Critical Thinking-Becoming Critically Reflective

7/16/2019 Critical Thinking-Becoming Critically Reflective

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Stephen Brookfield

Distinguished University Professor

University of St. Thomaswww.stephenbrookfield.com

BECOMING A CRITICALLYREFLECTIVE TEACHER

WHAT IS IT? 4 FUNCTIONS

IDENTIFYING OUR ASSUMPTIONS

CHECKING THEIR ACCURACY &

VALIDITY

VIEWING IDEAS & ACTIONS FROM

ALTERNATE PERSPECTIVES

TAKING INFORMED ACTION - THE

SURVIVAL SKILL OF ADULT LIFE

4 LENSES ON PRACTICE

STUDENT’S EYES

COLLEAGUES’PERCEPTIONS

THEORY/RESEARCH AUTOBIOGRAPHY

STUDENTS’ EYES

CRITICAL INCIDENT

QUESTIONNAIRE

ONE MINUTE PAPER

MUDDIEST POINT

AFTER HOURS GROUP

CLICKERS

LEARNING AUDIT

COLLEAGUES’ PERCEPTIONS

TEAM TEACHING

CRITICAL REFLECTIONGROUPS

TALKING TEACHING

RECIPROCAL PEER REVIEW

THEORY/RESEARCH

Resistance

Diverse Learning StylesRacial Formation/Identity

Credibility & Authenticity

Cognitive Development

Discussion Participation

AUTOBIOGRAPHY

Professional Development

Conference AttendanceGraduate Study

Learning Something New

WHY FOCUS ON IT?

To Take Informed Action• Action Based on Evidence That Can beCited & Considered By Others

• Action That Can be Explained & Justified

• Action That Has Its Assumptions Known &Checked

• Action That Stands a Chance of AchievingIts Intended Consequence

• Action That’s In Our Best Interest

TYPES OF ASSUMPTIONS• CAUSAL - purports to explain a

sequence of events

• PRESCRIPTIVE - assumptionsabout how we wish things to be

• PARADIGMATIC - framing,

structuring assumptions viewed asobvious, natural, common sense

ASSUMPTIONS• Of Power – critically reflective teaching

unearths power dynamics & considers

how power is used responsively or abused

• Hegemonic – assumptions we embrace

thinking they are in out best interestwhen in actuality they harm us

WHAT SHOULD WE

REMEMBER AS TEACHERS?

• Modeling, Modeling, Modeling

• Resistance is Normal & Predictable• Critical Thinking is Often Taught

Incrementally - Start Well Away Fromthe Student’s Reasoning & Actions,

Help them Learn Critical Protocols,and Over Time Move Closer and Closerto the Student’s Own Reasoning &

Actions

Beyond the Novice Level

After Initial Assimilation

When Classroom Skills andKnowledge Have to be Applied inthe ‘Real’ World

When Independent Judgment isCalled for and No TrustedAuthority is at Hand

• Groups of 4-5

• Go round the circle - Each person has

up to a minute to respond however they wish to the question – no

interruptions allowed

• Move into open conversation – you can

only talk about what someone else said

in the opening round of talk

Circle of Voices

QUESTIONWhen critical thinking happens in

your classroom what does it …

LOOK LIKE

SOUND LIKE

FEEL LIKE

WHEN IS IT BEST TAUGHT?

When Alternative Explanations andInterpretations are Possible

When Actions, Decisions, & JudgmentsNeed to be Informed

When Thinking on Your Feet &

Improvisation is Called For When Venturing into New Territory With An

Old Road Map

CIRCULAR RESPONSE

Groups of 8-12

Go round the circle: each person has up

to a minute to talk - NO INTERRUPTIONS

What you say must respond to the

previous speaker’s comments (can be a

disagreement or expression of confusion)

Once all have spoken move into openconversation with no ground rules

QUESTION

HOW DO YOU

MODEL CRITICALTHINKING FOR

YOUR STUDENTS?

WHAT STUDENTS SAY IS HELPFUL

MODELING …

Seeing it MODELED & Named

When Teachers Talk Out Loud Their

Assumptions Behind Practices When Teachers Do Regular

Assumption Audits

When Teachers Say When Their Assumptions are Confirmed &Challenged

MODELING …

When Teachers Critique Their OwnPositions - Moving Around the

Classroom When Teachers ‘Speak in Tongues’ at

Different Stations in the Classroom

When Teachers Consistently DiscussTheir Criteria for Judging Credibility of

Authoritative Sources

MODELING …

When Teachers Use the CIQ to CheckTheir Assumptions in Front of Students

When Teachers Bring in Real LifeExperience When Assumptions WereConfirmed & Challenged

In Team Teaching - When TeamMembers Take Different Positions andClarify Each Others’ Assumptions

SNOWBALLING

• Quiet individual reflection on a question

• Share responses with another person

• Pair joins another pair to form quartet

• Quarter joins another quartet to form

octet (and so on …)

• Each time groups join up they share

emerging differences, issues & questions

QUESTION

WHAT MOST GETS IN THE

WAY OF / SABOTAGES YOUR ATTEMPTS TO

DEVELOP CRITICAL

THINKING?

CRITICAL INCIDENT

QUESTIONNAIREMost Engaged Moment as Learner

Most Distanced Moment as

Learner Most Helpful Action (Prof. or Peer)

Most Puzzling Action (Prof. or

Peer)What Surprised You Most

HOW ADMINISTERED

Final 5 minutes of last class of week

Summary provided at start of the 1st

class the following weekDemonstrates Student Diversity

Early Warning Device

Models Critical ThinkingNegotiation NOT Capitulation

STUDENT PRACTICES • Conversational Roles : Devil’s Advocate,

detective, textual focuser, evidential assessor

• Conversational Moves : Disagree

respectfully, develop a counter argument,clarify assumptions, provide authority source

• Spot The Error : 1 per lecture or discussion

• Assumption Audits: written or spoken

• Critical Conversation Protocol• Critical Debate

• Scenario Analysis

CRITICAL REVIEW OF

LITERATURE• Epistemological - Truths grounded in

what evidence? Fusing descriptive &

prescriptive? Paradigm predeterminesconclusions? Culturally skewed?

• Experiential - Metaphors? Omissions?

• Communicative - Whose voices areheard? Unjustified jargon?

• Political - Whose interests are served?

QUOTES TO AFFIRM &

CHALLENGEAFFIRM

Well Expressed Empirically Accurate

Produced A New Understanding

CHALLENGE

Incomprehensible False Protocol

Empirically Inaccurate

Ethically Dubious Omitted Evidence

Stephen Brookfield Books

Developing Critical Thinkers (1987)

Becoming a Critically Reflective Teacher (1995)

The Power of Critical Theory (2004)

Discussion as a Way of Teaching (2005, 2nd.

Ed.) With Stephen Preskill The Skillful Teacher (2006, 2nd. Ed.)

All titles published by Jossey Bass, SanFrancisco.

To order:http://stephenbrookfield.com/books.html

Home Page:www.stephenbrookfield.com

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