Using the reflective cycle for staff management ev1

Using the Reflective Cycle for staff and participant management March 2010

The Reflective Cycle CAUSES ,[object Object],[object Object],OUTCOMES ,[object Object],[object Object],SOLUTIONS ,[object Object],[object Object]

Applications of the reflective cycle for different questions How do participants use the reflective cycle? (Slide 4) How do tutors support participants’ use of the reflective cycle? (5) How do tutors use the reflective cycle? (6 & 8) How do managers use the reflective cycle? (10) How do managers support tutors’ use of the reflective cycle? (7 &9) Tutors use participants’ data to inform their own reflection ,[object Object],[object Object],[object Object],How to use the reflective cycle before participants get to the classroom (11&12) Managers use tutors’ data to inform their own reflection

The reflective cycle for participants Over-arching question to generate the goal: What do we want students to have at the end of the year (knowledge, skills, mindsets)? The teacher ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The student ,[object Object],[object Object],Solutions ,[object Object],[object Object]

Questions a tutor can ask to facilitate a participant’s reflection ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The reflective cycle for tutors Over-arching questions: What do we want our participants to be able to do that will maximise their impact on students? The tutor ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The participant ,[object Object],[object Object],Solutions ,[object Object],[object Object]

Questions a manager can ask to facilitate a tutor’s reflection around student learning and participant effectiveness ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The reflective cycle for tutors Over-arching question to generate the goal : How many participants do we want to complete the program and what skills / knowledge / mindsets do they need to be on the way to becoming effective alumni? Causes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Outcomes ,[object Object],[object Object],[object Object],Solutions ,[object Object],[object Object]

Questions a manager can ask to facilitate a tutor’s reflection around retention and alumni leadership ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The reflective cycle for managers Over-arching questions: What do we want our tutors doing that will support participants to maximise their impact on students? The manager ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The tutor ,[object Object],[object Object],Solutions ,[object Object],[object Object]

Using the reflective cycle before there are participants in the classroom Reality ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Vision ,[object Object],[object Object],Action ,[object Object],[object Object],[object Object]

Questions a manager can ask to facilitate a staff member’s reflection (before there are participants in the classroom) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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