Using Systematic Feedback and Reflection to Improve Adventure Education Teaching Skills

Abstract

This study examined how adventure educators could use systematic feedback to improve their teaching skills. Evaluative instruments demonstrated a statistically significant improvement in teaching skills when applied at an outdoor education center in Western Canada. Concurrent focus group interviews enabled instructors to reflect on student feedback to improve teaching in subsequent courses. Instructors had the opportunity to share their experiences, thereby solidifying their learning and validating their practices. The triangulation of quantitative and qualitative data yielded a descriptive model of the reflective process, featuring multiple channels for repeated, systematic feedback to promote continuous reflection. Creating group opportunities for adventure educators to share their teaching experiences is recommended to facilitate instructional improvement, boost staff morale, and instill a sense of professionalism.

Reconsidering McKenzie’s Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing

“…Critics also question the idea that processing after the event has the desired impact and instead call for a rethink of programme design [40]. Finally, processing is now regularly considered under reflective processes, and, while there is direct reference to reflection in AEP [41,42], a wider review of literature covering other educational contexts, where reflection is at the forefront of delivery, would be worthwhile (nursing and medicine, for example).…”

Teaching evaluations and reflective practice: Strategies for improving teaching skills in adventure education

“…Summarizing reflective practice theory (particularly with respect to research and application in other fields such as health sciences or education) is outside the scope of this article, yet it is possible to examine several recent adventure education studies offering suggestions that can be used by instructors in their teaching, and which have the potential to constitute parts of a future theory of reflective teaching practice for adventure educators. These four themes include: evaluation methods and opportunities for individual and shared debriefing or processing as reflective practice (Pelchat & Karp, 2012;Phipps & Claxton, 1997;Phipps et al, 2005;Richardson, Kalvaitis, & Delparte, 2013), examinations of the instructor's impact on student learning (Schumann et. al., 2009), the role of feedback in adventure learning (Schumann & Millard, 2012), and adaptive expertise (Tozer, Fazey, & Fazey, 2007).…”

“…Phipps et al (2005) repeated this same process in a later study, supplemented with instructor comments to probe aspects of their teaching. A subsequent study by Richardson et al (2013) used the IEQ and IEC pre and posttest format, followed by weekly focus group interviews, in a mixed methods design.. Personal and group reflection each week spurred modifications of subsequent teaching.…”

“…This structured process facilitated more than merely thinking about one's teaching-the usual understanding of what reflective practice encompassed (Dewey, 1910;Rodgers, 2002). Pairing personal reflection with a weekly post-course group interview permitted inquiry, dialogue, and sharing about the effectiveness of teaching strategies (Richardson et al, 2013). Encouraging instructors to comment on their own performance, share their learning with peers in a group environment, and then apply reflective practice strategies to improve their teach-ing was also found in other studies (Distad & Brownstein, 2004;Pelchat & Karp, 2012), and is an important part of reflective practice according to Thompson and Thompson (2008).…”

“…http://www.ejorel.com/ Some form of midway assessment, confirmed with group dialogue to assess teaching performance Richardson et al, 2013;Phipps et al, 2005. Sharing of feedback and experiences in a supportive environment Rodgers, 2002;Distad & Brownstein, 2004;Richardson et al, 2013. Complex issues and higher order thinking Manning & Payne, 1993;Tozer et al, 2007. Awareness of teaching strategies that enhance learning transfer Richardson, et al, 2013;Schumann et al, 2009. Immediate, formative feedback over delayed summative feedback Richardson, et al, 2013;Schumann et al, 2009.…”