Category: Unit 3

Part 1

My previous experience with APA style is almost non-existent other than what I learned in our Introduction to Leadership course last term.  I used MLA style in both of my prior undergraduate degrees in English and Education.

Today, I had the opportunity to hear author and educator, Tom Schimmer speak on balanced assessment.  At the end of his keynote address, he provided the audience with a list of 13 references, two of whom came from his own books on the subject.  Tom’s scholarly writing  added credibility to his educational leadership role as he not only had a philosophy to share, he was able to provide data to back it up.  It became clear that both quantitative and qualitative data were an essential piece in motivating teachers to examine their assessment practices.  I would like to improve my professional communication skills and believe that learning how to research and write scholarly papers will aid me in this.

Part 2

At the moment, despite doing well on the online quizzes, I feel wholly inadequate in my scholarly writing skills! I am grateful for the online resources and videos that are available by OWL Purdue but also for the detailed examples provided in the American Psychological Association Manual (2010).  These resources will be beneficial in setting up proper formatting and referencing citations.

The areas that I struggle with the most are:

• Writing in a passive voice instead of an active voice. To help combat this, I am going to try really hard to keep asking the question, ‘by whom’ to determine if I am using a passive voice as prompted by Lee (2016) in her blog post on the topic.
• Wordiness and redundancy in my writing. To aid me with this, I will incorporate Dr. Hatala’s (2016) method of crossing out unessential words or areas where I repeat points during the editing process.
•  Ensuring that ideas logically flow from one section to another when beginning new paragraphs. I will ask for feedback from a colleague when editing.

Questions for Dr. Strong

• As part of the check list of what you are looking for, you mention that, “all sources listed in the References have at least 1 corresponding in text citation” (Strong, 2018).  Does that mean, if we read published journal articles or books that relate to our topic but don’t end up directly quoting or paraphrasing from them that we are NOT to include them in our Reference list?
• What are the most common errors you see made by your students when writing scholarly papers and what are your personal tips in avoiding these?
• Is writing in first person discouraged other than when it involves a study that the writer was involved in?  Is sharing personal experiences discouraged?
• When referencing a YouTube video, after the title, should we be putting in brackets …  [Video podcast]?

References

American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Hatala, M. (2018). Learn APA Style – Section 3.01-3.23 – Writing Clearly and Concisely. Retrieved from https://www.youtube.com/watch?v=BRu1UPPubMY

Hurley, G. & Jones, B. (2012, May 9).  APA Formatting -The Basics. Retrieved from https://www.youtube.com/watch?v=pdAfIqRt60c

Strong, H. (2018). Unit 3 Learning Activities. Retrieved from https://create.twu.ca/ldrs591/unit-3-learning-activities/

This is a response to Charlie Mable’s Read, Rank, Write Blog Post

https://create.twu.ca/charliemable/2018/05/20/rank-talk-write-unit-3/

There are many examples of being a Novice, whether starting a new job, sport, travelling, DIY project, learning to drive, that have similar experience to what Cahalan describes.  Cahalan’s thesis is transferable to many different areas. Frankly, starting this Masters program draws parallels here. Setting up a blog, referencing, rereading assignment instructions, clicking on ‘publish’ and looking for any feedback. As a Novice in this program, already I have ‘vacillated between feelings of failure and moments of exhilaration. ‘(Cahalan & Foley, 2017, p. 12) I think I proved Cahalan correct with her description of a Novice.

I thoroughly enjoyed reading your blog post Charlie and could relate completely to what you described being a novice  feels like and your parallels to this course.  I too, ‘vacillate between feelings of failure and moments of exhilaration’ (Cahalan & Foley, 2017) both in this course and in my new position at work. I have moments of pure panic in this course when I go online and see that others have posted in a different format and question whether or not I even understood the assignment instructions.  I am definitely a novice when it comes to APA citation rules and continue to seek clarification. These feelings of uncertainty and nervousness are a good reminder to me of how some of my own students must feel when it comes to trying something new.

I also loved your point (in your opening statement), where you shared that the more you read, the less you felt you knew.  I felt like that this week when I sat down to write my essay on Critical Thinking.  I found that I was just spinning in circles as I read, wrote, edited, scrapped what I wrote, read, edited and wrote and edited again and again. The process definitely made me aware that I am very much a novice on my journey.

