heuristics for reflective practice

@ C H A R B O O T H

@ C H A R B O O T H

R E F l E C T I V E P R A C T I C E

A S H E U R I S T I C

A S H E U R I S T I C

A S H E U R I S T I C

R E F l E C T I V E P R A C T I C E

R E F l E C T I V E P R A C T I C E

R E F l E C T I V E P E D A G O G Y

R E F l E C T I V E P E D A G O G Y

R E F l E C T I V E P R A C T I C E

R A N D O M E T C . , B L A H !

t e a c h i n g M A N A G I N G

t e a c h i n g M A N A G I N G

R E F l E C T I V E P R A C T I C E

REFLECTIVE ACTION

ROUTINE ACTION

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

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

C. Booth : Ref lect ive Teach ing , Ef fect ive Learn ing (2011)

T H R E E - Q U E S T I O N R E F L E C T I O N

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

• Wha t do you do w i t h you r

hands?

• Do you encou rage

pa r t i c i pa t i on?

• Whe r e do you move?

• Whe r e do you r e y e s mos t

o f t e n f o cus?

• How do you hand l e

t r ans i t i ons?

• How do you use e xamp l e s ?

• How do you beg i n / end c l a s s ?

G R O U N D R U L E S

1. Be respect ful/humble/posi t ive: being observed is

di f f icul t .

2. Let the observee know you’re coming.

3. Discuss potent ial observat ion cri ter ia with the person

you’l l be observing.

4. Everyone has a di f ferent presentat ion style: you’re not

enforcing yours, you’re observing another’s.

5. Don’t greet feedback with defensiveness, and try not to

take cri t ique as cri t icism.

@m c h r i s 4 d u k e

@m c h r i s 4 d u k e

@m c h r i s 4 d u k e

@m c h r i s 4 d u k e

@m c h r i s 4 d u k e

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

CO MFO RTABLE W I TH

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

R E F E R E N C E Shooks, b. (2003). Teaching community: Apedagogy 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 eo 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 th ink : Arestatement of the relation of reflectivethinking to the educative process. Boston:D . C . H e a t h a n d C o .

Land, Meyer, & Smith. (2008). Thresholdconcepts within the disciplines. Rotterdam:S e n s e P u b l i s h e r s .

Bourg, C. inclusion, social justice andl i b r a r i e s : p r o po s i n g a f r amewo r k .chrisbourg.wordpress.com 16 april 2016.