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# Heuristics for Reflective Practice

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Keynote for SCIL event at UC Irvine - EXPERI(M)ENT(I)AL: Developing Process-oriented, User-focused Methodologies in the Library. See http://guides.lib.uci.edu/experi-m-ent-i-al/home

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### Heuristics for Reflective Practice

1. 1. @ C H A R B O O T H
2. 2. @ C H A R B O O T H
3. 3. R E F l E C T I V E P R A C T I C E
4. 4. A S H E U R I S T I C
5. 5. A S H E U R I S T I C
6. 6. A S H E U R I S T I C
7. 7. R E F l E C T I V E P R A C T I C E
8. 8. R E F l E C T I V E P R A C T I C E
9. 9. R E F l E C T I V E P E D A G O G Y
10. 10. R E F l E C T I V E P E D A G O G Y
11. 11. R E F l E C T I V E P R A C T I C E
12. 12. R A N D O M E T C . , B L A H !
13. 13. t e a c h i n g M A N A G I N G
14. 14. t e a c h i n g M A N A G I N G
15. 15. R E F l E C T I V E P R A C T I C E
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. C. Booth: Reflective Teaching, Effective Learning (2011)
20. 20. T H R E E - Q U E S T I O N R E F L E C T I O N
21. 21. s l i d 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
22. 22. • 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?
23. 23. 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.
24. 24. @m c h r i s 4 d u k e
25. 25. @m c h r i s 4 d u k e
26. 26. @m c h r i s 4 d u k e
27. 27. @m c h r i s 4 d u k e
28. 28. @m c h r i s 4 d u k e
29. 29. C R I T I C A 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 E N T E R S L E A R N E R S
30. 30. R E F E R E N C E S hooks, b. (2003). Teaching community: A pedagogy of hope. New York: Routledge. 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 . Bourg, C. inclusion, social justice and libraries: proposing a framework. chrisbourg.wordpress.com 16 april 2016.