BECOMING A CRITICALLY REFLECTIVE TEACHER

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Presentation transcript:

BECOMING A CRITICALLY REFLECTIVE TEACHER Hunting Assumptions Stephen Brookfield

ASSUMPTIONS Paradigmatic - structuring, framing, taken as reality Prescriptive - how we and others should behave Causal - if we do this then that will happen POWER (ours & others) HEGEMONY (killing us softly)

ASSUMPTIONS OF TEACHING Good Practice = Whatever Helps Students Learn Best Teaching is Critically Reflective Most Important Knowledge Teachers Need to Do Good Work : How Students Experience Learning & Teaching

AN ADULT APPROACH TO TEACHING RESPECT RESEARCH RESPONSIVENESS

EXPERIENCING LEARNING IMPOSTORSHIP CULTURAL SUICIDE LOST INNOCENCE INCREMENTAL FLUCTUATION COMMUNITY

FOUR LENSES ON PRACTICE AUTOBIOGRAPHY STUDENTS’ EYES COLLEAGUES’ PERCEPTIONS THEORY

WHAT ADULTS APPRECIATE CREDIBILITY Expertise Experience Rationale Conviction

WHAT ADULTS APPRECIATE AUTHENTICITY Congruence Full Disclosure Responsiveness Personhood Error (Suitably Timed)

CRITICAL INCIDENT QUESTIONNAIRE (C.I.Q.) Most Engaged Moment Most Distancing Moment Most Helpful Action Most Puzzling Action What Surprised You

WHY C.I.Q.’s ? Problems Warned Grounds Actions Student Reflectivity Builds Trust Diverse Methods Critical Thinking

MODELING CRITICAL REFLECTION Talking Out Loud Critical Incident Questionnaire Journaling Assumption analysis Speaking in Tongues Structured Devil’s Advocacy

GUIDELINES Modeling Building the Case Peers as Reflective Mirrors Focus on Specific Experiences An Incremental Movement Closer to the Direct Examination of Personal Experience

Exercises Scenario Analysis Crisis Decision Simulations Heroes/Heroines & Villains/Villainesses Critical Conversation Protocol (Storyteller, Detectives, Umpire) Good Practices Audit

www.stephenbrookfield.com (Jossey-Bass/Wiley, 1995) Becoming a Critically Reflective Teacher (Jossey-Bass/Wiley, 1995) The Power of Critical Theory: Liberating Adult Learning and Teaching (Jossey-Bass/Wiley, 2005)