Colloquium: Dr. Alison Marzocchi

Supporting Mathematics Faculty Instructional Improvement with Reflection Cycles

Dr. Alison Marzocchi

Dr. Alison Marzocchi
Professor of Mathematics
California State University, Fullerton

Many mathematics faculty desire to improve their instruction but may feel they lack the knowledge, confidence, skills, or time to do so. Among numerous professional development activities, our mathematics department at California State University, Fullerton offers Reflection Cycles, both student-facilitated and peer-facilitated. Peer-facilitated Reflection Cycles involve pairs of faculty taking turns leading each other in three phases: planning, implementation, and debrief. The planning phase involves setting specific goals for an upcoming lesson. The implementation phase involves observation during a regularly scheduled class session, with a focus on the goals set by the instructor. The debrief phase involves reflection on the implementation and setting new goals for the future. A second Reflection Cycle can then be scheduled to continue working on the same goals or to set new goals. Reflection Cycles allow for gradual, sustained, individualized improvement of instruction. They are facilitated in-house and can additionally improve department camaraderie.