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

2. 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.

4. 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?

5. Critically
Reflective
Teaching

6. 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

7. Who needs to Reflect?

8. 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.

9. Practicing Professionals: Finding the Time to Reflect

10. 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

11. 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

12. 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

13. Lenses of Our Students

14. 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

15. Reflection & Thought

16. 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?

17. 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

18. BREAK
15 Minutes

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

20. Ideas for Taking “The Next Step” to Deeper Reflection

21. 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

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