Why Reflect? The Holistic Practice of Stepping Back.

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LILAC 2016 Keynote in Dublin, Ireland.

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Why Reflect? The Holistic Practice of Stepping Back.

  1. 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. 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. 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. 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. 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. 6. s t e p p i n g b a c k
  7. 7. C H A R L E S & R A Y E A M E S
  8. 8. SC A L E
  9. 9. PER S P E C
  10. 10. the holistic practice }
  11. 11. REFLECTIVE ACTION ROUTINE ACTION
  12. 12. 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
  13. 13. 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
  14. 14. K N O W L E D G E { {
  15. 15. K N O W L E D G E E X P E R I E N C E S { {
  16. 16. R E G U L A T I O N { {
  17. 17. 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 )
  18. 18. 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
  19. 19. 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
  20. 20. 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
  21. 21. C. Booth: Reflective Teaching, Effective Learning (2011)
  22. 22. T H E O R Y T O P R A X I S
  23. 23. { } 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
  24. 24. { }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
  25. 25. 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* * **
  26. 26. 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
  27. 27. 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
  28. 28. { }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
  29. 29. 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
  30. 30. …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
  31. 31. 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
  32. 32. C O L L E G E P R O C E S S
  33. 33. P R O G R A M P R O C E S S
  34. 34. REQUIREMENTS P R O C E S S
  35. 35. OBJECTIVES/OUTCOMES P R O C E S S
  36. 36. A NNO TATIO NS P R O C E S S
  37. 37. I N S I G H T S
  38. 38. INTERSECTIONS
  39. 39. S T R AT E G I E S
  40. 40. A F F E C T / I N T E L L E C T
  41. 41. P E R F E C T I O N I S M
  42. 42. I M P O S T U R E
  43. 43. A N X I E T Y
  44. 44. 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
  45. 45. 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
  46. 46. T H R E E - Q U E S T I O N R E F L E C T I O N
  47. 47. 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
  48. 48. • 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?
  49. 49. 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.
  50. 50. 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
  51. 51. 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 ) . .

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