Becoming a Critically Reflective Teacher

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Identify what’s working well – why do you think that is? What else could you apply this practice to? Covers topics such as classroom democratization, critical thinking and reflection, race and power, and more.

Help students embrace discomfort, and adapt discussion methods to accommodate issues of race and positionality

There’s no restriction on when reflection can happen, and it really doesn’t require any tools other than yourself and your own mind. Having said that, you might want use one of the many models that help you capture reflections. Here’s a couple you may find useful: as an approach to formative assessment – a series of prompts that ask students to reflect on their learning and explore their own progress through a course Teaching Reflectively in Theological Contexts: Promises and Contradictions, co-edited with Mary E. Hess (2008) No. It’s about growth and adaptation. Identify your strengths and examine how that good practice can be used in other areas of practice. It’s also about experimentation. Not everything will go right. It’s an opportunity to see the practice of others and see if those approaches can be incorporated into your own.

Bronner, S. E. (2011). Critical Theory: A Very Short Introduction, New York (Oxford University Press) 2011, 144 pp. as an assessment activity – a summative report asking students to evaluate a case study or scenario and incorporate their own thoughts or experiences Dorimé‐Williams, M. (2018). Developing Socially Just Practices and Policies in Assessment. New Directions for Institutional Research, 2018(177), 41-56.An ideal companion for college and university educators who continue to reflect critically about their teaching practice. When we become reflective about teaching and learning practice, we strengthen our capacity to learn. We build those all-important metacognitive skills and start to examine the gap between what we know and what we need to learn – the basic principle of how we improve. Sch ö n (1983) took reflective practice a little further and defined two processes: reflection-in-action and reflection-on-action . NACADA: The Global Community for Academic Advising. (2017a). NACADA academic advising core competencies model. Retrieved from https://www.nacada.ksu.edu/Resources/Pillars/CoreCompetencies.aspx You might find you prefer to get your thoughts down on paper. This process can be particularly useful if you’re new to reflective practice, new to teaching, or have taken on a new course or topic for the first time.

Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… There’s some misunderstanding about the task I’ve asked the students to undertake – (you’ve guessed it) why is that? What aspect needs to be corrected or explained further? Lee, J. A. (2018). Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising. The Journal of the National Academic Advising Association, 38(1), 77-87. As a teacher, I benefit from the reflections of others on how to do it better. Along with Parker Palmer, Stephen Brookfield offers much helpful guidance in this book. Not only does identifying and scrutinizing our own assumptions help us to teach better by inviting students to see the powerful influence of assumptions, but it helps us in our own research and growth as teachers. As a long time student, many professors I've had are brilliant and know a lot of information, but few are pedagogically aware and most are unable to submit their own assumptions to critical analysis. Brookfield invites us to do so and guides us on how to do so.

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Puroway, A. W. (2016). Critical advising: A Freirian-inspired approach. NACADA Journal, 36(2), 4-10. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you...

Heiser, C. A., Prince, K., & Levy, J. D. (2017). Examining critical theory as a framework to advance equity through student affairs assessment. The Journal of Student Affairs Inquiry, 2(1), 1-17. Brookfield takes a fresh look at the application of critical reflection to teaching….The reader will find both the familiar and the new covered in this storehouse of insightful, innovative, and practical critically reflective techniques.…Most appealing is Brookfield's openness to how the various techniques may be individually tailored by educators to fit unique situations. This makes for a book that is not only richly theory-based, but one that is also critically important for the educator's personal and professional development." — Adult Learning Learning as a Way of Leading: Lessons from the Struggle for Social Justice, co-authored with Stephen Preskill (2008)Think about what elements worked well and what concepts students might have found difficult. You can use these notes down the line to help you develop your materials or activities going forward. Reflection doesn’t have to bring about immediate change. Engaging Imagination: Helping Students Become Creative and Reflective Thinkers, co-authored with Alison James (2014) Understand the impact of your actions in the situation and the available knowledge you and others had, and Solid state physics Quantum theory Chemical bonds SCIENCE Physics Condensed Matter Física do estado sólido Mecânica quântica Reflection is a cyclical process: experience, analysis, implement, repeat. You can incorporate the changes into future deliveries, or into the design of new activities. The changes you identify are very rarely so specific that the learnings cannot be applied elsewhere.