Thanks again for sharing your beautifully expressed thoughts.  They were a great reminder that learning is a process and it is perfectly acceptable to be a novice.  Being a novice, means that we aren’t afraid to start the journey and step outside of our comfort zones.

Response to Layla Zhang’s Post

 https://create.twu.ca/layla11/2018/05/19/unit-3-learning-activity-2-rank-talk-write/

Additionally, I would like to mention the idea brought explicitly by Cahalan that “To learn a practice means to experience the practice, practice it, tell about it, ask questions about it, read about it, write about it, practice it, do it, empower others to do it” (Cahalan & Foley, 2017, p. 12). These are exactly what we are doing right now in this course. We are assigned to read, write, reflect on our thoughts, ask questions to invite further discussion, and response to others blogs. That is why I love getting involved in education because I could help myself and other people become a wiser person.

I appreciated the quote by Cahalan and Foley (2017) that you selected to share; “To learn a practice means to experience the practice, practice it, tell about it, ask questions about it, read about it, write about, practice it, do it, empower others to do it (p.12)”.

I immediately applied this quote to the classroom and my responsibility as a teacher to help my students develop their critical thinking skills.  Firstly learning happens by actively doing, so I try to provide as many hands on opportunities for learning as possible. Secondly, after practicing,  I’ve found that by having students share their learning experience with others, it helps to not only reinforce  the concepts but also allows for them to be open to others ideas and conceptions.  They can then reflect and readjust their thinking if needed. Thirdly, these animated discussions can lead to more essential questions being asked; such as “What factors are necessary for institutional change to happen?” that lead to even more discussion and even more questioning. After this intentional analytical and analyzing of information, students are then in a better position to write about and share their learning with others. I love watching this process in action and always leave feeling empowered and inspired by it! We are creating future citizens who are socially conscious of their responsibilities and who will be producers of information, rather than just consumers!

The reason why I bring up the classroom is that sometimes these critical thinking skills that teachers practice with their students, might not necessarily be practiced by themselves.  It is a good reminder that we all need to do these things and not just be passive receptors of information that we then regurgitate as being correct without any analysis or questioning.

Some questions to really ask ourselves are:

Other than this course… in our daily lives and in our daily jobs…

Do I ask questions, share my learning with others, read or write about my practice on a regular basis?

If not, why not?

In Response to Achsah’s Springs Post on Rank, Talk Write

https://create.twu.ca/achsahs-springs/2018/05/18/rank-talk-write/

Summary Sentence #1  – There is much that I need to practice.

The number one idea that strikes me is that there much I still need to practice.  In order to be a critical thinker there is an intelligence to practice. (Source:  Unit 3 notes).  Excellence also requires practice – repeatedly doing what is good, repeatedly doing what is right, arguably, repeatedly doing what is difficult or challenging until excellence becomes a habit (Source:  Unit 3 notes, Durant (1926, p. 87)).  Becoming a critical thinker also requires the practice of thinking critically (Source:  Unit 3 notes).  There are many traits, skills and behaviours that I already possess or have developed, but I also need to be engaged and intentional in practicing intelligence, excellence and thinking critically.  In my context the practice of critical thinking is absolutely essential if I am going to make the best decisions for patients, staff, taxpayers and multiple other stakeholders in both the present and in the future.

I love that you chose to rank the summary sentence “there is much that I need to practice” as number one on your list! There is so much truth to the fact that we really do need to take the time for intentional practice in order to get better at something.  As we have been reading and discovering, learning is a continuous life long journey. Malcolm Gladwell (2008) in his book The Outliers,  discusses the idea that it takes a minimum of at least 10,000 hours of practice before we can become considered proficient at any skill.

Critical thinking is particularly important for me to practice as well as it is a skill that I am also required to help students develop as well. The whole point of school is teach students how to think so that they can become producers of information rather than just consumers. As health care professionals, teachers or anyone who deals directly with the well being of others, there is a feeling of tremendous responsibility to get things right and to make the best decisions for all stakeholders. We are reminded of this on the website www.criticalthinking.org that; “the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated.” Many times after a lesson or a situation didn’t go as intended, I need to remind myself that it really is okay. That it is all part of the learning process and that it is through reflection that I can grow the most. As we have been reading, part of being good critical thinking leaders is when we can admit our mistakes and share our learning with others.

