of words and their meanings in relation to self, group, and society. ” (Christou et. al., 2008, p. 65).
Freewriting
• Keep your hand moving
• Lose control
• Be specific
• Don’t over-think
• Let go of punctuation, grammar, spelling etc.
The ICE Model Writing Exercises
References:
Christou, T., DeLuca, C., Luce-Kapler, R., & McEwen, L. (2008) The Pedagogy of Hinges. Journal of the Canadian Association for Curriculum Studies. 5(2), 63-89.
Fostaty Young, S. (2005). Teaching, learning and assessment in higher education: Using ICE to improve student learning. Proceedings of the Improving Student Learning Symposium, London, UK, 13, 105-115.
Fostaty Young, S. & Wilson, R. J. (2000). Assessment and Learning: the ICE approach. Winnipeg, MB: Portage and Main Press.
Healey, M., Marquis, B., & Vajoczki, S. (2013). Exploring SoTL through international collaborative writing groups. Teaching & Learning Inquiry, 1(2), 3-8.
Troop, M. (2017). Creativity as a Driver for Transformative Learning: Portraits of Teaching and Learning in a Contemporary Curriculum Course. Journal of Transformative Education, 15(3), 203-222.
Wilcox, S. (2009). Transformative educational development scholarship: beginning with ourselves. International Journal for Academic Development, 14(2), 123-132. DOI: 10.1080/13601440902970007 Wyatt, J., & Gale, K. (2014). Introduction to the special issue on collaborative writing as method of inquiry. Cultural Studies Critical Methodologies, 14(4), 295-297. DOI: 10.1177/153270861430299
Reciprocal Review as Educational Development:
Diversifying the SoTL Landscape
Sue Fostaty Young and Meagan Troop
Framing Reciprocal Review
The reciprocal review process adopted for the collaboration evolved through the editor’s conceptual weaving of a variety of sources: Wilcox’s (2009) work on self-study as educational development; Wyatt and Gale’s (2014) exposition of collaborative
writing as inquiry; Troop’s (2017) examination of keyword writing; Healey, Marquis and Vajoczki’s (2013) exploration of SoTL
through collaborative writing groups; and the Bowen theory-informed use of Teaching Triangles. As part of the inquiry and writing process, authors stand to gain greater insight into their own teaching practices, and their students’ learning. Nevertheless, the
greatest potential for professional growth is expected to be gained through the review process, whereby each author reviews chapters written by two other contributors – one from a discipline closely related to their own and one from a discipline they are
less familiar with. Our use of reciprocal review is designed as an invitation to broaden and deepen our conceptions of teaching and learning through the diverse exchange of perspectives and experiences within a developing SoTL community of practice.
Orienting Authors Toward Reciprocal Review
“I forgot how liberating freewriting can be.”
“I’m feeling both relieved and energized as others share their diverse applications of the model.”
“What I’ve written is kind of shitty, but I’m going to take a risk and share it anyway…I’m okay with
putting myself out there because I really value and care about getting feedback from the group.”
Extensions Connections
Ideas
Ability to articulate relationships; Relate
new learning to what is already known;
Combine two or more discrete skills
Fundamentals; Facts; Discrete skills or concepts; Steps in a
process; Vocabulary; Definitions;
Information
Extrapolate to novel
situations;
Postulate or anticipate outcomes;
Understand
implications of learning; Ability to hypothesize
Wilson (1996); Fostaty Young & Wilson (2000);
Fostaty Young (2005)
