Critical Reflective Practice TTP Class 2 Fox, Ritchie, White /2009

Session Overview The purpose of this class is to: Examine how critical reflective practice supports personal & professional growth Provide ideas and practical approaches for engaging in the reflective process either as an individual or in collaborative groups.

What is Reflective Practice? Current thinking in the field of education strongly suggests that the most effective teachers take a deeply reflective approach to their work. So, what does this mean to teachers and professors? And to the students in our classrooms? Is there a difference between reflection & critical reflection?

Critically Reflective Teaching

Critically Reflective Teaching Stephen Brookfield (1995) says that: ~ critically reflective teaching occurs when we use reflection to help us identify and scrutinize the assumptions we hold about teaching and learning ~ to get to the core and then build Reflective Teaching, we need to look at our practice from varying perspectives (through different lenses) ~ to be critical, reflection must be consistent and focused

Who needs to Reflect?

Some targeted thoughts: Critical Reflection is for all teachers. Just because we think about our teaching, does not necessarily mean we are engaging in critical reflection. Teachers at any level and with any number of years experience may not be engaged in critically reflective practice.

Practicing Professionals: Finding the Time to Reflect

We shouldn’t assume that we will automatically reflect deeply when we begin this new process. Challenged by time and students’ demands: How do we make the time? And to make the time worthwhile, what do we write? Plan a time & establish some questions for which you seek answers. Most importantly - BEGIN

Small Group Discussion In groups of 3, discuss the Carol Rodgers article: Something that was new to you An idea from the article that you will use in your classroom How might this article help you to think differently about reflection? Group Sharing of Ideas

Consider your Learning Style: Interpersonal or Intrapersonal Are you naturally a more interpersonal or intrapersonal learner? (Gardner, 1986) Interpersonal learners communities of professionals, action research teams and presentations, groups of critical friends for sharing and analysis Intrapersonal learners journaling, writing thoughts for sharing with a “critical friend” who may respond in writing or person-to-person, individual action research

Lenses of Our Students

Course, semester, mid-term and assignment evaluations by students Daily/weekly writings about how they understand material and are making it meaningful for themselves Action research projects conducted in your own classrooms with your students Daily/weekly informal feedback “Tickets Out” at the end of class help students construct meaning & connect learning

Reflection & Thought

Dare to ask yourself the hard questions! Journal Writing Provides the lens of the professional on classroom interactions Provides the autobiographical perspective that helps us get to the core of ideas and issues Dare to ask yourself the hard questions! Who are you as a teacher? Who were you as a learner? Do all students in your classes think and learn the way you do?

Your Early Reflections Focus on process at the outset Grow to focus more on students and student learning The how and the why(not just description) Gradually turn to deeper thoughts and examine how your students are learning and how you can better meet the needs of all students Need opportunities for exchange of ideas - a crucial component for development

BREAK 15 Minutes

Participative Fish Bowl It’s time to Dive into the fishbowl and get your feet wet with an interpersonal reflective experience.

Ideas for Taking “The Next Step” to Deeper Reflection

Establish an emergent community of learners. Connect with your students. Encourage them to share their thoughts with you Connect with colleagues - researcher groups Conduct assignment evaluations with questions that will provide you real food for thought. Incorporate “Reflections/Connections” in large assignments Ask students to talk about how they connected with the material to learn it

Questions & Discussion True learning is an active journey, not a static entity.