W H Y R E F L E C T ?the h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k

W H Y R E F L E C T ?the h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k

@ c h a r b o o t h slideshare.net/charbooth

W H Y R E F L E C T ?the h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k}

W H Y R E F L E C T ?the h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k}

t h e h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k

s t e p p i n g b a c k

C H A R L E S &

R A Y E A M E S

SC AL

E

PE

R S P E C

the holistic practice}

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

K N O W L E D G E{ {

K N O W L E D G E

E X P E R I E N C E S

{ {

R E G U L A T I O N{ {

R E G U L A T I O N

O F C O G N I T I O N

P L A N N I N G

E V A L U A T I O N

M O N I T O R I N G

( P E D A G O G Y )

I L S K I L L S A N D

M E T A CO G N I T I O N

I N T E R P R E T A T I O N

R E F L E C T I O N

E V A L U A T I O N

R E V I S I O N

J U S T I F I C A T I O N

I M P L I C A T I O N S

F O R P E D A G O G Y

S H A R E Y O U R

R A T I O N A L E ( S )

E X P L A I N D E C I S I O N S

E N C O U R A G E

M E T A C O G N I T I V E

P A R T I C I P A T I O N

H IGHL IGHT YOUR OWN

M E T A C O G N I T I O N

G O A L -

S E T T I N G

P L A N N I N G /

O U T L I N I N G

P R O C E S S

J U S T I F I C A T I O N

I N S T R U C T I O N A L

D E S I G N

I M P L I C A T I O N S

F O R P E D A G O G Y

C . Booth : Re f lec t ive Teach ing , E ff ec t ive Lea rn ing ( 2011)

T H E O R Y T O P R A X I S

{ }C O N T E X T

t h e c l a r e m o n t c o l l e g e s

{ }t h e c l a r e m o n t c o l l e g e s

C O N T E X T

Rate your abilities (students) /rate your students'

ab i l i t i es ( f acul t y ) i n t he f ol l owing a reas :

0%

20%

40%

60%

80%

100%

Faculty Student Faculty Student Faculty Student Faculty Student Faculty Student Faculty Student

Write  annotated  bibliographies

Provide  proper  attribution  to  

source  materials  in  their  academic  

work

Use  sources  to  further  an  

argument/thesis

Evaluate  sources  to  determine  if  they  are  

authoritative

Differentiate  between  types  of  information  sources  (e.g.,  scholarly  v.  

popular  literature,  fact  v.  opinion)

Effectively  use  Library  

databases,  catalog(s),  and  other  information  resources  to  find  relevant  source  

material

Excellent/Very  High

Above  Average/High

Average/Moderate

Below  Average/Low

Poor/None* * **

How much have your instructors (students)/ you (faculty)

emphasized the following in the courses you teach?

Student v. Facult y Mean Percentage Dif f erence

-­10.38%

-­9.97%

-­9.12%

-­2.86%

-­0.97%

-­12% -­10% -­8% -­6% -­4% -­2% 0%

Using  peer-­reviewed  or  scholarly  sources  in  assignments

Using  practices  (terminology,  procedures,  writing  style,  etc.)  of  a  specific  major  or  field  of  study

Appropriately  citing  the  sources  used  in  a  paper  or  project

Questioning  the  quality  of  information  sources

Not  plagiarizing  another  author's  work

Librarian Course Engagement combined with Syllabus IL/Librarian Assignment Design Collaboration

Attribution Evaluation Communication

Total Scores 2.32 2.60 2.64

4/4 2.64 2.82 2.82

2/1 1.30 2.20 2.30

Level 4 = High (intensive course collaboration - multiple classes, SYR Tutorial/Quiz)

Level 1 = Low (minimal course collaboration – one shot and course guide)

1.3

2.2 2.32.64

2.82 2.82

Attribution Evaluation Communication

2  |  1 4  |  4

{ }t h e c l a r e m o n t c o l l e g e s

C O N T E X T

Maps enable citizens of academic

communities to perceive their

environs in multiple, adaptable

and evolving ways, delineating

patterns that enhance or impede

knowledge construction and

exchange...

-Hamilton and Graniero, 2012

…while those within a discipline

bring a richness of lived

experience to the work, the (map)

developer can offer techniques for

exploring and uncovering.

-Hamilton and Graniero,

2012

C U R R I C U L U M V I S U A L I Z A T I O N

P R O C E S S

C O L L E G E

P R O C E S S

P R O G R A M

P R O C E S S

REQUIREMENTS

P R O C E S S

OBJECTIVES/OUTCOMES

P R O C E S S

A NNO TATIO NS

P R O C E S S

I N S I G H T S

INTERSECTIONS

S T R AT E G I E S

A F F E C T / I N T E L L E C T

P E R F E C T I O N I S M

I M P O S T U R E

A N X I E T Y

M I N D F U 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

COMF ORT ABL E WIT H

U N C E R T A I N T Y

E M P A T H E T I C

C O N S C I O U S O F

C A P A C I T Y

M I N D F U L

P E D A G O G Y

T E A C H I N G

P H I L O S O P H I E S

P E E R / S E L F

O B S E R V A T I O N

E M B O D I E D

P R E S E N C E

E M U L A T E T H E

E F F E C T I V E

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 esha re . n et /cha rboo th

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

• Wh a t d o yo u d o w i t h yo u r

h a n d s?

• Do yo u en co u ra g e

p a r t i c i p a t i on ?

• Wh ere d o yo u mo ve?

• Wh ere d o yo u r eyes mo s t

o f t en f o cu s?

• Ho w d o yo u h a n d l e

t r a n s i t i o n s?

• Ho w d o yo u u se exa mp l es?

• Ho w d o yo u b eg i n / en d c l a ss?

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 te ria with the person

you’l l be observ ing.

4. Everyone has a di f fe rent presentat ion s ty le: you’re not

enforc ing yours, you’re observ ing another’s.

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

take cri t ique as cri t ic ism.

t hres hol dc o n c e p t s

t r a n s f o r m at i v e

i n t e g r a t i v e

i r r e v e r s i b l e

b o u n d e d

t r o u b l e s o m e

R E F E R E N C E Shooks, bell (1994) Teaching to Transgress.Education as the practice of freedom, London:R o u t l e d g e .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 .

B e v e r l e y H a m i l t o n a n d P h i l A .G r a n i e r o . " D i s r u p t i v eC a r t o g r a p h y i n A c a d e m i cD e v e l o p m e n t , " I n t e r n a t i o n a lJ o u r n a l F o r A c a d e m i cD e v e l o pm e n t 1 7 , n o . 3 ( 2 0 12 ) . .