As mentioned on the website www.critical thinking.org;“Critical thinking is an eminently practical goal and value. It is focused on an ancient Greek ideal of living an examined life. It is based on the skills, the insights, and the values essential to that end. It is a way of going about living and learning that empowers us and our students in quite practical ways.”  The use of the words “empowers us” is particularly uplifting to me. If we can mindfully and intentionally practice this skill we will not only empower ourselves but those around us.

What does intentional practice look like for you? What in particular will you be focusing on?

Ranking was much harder than I thought.  How could I rate something as being more important than something else, when in my opinion they at times carried equal weight.  I even determined that some couldn’t exist without the other.   It became almost like the chicken and the egg dilemma, not knowing which came first.

 1. “Each time the learner temporarily exits the box to take a fresh view of life, it is not to throw the person into a state of chaos or abandonment of absolutes, but to give a moment where thoughts can be free to explore other possible points of view or to reflect on habits and unconscious actions that are rooted in their beliefs. Once challenged or left open for review, a critical analysis can be made, conclusions drawn and a shifted belief or value stabilized, by restating or redesigning their box.”            Source: Unit 3 Notes: MA Lead Student Christel Davidson’s Jan. 9th blog post entitled ‘Designing Our Boxes’

Image courtesy of www.cavemommas.com

This point is essential because in order to grow and learn, we need to start from where we are at currently (whatever box that we are in). Critical thinking, like any journey in life,  needs a starting point in order to move forward.  Once we have defined where we are currently at, and had the opportunity to assess, absorb, reflect upon and analyze new information, we are able to determine our next steps and create a new box for ourselves.

Continual learning is essential to growth and development, otherwise our conclusions and views are at risk of becoming stagnant.  As Christel mentions in her post,  we don’t want to get stuck in the same box forever.  As leaders, it is important to constantly redesign our boxes as we grow and learn.  This is beneficial not only for ourselves but also essential for the success and growth of our team. In order to step out of our current box and into another, requires us to step out of our comfort zones. It is through this process that we truly grow and learn. Learning definitely can be messy and that messiness needs to be celebrated as part of the process.  By sharing our journey with others, especially our mistakes, we all have the opportunity to learn and grow and redesign our boxes.

2. “Integrity stems from honesty, but is a higher more public form of action. When we act with integrity we are consciously making our personal values known to others. The interpersonal nature of integrity makes it a key component of leadership.”  – Unit 3 Notes, (ibid, p. 77)

Courtesy of Brene Brown, Rising Strong (2015)

Without integrity, it doesn’t matter how smart a person is, or how well they get along with others.  A leader without integrity is nothing more than a wolf in sheep’s clothing. The backbone of all leadership should be upholding integrity and practicing our values.  In the Leadership Standards for Principals and Vice-Principals in British Columbia (2016, pp 9-11) developed by the BCPVPA Standards Committee; integrity and moral stewardship is listed first. It specifies that leaders need to foster and care for a demonstrated, clear, and consistent alignment between ethical authenticity and the moral purpose of education. Part of that includes having to articulate the process of decision making using an ethical framework.

As an educational leader (or any leader), a person must demonstrate ethical authenticity by modelling courage to uphold values; especially when encountering challenges.  As mentioned in the Unit 3 notes by Kavelin Popov (2004) and Rolheiser (1995) leaders acting with integrity “accept difficult consequences, quickly and visibly admit to mistakes and talk about values”.  It is important to admit our errors and own the responsibility that comes along with that.  Integrity should be transparent.

3.  “Give others the space to speak fully, to tell you the whole story without interruption” – Unit 3 Notes

The Companioning Process to Listening Source: https: www.virtuesproject.com

The art of listening is key for several reasons. Firstly, it sends a message to the speaker that they themselves and what they are talking about is important to you, and that you care.  Secondly, we learn more by genuine active listening than we do by speaking.  Thirdly, by listening without prejudice or judgement we can process information much more logically and critically. Fourthly, listening demonstrates empathy and enables us to see things from a different lens or perspective. If we do not listen and only rely on what we think we already know, we will never learn or grow.

At http://www.virtuesproject.com on their home page, they describe listening as one of the greatest gifts that we have to give stating “it is our presence, our compassionate, attentive listening” that means the most to people.  The website also provides a diagram that helps explain the process of listening and the steps that need to be taken.  They refer to it as “The Companioning Process”. First, you need to open the door, offer receptive silence, ask cup-emptying questions, get to the heart of the matter, ask virtues reflection questions, ask closure and integration questions and then provide a virtues acknowledgement. By following these simple steps, they are demonstrating active listening.

