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Critical Thinking-Becoming Critically Reflective
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7/16/2019 Critical Thinking-Becoming Critically Reflective
http://slidepdf.com/reader/full/critical-thinking-becoming-critically-reflective 1/28
Stephen Brookfield
Distinguished University Professor
University of St. Thomaswww.stephenbrookfield.com
BECOMING A CRITICALLYREFLECTIVE TEACHER
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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
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4 LENSES ON PRACTICE
STUDENT’S EYES
COLLEAGUES’PERCEPTIONS
THEORY/RESEARCH AUTOBIOGRAPHY
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STUDENTS’ EYES
CRITICAL INCIDENT
QUESTIONNAIRE
ONE MINUTE PAPER
MUDDIEST POINT
AFTER HOURS GROUP
CLICKERS
LEARNING AUDIT
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COLLEAGUES’ PERCEPTIONS
TEAM TEACHING
CRITICAL REFLECTIONGROUPS
TALKING TEACHING
RECIPROCAL PEER REVIEW
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THEORY/RESEARCH
Resistance
Diverse Learning StylesRacial Formation/Identity
Credibility & Authenticity
Cognitive Development
Discussion Participation
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AUTOBIOGRAPHY
Professional Development
Conference AttendanceGraduate Study
Learning Something New
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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
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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
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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
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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
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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
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• 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
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QUESTIONWhen critical thinking happens in
your classroom what does it …
LOOK LIKE
SOUND LIKE
FEEL LIKE
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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
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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
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QUESTION
HOW DO YOU
MODEL CRITICALTHINKING FOR
YOUR STUDENTS?
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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
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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
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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
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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
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QUESTION
WHAT MOST GETS IN THE
WAY OF / SABOTAGES YOUR ATTEMPTS TO
DEVELOP CRITICAL
THINKING?
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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
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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
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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
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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?
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QUOTES TO AFFIRM &
CHALLENGEAFFIRM
Well Expressed Empirically Accurate
Produced A New Understanding
CHALLENGE
Incomprehensible False Protocol
Empirically Inaccurate
Ethically Dubious Omitted Evidence
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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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