Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Creative Reflection: The Critical Practice of Stepping Back

313 views

Published on

Reflective practice is the process of actively observing, understanding, and shaping pedagogy. Its associated skills include developing individual insight into the impact and practice of education through critical analysis, instructional design, theoretical grounding, and dialogue with peer educators. Also integral is gathering insight into the learner experience through meaningful assessment. Less often discussed is the role of creativity, experimentation, learner engagement, and the disruption of ingrained teaching habits and/or narratives; this keynote will explore strategies for cultivating a more holistic reflective practice in service of enriching and diversifying one’s teaching.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Creative Reflection: The Critical Practice of Stepping Back

  1. 1. @ C H A R B O O T H
  2. 2. G R A T I T U D E
  3. 3. C U R I O S I T Y C R E A T I V I T Y A C T I O N
  4. 4. C U R I O S I T Y C R E A T I V I T Y A C T I O N
  5. 5. A C T I O N
  6. 6. CREATIVE REFLECTION t h e C R IT I CA L p r ac t i ce of s te pp i n g b a ck
  7. 7. t h e C R IT I CA L p r ac t i ce of s te pp i n g b a ck slideshare.net/charbooth CREATIVE REFLECTION
  8. 8. t h e C R IT I CA L p r ac t i ce of s te pp i n g b a ck CREATIVE REFLECTION}
  9. 9. }t h e C R IT I CA L p r ac t i ce of s te pp i n g b a ck CREATIVE REFLECTION
  10. 10. t h e C R IT I CA L p r ac t i ce of s te pp i n g b a ck
  11. 11. s t e p p i n g b a c k
  12. 12. C H A R L E S & R A Y E A M E S
  13. 13. SC A L E
  14. 14. PER S P E C
  15. 15. the critical practice }
  16. 16. REFLECTIVE ACTION ROUTINE ACTION
  17. 17. 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
  18. 18. 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
  19. 19. K N O W L E D G E { {
  20. 20. K N O W L E D G E E X P E R I E N C E S { {
  21. 21. R E G U L A T I O N { {
  22. 22. 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 )
  23. 23. I L S K I L L S A N D METACOGNITION 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
  24. 24. I M P L I C A T I O N S FO R PED AG O G Y S H A R E Y O U R R A T IONA LE( 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 H I G H L I G H T Y O U R OWN METACOGNITION
  25. 25. 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 UC TI ON A L D E S I G N I M P L I C A T I O N S FO R PED AG O G Y
  26. 26. C. Booth: Reflective Teaching, Effective Learning (2011)
  27. 27. T H E O R Y T O P R A X I S
  28. 28. { } 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
  29. 29. { }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
  30. 30. 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 relevantsource material Excellent/Very High AboveAverage/High Average/Moderate Below Average/Low Poor/None* * **
  31. 31. 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
  32. 32. 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
  33. 33. A F F E C T / I N T E L L E C T
  34. 34. 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 C O M F O R T A B L E WITH UNCERTAINTY 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
  35. 35. 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
  36. 36. T H R E E - Q U E S T I O N R E F L E C T I O N
  37. 37. 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
  38. 38. • 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?
  39. 39. 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.
  40. 40. 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
  41. 41. C U R I O S I T Y C R E A T I V I T Y A C T I O N
  42. 42. 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 ) . .

×