4. “How long should you remain silent? When you think you have been silent long enough, be silent a little more” – Unit 3 Notes

Image courtesy of www.morethanasundayfaith.com

I love this!  How often are people half listening to someone while focusing more on what they themselves are going to say next, or turning something that is being shared into their own story? It’s not only annoying for the speaker but also disrespectful.

Silence allows for contemplation, reflection and process.  As leaders (or human beings in general), we shouldn’t be so quick in our replies, and take the time to process what is really being said instead.

5. “Learning is a consequence of thinking. Retention, understanding, and the active use of knowledge can be brought about only by learning experiences which learners think about and think with what they are learning” (Perkins,1992, Smart Schools)  as quoted in Ritchart, R., Church, M.,  Morrison K., (2011, p.26). Making Thinking Visible: How to Produce Engagement, Understanding, and Independence for All Learners  

I love how simply Perkins  (1992) in his book Smart Schools as quoted by Richart, Church and Morrison in their book Making Thinking Visible: How to Produce Engagement, Understanding and Independence for all Learners (2011, p.26) summarizes learning.

We need to think in order to learn.

As life long learners, as leaders, we need to think about what we are learning and use what we are learning to think!

6. People who think critically “are keenly aware of the inherently flawed nature of human thinking when left unchecked. They strive to diminish the power of their egocentric and sociocentric tendencies.”  Source: http://www.criticalthinking.org/pages/defining-critical-thinking/766

Image courtesy of www.thelivingyogablog.com

People who make decisions based on their own pre-conceived notions and beliefs are not critical thinkers. People who make decisions based on the voices and opinions from their social groups and upbringing are not critical thinkers.

Leaders who practice and build their critical thinking skills rely on factual information and the truth.  It is important to be aware of the biases that can creep into our subconscious while we are making decisions.  Our egos need to be left at the door!

This was also touched upon by Mark Sanborn in the video clip link entitled The Importance of Critical Thinking.  Effective leaders are those who seek the truth and rely on factual information rather than conjecture.  Highly successful people are also healthy skeptics who only want to believe what is true.

7.  “Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking.”                                                                                          Source: http://www.criticalthinking.org/pages/defining-critical-thinking/766

Thinking critically is something that we need to take full responsibility for, we can’t expect others to do it for us!  The best part about this sentence is that critical thinking is self-corrective.  As mentioned in a prior point, learning is messy and we learn best from our mistakes.  We are always able to correct our thinking once we become aware of additional information. It is important to be open minded to allow for this process to happen.

8.  “Knowledge is power and also a responsibility. Servant leaders want the best for the people they lead.” – Source (Chong, 2015) as quoted in Unit 3 Notes.

Image Courtesy of: https://www.parenting.in/knowledge-is-power.html

It is important to stay on top of our game and stay current in our knowledge.  As a Department Head, I attend professional development days and workshops so that I can come back and share my knowledge with the rest of my team.  Having knowledge without sharing it, doesn’t allow for the opportunity for others to grow which is one of the key elements of servant leadership (Northouse, 2019).

9. “You will be able to provide a calmer and thoughtful voice with less judgement and more nuances.” – Source (Chong, 2015) as quoted in Unit 3 Notes.

The more knowledge I gain, the more tools I collect in my toolbox.  I use these tools and this knowledge during those tough conversations with parents, students or other staff members.  It is much easier to stay calm, focused and project a servant leadership style during  challenging situations when we refer to our past experiences and knowledge.  It enables people to feel like their concerns have genuinely been acknowledged  in a safe and welcoming environment free from judgement.

10.  “Are there biases or stereotypes represented in what I’m reading?”                     – Source Unit 3 Notes

Image courtesy of: https://betterhumans.coach.me/cognitive-bias-cheat-sheet-55a472476b18

Critical thinkers need to know how to determine the validity of a source, whether that be listening to a story, reading an article online, watching a video etc.,  There are some key questions to ask to when determining bias.  A few are:

• Who is the author of the information?
• What do they have to gain by sharing this information? (money, political, social or personal agenda, marketing etc.,)
• When was this information written, provided? (Is it still relevant and current?)
• Who funded the study (if there is one?)
• Website domain address (helps determine validity and authenticity of information)
• The numbers used in the data collected (can it also be substantiated?)