Professional Development for Learning Advisors: Facilitating the intentional reflective dialogue (Talk T15)
Presenter: Satoko Kato, Kanda Institute of Foreign Languages, Japan
This presentation reports on a study which explored how “intentional reflective dialogue” with an interlocutor can deepen Learning Advisors’ (LAs’) reflective learning in terms of their professional development. As one of the key roles of LAs in self-directed language learning is to activate learners’ reflective learning processes, it is worthwhile for LAs to experience reflective learning process themselves as a part of their professional development program. Eight LAs, with experience ranging from one to three years, participated in this study. Each had two interviews with the interlocutor (the presenter). Although most of the LAs usually reflect on themselves and have conversations about advising with colleagues, the reflective dialogue which was intentionally structured for training purpose resulted in LAs being engaged in a different type of self-reflective approach. The results of the study and the future possibility for developing an on-going LA training program will be discussed in the presentation.
1. Professional Development for Learning Advisors: Facilitating the intentional reflective dialogue Satoko Kato Learning Advisor Kanda Institute of Foreign Languages (KIFL) [email_address]
16. Wheel of Learning Advising (WLA) Adapted from Kato & Sugawara (2008) Student talk Did you give enough space and time to students to explore and talk about themselves? 5 5 10 10 Active Listening skills Questioning skills Could you have asked questions that helped students to explore themselves more? Advisor talk -Guiding, modeling, supporting -Linking, connecting, -Informing, giving options, etc. Student progress in autonomous language learning. Learner satisfaction (Your perception of whether learners’ expectations were achieved in the session.)
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Notas del editor
Idea of “ Control ” “ I had to do a complete 180 degree turn with respect to my thinking on the idea of ‘ control ’ . Dealing with uncertainty “ Every session starts with the advisor as much in the dark as the advisee and in some cases even more so. ” “ the biggest departure from the traditional classroom experience is that going into the advising session you are literally flying by the seat of your pants. ” Adjusting expectations “ I expected learners would come to me with specific language problems and ask for advice on how to fix them. In fact they may not even know what their problems are. ” (Crowe, 2006)
Recorded interviews (16 sessions) One session (40-70 minutes) Analyzed by focusing on the followings: Reflecting on oneself as an LA Repeated words Answers for the fixed questions Outcome of the interview: Future vision/goals Feedback on having intentional reflective dialogue Advising skills used by the interviewer Self-reflective journal The researcher kept a journal through out the research to reflect on herself as an interviewer. Overall imp ression What went well/ not-so-well? and why? Why not? Critical moment in the interview How can I become better in guiding LAs to deeper reflection?
Feedback from LAs Degree of reflection “ I do internally reflect often but not nearly to the same degree (as done in reflective dialogue). ” “ I usually reflect on advising sessions by myself but not on I myself as an LA. Through this dialogue, I could see my vision of advising. ” “ I often reflect on and talk about my advising sessions with my colleagues. But I realized doing this kind of semi-formal session (intentional dialogue) will bring me to deeper level of reflection that I can ’ t usually reach. ” New perspectives I came to certain understandings I would not have ordinarily been able to come to. I find myself thinking about advising a lot … having a lot of internal dialogues with myself about and advising but it is really different when talking to someone else. It helps unravel ideas as well as introduce new perspectives. It helped me understand how students may view dialogue in advising we have with them. ” I could see about myself as an LA more clearly by talking about myself and getting feedbakc from you. Self-reflection (by the researcher)
You will face yourself as an LA critically. You will envision yourself more. Your existing values might be challenged. You might have some emotional flows and may have to deal with it.
In fact… The author had to be able to use a variety of combinations of skills used in advising. -Interviewing professionals who already have reflection skills and trying to make them go deeper requires intensive focus. Usually I had to use most of the skills in one session. Whereas, it is not always the case with student advising. Had to focus on “overviewing”. (Not just focusing on one session, one students but yourself as an LA). Had to challenge their existing value which sometimes requires you to deal with the emotional flow of the interviewee.