Photo by John Liu http://flic.kr/p/9n7hvvBrookfield, S. (2005) Becoming a Critically Reflective Teacher. San Francisco. Jossey Bass.
Photo by John Liu http://flic.kr/p/9n7hvv
Photos by (clockwise beginning at top left: Ian Sane http://flic.kr/p/9fwoMsLiam Eldret http://flic.kr/p/63CvE9zoetnet http://flic.kr/p/6TSHoGDavid Goehring http://flic.kr/p/gBnMG3Martino F. http://flic.kr/p/4BtXE2Ben Salter http://flic.kr/p/6evMi4 (middle)
#fslt14 | FIRST STEPS INTO LEARNING
AND TEACHING IN HIGHER EDUCATION
3 February, 2014
2. Hi from my home office
3. Your experience?
A) I would feel lost as an educator without regular
participation in communities of practice
B) I occasionally participate in communities of practice, but
don’t find them essential for my professional growth
C) I never participate in communities of practice. I don’t
see the value.
D) I don’t know what a community of practice is.
4. Communities of practice are groups of people who share a
concern or a passion for something they do, and learn how to do
it better as they interact regularly.
5. What are your strategies for improving your teaching?
6. Brookfield – 4 lenses
1. Autobiographical experiences
2. The students’ eyes
3. Our colleagues’ experiences
7. Brookfield – 4 lenses
Reach even further
Continually shape teaching and learning
environments into spaces of knowledge
Continually shape OWN learning
connect – reflect – improve practice
8. “My students complete the required
assignments and respond to my
questions, but beyond that they don’t
10. Wide open. No login to read
Summaries – what we
Archives available forever
Forums, wikis, polls, resources, etc
Some ambitious projects
11. How do we make this happen? Volunteers!
12. Design for Success
Participation on the periphery
Attention to history
Bridge and connect to enrich and advance dialogue
Rhythm and variety, build anticipation
Focus on people and dialogue
Ideas for activities emerge through participation
Mutual exchange of services / collaboration
Different modes and levels of engagement
The interactions both define and are defined by the
community – historically new forms of practice
13. Indicators of Success
• “WE” speak
• We did this together
• We learned together
• We advanced our practices together
• We accomplished this together
Willingness to give back
Investment in the future of the community
14. Why Communities of Practice?
Brookfield, S. (2005) Becoming a Critically Reflective Teacher. San
Francisco. Jossey Bass.
Photo credits are listed in the notes section of each slide.