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@ 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.
