Lccn 95012699 Ocr ABBYY FineReader 11.0 (Extended OCR) Ocr_converted abbyy-to-hocr 1.1.20 Ocr_module_version 0.0.16 Old_pallet IA17261 Openlibrary_edition 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. Have a conversation – discuss your ideas with a colleague. Ask them what works for them and see if there’s anything you could incorporate into your own practice 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: Experiment – try out new ideas and approaches to create new learning opportunities. You don’t need to redesign an entire lesson; you could start with a small activity and build up This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. Teaching is a continual process of planning, reflecting and adapting , where you learn from your own teaching experience to refine and develop your practice. Dewey (1938) argued that reflective practice promotes a consideration for why things are as they are and how we might direct our actions and behaviour through careful planning. When we underpin this planning with experience and theory, we become much more impactful. To simplify the point, we do not learn from experience, but from reflecting on experience, and it is these lessons we take forward.Gibb’s (1988) model steps through six stages for reflection. This logical structure for reflection gives much more explicit prompts to help you engage in descriptive reflection through to critical reflection by asking you to first make sense of the experience, and then identify the improvements to take forward.

Learning as a Way of Leading: Lessons from the Struggle for Social Justice, co-authored with Stephen Preskill (2008)

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Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions (2011) # Uncover each student’s own subconscious bias and the intersectionality that exists even in the most homogenous-appearing classrooms

Becoming a critically reflective teacher

Reading Becoming a Critically Reflective Teacher might require epistemological flexibility for those not accustomed to critical theory, but advisors don’t have to be critical theorists to find value in this work. The strategies Brookfield provides are accessible to advisors interested in developing a conceptual framework of advising that is inclusive and contributing to the scholarship of advising. When reflective assessment protocols are determined in advance, and teachers are required to show a suitable level of reflectivity to get reappointment, promotion, and tenure, the collaborative and collective dimension of reflection is entirely lost. Measuring reflection becomes a power play, a way for administrators to control employees by specifying the type of reflection that’s permissible or legitimate” (p. 76). Becoming a Critically Reflective Teacher is organized into three sections. In the first section Brookfield gives the context for critical reflection by introducing critical theory as the foundation for reflection, defining three different types of assumptions, and discussing power and hegemony. The second, longer section is devoted to explaining the four lenses of critical reflection: students’ eyes, colleagues’ perceptions, personal experience, and theory. For each lens Brookfield provides exercises and strategies that teachers can use to uncover assumptions. The final section includes new chapters where Brookfield discusses the risks of critical reflection, using social media in the reflection process, teaching about race, and applying critical reflection to leadership.