Why Reflect? The Holistic Practice of Stepping Back.
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The document discusses the importance and benefits of reflection in teaching. It advocates for adopting a reflective practice where teachers step back to evaluate their lessons, strategies, and assumptions. This metacognitive process helps teachers continuously improve and make adjustments that benefit students. It also explores how reflection connects to key educational theories and the development of pedagogical content knowledge.
Why Reflect? The Holistic Practice of Stepping Back.
- 1. W H Y R E F L E C T ? t h e h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k
- 2. W H Y R E F L E C T ? t h e h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k @ c h a r b o o t h slideshare.net/charbooth
- 3. W H Y R E F L E C T ? t h e h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k }
- 4. W H Y R E F L E C T ? t h e h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k }
- 5. t h e h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k
- 6. s t e p p i n g b a c k
- 7. C H A R L E S & R A Y E A M E S
- 12. SC A L E
- 14. PER S P E C
- 37. i m p u l s e t r a d i t i o n a u t h o r i t y ROUTINE ACTION
- 38. w h o l e h e a r t e d n e s s r e s p o n s i b i l i t y o p e n - m i n d e d n e s s REFLECTIVE ACTION D e w e y , 1 9 3 3 ; G r a n t & Z e i c h n e r , 2 0 0 1
- 53. K N O W L E D G E { {
- 54. K N O W L E D G E E X P E R I E N C E S { {
- 55. R E G U L A T I O N { {
- 56. R E G U L A T I O N O F C O G N I T I O N P L A N N I N G E V A L U A T I O N M O N I T O R I N G ( P E D A G O G Y )
- 57. I L S K I L L S A N D M ETACO G NI TI O N I N T E R P R E T A T I O N R E F L E C T I O N E V A L U A T I O N R E V I S I O N J U S T I F I C A T I O N
- 58. I M P L I C A T I O N S FO R PE D AG O G Y S H A R E Y O U R R A T I ONA L E ( S) E X P L A I N D E C I S I O N S E N C O U R A G E M E T A C O G N I T I V E P A R T I C I P A T I O N HIGHLIGHT YOUR OWN M E T A C O G N I T I O N
- 59. G O A L - S E T T I N G P L A N N I N G / O U T L I N I N G P R O C E S S J U S T I F I C A T I O N I N S T R U C T I O N A L D E S I G N I M P L I C A T I O N S FO R PE D AG O G Y
- 60. C. Booth: Reflective Teaching, Effective Learning (2011)
- 63. T H E O R Y T O P R A X I S
- 65. { } C O N T E X T t h e c l a r e m o n t c o l l e g e s
- 66. { }t h e c l a r e m o n t c o l l e g e s C O N T E X T
- 69. Rate your abilities (students) /rate your students' abilities (faculty) in the following areas: 0% 20% 40% 60% 80% 100% Faculty Student Faculty Student Faculty Student Faculty Student Faculty Student Faculty Student Write annotated bibliographies Provide proper attribution to source materials in their academic work Use sources to further an argument/thesis Evaluate sources to determine if they are authoritative Differentiate between types of information sources (e.g., scholarly v. popular literature, fact v. opinion) Effectively use Library databases, catalog(s), and other information resources to find relevant source material Excellent/Very High Above Average/High Average/Moderate Below Average/Low Poor/None* * **
- 70. How much have your instructors (students)/ you (faculty) emphasized the following in the courses you teach? Student v. Faculty Mean Percentage Difference -10.38% -9.97% -9.12% -2.86% -0.97% -12% -10% -8% -6% -4% -2% 0% Using peer-reviewed or scholarly sources in assignments Using practices (terminology, procedures, writing style, etc.) of a specific major or field of study Appropriately citing the sources used in a paper or project Questioning the quality of information sources Not plagiarizing another author's work
- 72. Librarian Course Engagement combined with Syllabus IL/Librarian Assignment Design Collaboration Attribution Evaluation Communication Total Scores 2.32 2.60 2.64 4/4 2.64 2.82 2.82 2/1 1.30 2.20 2.30 Level 4 = High (intensive course collaboration - multiple classes, SYR Tutorial/Quiz) Level 1 = Low (minimal course collaboration – one shot and course guide) 1.3 2.2 2.3 2.64 2.82 2.82 Attribution Evaluation Communication 2 | 1 4 | 4
- 75. { }t h e c l a r e m o n t c o l l e g e s C O N T E X T
- 77. Maps enable citizens of academic communities to perceive their environs in multiple, adaptable and evolving ways, delineating patterns that enhance or impede knowledge construction and exchange... -Hamilton and Graniero, 2012
- 78. …while those within a discipline bring a richness of lived experience to the work, the (map) developer can offer techniques for exploring and uncovering. -Hamilton and Graniero, 2012
- 79. C U R R I C U L U M V I S U A L I Z A T I O N P R O C E S S
- 80. C O L L E G E P R O C E S S
- 81. P R O G R A M P R O C E S S
- 82. REQUIREMENTS P R O C E S S
- 83. OBJECTIVES/OUTCOMES P R O C E S S
- 84. A NNO TATIO NS P R O C E S S
- 85. I N S I G H T S
- 86. INTERSECTIONS
- 87. S T R AT E G I E S
- 90. A F F E C T / I N T E L L E C T
- 95. P E R F E C T I O N I S M
- 96. I M P O S T U R E
- 97. A N X I E T Y
- 98. M I N D F U L P E D A G O G Y C O N S C I O U S O F P O W E R & P R I V I L E G E COMFORTABLE WITH U N C E R T A I N T Y E M P A T H E T I C C O N S C I O U S O F C A P A C I T Y
- 99. M I N D F U L P E D A G O G Y T E A C H I N G P H I L O S O P H I E S P E E R / S E L F O B S E R V A T I O N E M B O D I E D P R E S E N C E E M U L A T E T H E E F F E C T I V E
- 107. T H R E E - Q U E S T I O N R E F L E C T I O N
- 108. s l id e s h a r e . n e t / c h a r b o o t h T H R E E - Q U E S T I O N R E F L E C T I O N
- 111. • What do you do with your hands? • Do you encourage participation? • Where do you move? • Where do your eyes most often focus? • How do you handle transitions? • How do you use examples? • How do you begin/end class?
- 113. G R O U N D R U L E S 1. Be respectful/humble/positive: being observed is difficult. 2. Let the observee know you’re coming. 3. Discuss potential observation criteria with the person you’ll be observing. 4. Everyone has a different presentation style: you’re not enforcing yours, you’re observing another’s. 5. Don’t greet feedback with defensiveness, and try not to take critique as criticism.
- 119. t hres hol d c o n c e p t s t r a n s f o r m at i v e i n t e g r a t i v e i r r e v e r s i b l e b o u n d e d t r o u b l e s o m e
- 163. R E F E R E N C E S hooks, bell (1994) Teaching to Transgress. Education as the practice of freedom, London: R o u t l e d g e . F r e i r e , P . , & R a m o s , M . B . ( 1 9 7 2 ) . P e d a g o g y o f t h e o p p r e s s e d . L o n d o n : P e n g u i n . Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D . C . H e a t h a n d C o . Land, Meyer, & Smith. (2008). Threshold concepts within the disciplines. Rotterdam: S e n s e P u b l i s h e r s . B e v e r l e y H a m i l t o n a n d P h i l A . G r a n i e r o . " D i s r u p t i v e C a r t o g r a p h y i n A c a d e m i c D e v e l o p m e n t , " I n t e r n a t i o n a l J o u r n a l F o r A c a d e m i c D e ve lo pm e n t 1 7 , n o . 3 ( 2 0 1 2 ) . .