Why Reflect? The Holistic Practice of Stepping Back.
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WHY REFLECT? the holistic practice of stepping back
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Transcript of Why Reflect? The Holistic Practice of Stepping Back.
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 ) . .
