1. BECOMING A CRITICALLY REFLECTIVE TEACHER
Hunting Assumptions
Stephen Brookfield

2. ASSUMPTIONS Paradigmatic - structuring, framing, taken as reality
Prescriptive - how we and others should behave
Causal - if we do this then that will happen
POWER (ours & others)
HEGEMONY (killing us softly)

3. ASSUMPTIONS OF TEACHING
Good Practice = Whatever Helps Students Learn
Best Teaching is Critically Reflective
Most Important Knowledge Teachers Need to Do Good Work : How Students Experience Learning & Teaching

4. AN ADULT APPROACH TO TEACHING
RESPECT
RESEARCH
RESPONSIVENESS

5. EXPERIENCING LEARNING
IMPOSTORSHIP
CULTURAL SUICIDE
LOST INNOCENCE
INCREMENTAL FLUCTUATION
COMMUNITY

6. FOUR LENSES ON PRACTICE
AUTOBIOGRAPHY
STUDENTS’ EYES
COLLEAGUES’ PERCEPTIONS
THEORY

7. WHAT ADULTS APPRECIATE
CREDIBILITY
Expertise
Experience
Rationale
Conviction

8. WHAT ADULTS APPRECIATE
AUTHENTICITY
Congruence
Full Disclosure
Responsiveness
Personhood
Error (Suitably Timed)

9. CRITICAL INCIDENT QUESTIONNAIRE (C.I.Q.)
Most Engaged Moment
Most Distancing Moment
Most Helpful Action
Most Puzzling Action
What Surprised You

10. WHY C.I.Q.’s ? Problems Warned Grounds Actions Student Reflectivity
Builds Trust
Diverse Methods
Critical Thinking

11. MODELING CRITICAL REFLECTION
Talking Out Loud
Critical Incident Questionnaire
Journaling
Assumption analysis
Speaking in Tongues
Structured Devil’s Advocacy

12. GUIDELINES Modeling Building the Case Peers as Reflective Mirrors
Focus on Specific Experiences
An Incremental Movement Closer to the Direct Examination of Personal Experience

13. Exercises Scenario Analysis Crisis Decision Simulations
Heroes/Heroines & Villains/Villainesses
Critical Conversation Protocol (Storyteller, Detectives, Umpire)
Good Practices Audit

14. www.stephenbrookfield.com (Jossey-Bass/Wiley, 1995)
Becoming a Critically Reflective Teacher
(Jossey-Bass/Wiley, 1995)
The Power of Critical Theory: Liberating Adult Learning and Teaching
(Jossey-Bass/Wiley, 2005)