CRITICAL REFLECTION

Irene Dieryck
ADED4F32 Facilitating Adult Learning
28-06-2015
Contents:
Facilitation Guide..3

Assignment 3: Lesson Plan and Facilitator Guide for Critical Reflection (CR)
Course Context3
Target Audience.....3
Learning Outcomes...3
Facilitator Direction...3
1.
2.
3.
4.

Preparation and Materials....3

Facilitation Strategies.....3
Set up.....4
Resources....4

Lesson Plan ...5

1.
2.
3.
4.

Activation Phase..5
Demonstration Phase...5
Application Phase..6
Integration Phase....6

Instructional Strategy Rationale.7

Learning Goals Strategy.7
Constraints and Limitations7
Issues with the instructional environment that impact this strategy8
Facilitator preparation for student engagement in this strategy..8
The influence of the nature of the content on the selection of CR..8
The influence of the nature of the learner on CR..9
Distribution of learner vs facilitator power for CR.9
Brookfield (1985) CR Process Handout.10
List of Recources Handout.11

Facilitation Guide
Course Context

Assignment 3: Lesson Plan and Facilitator Guide for Critical Reflection (CR)

This course is 61/2 hours long and provides an introduction to Critical Reflection
(CR) as a teaching and learning strategy.
Target Audience
This seminar is suited for any adult who wishes to critically explore personal
experiences and challenge assumptions grounded in hegemonic disourse in order to
work toward personal and social emancipation. This will be done both individually
and collectively. Ideally, the seminar should have between 6 to 12 participants.
Learning Outcomes
To understand the basic theory and potential personal and social outcomes of the
practice of critical reflection. Also, to understand the value of both private and
collective practice of CR to promote future practice.
Facilitator Directions
1. Preparation and Materials
Audio-visual equipment for the showing of the youTube video given in the
Lesson Plan, the Brookfield (1995) handout The Critical Reflection Process,
blank sheets of paper for participants, pens, flipchart or white board and
markers for Group Norms, handout of Resource list, and evaluation surveys.
2. Facilitation Strategies
This seminar is learner-centric and requires that a set of group norms be
established with group input because of the intimate nature of this learning
strategy and the requirement for interpersonal respect. In addition, the
facilitator must be well prepared to deal with any affect from the group,
direct it appropriately, and have conflict resolution skills. The facilitator
must also be a CR practitioner to be able to share and model the value of CR
from a personal and professional perspective. The facilitator must also be
able to use various discussion methods to create trust and respect to
maximize participation. See resource list below.
3. Set-up
The seminar room should be set up with one large table for all participants
to sit at facing each other. There should also be four smaller tables with
four chairs, one in each corner of the room to accommodate the small group
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Assignment 3: Lesson Plan and Facilitator Guide for Critical Reflection (CR)

exercises and limit noise for each small group. A large room is more
appropriate than a smaller room unless three breakout rooms are available
for small group exercises. The large table should be near the audio-visual
equipment so all participants can hear the video. Ensure that other abled
participants are accommodated by looking at the regristrations under
special considerations.
4. Resources
a) Brookfield, S.D. and Preskill, S. (2005). Discussion as a way of teaching:

Tools and techniques for democratic classrooms. San Francisco: John

Wiley & Sons, Inc. (for facilitator)
b) Bens, I. (2012). Facilitating with ease. 3rd Ed. San Francisco: John Wiley

and Sons, Inc. (for facilitator)

c) Brookfield, S.D. (1995) Critical Reflection Process Handout (see end of
Lesson Plan)
d) Resource List Handout (see list handout under the Resources tab)

Lesson Plan
Critical Reflection Seminar (6.5 hours)
Maximum Participants: 12
Activation Stage (1.5 hours)
Time
Direction
Plan
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Assignment 3: Lesson Plan and Facilitator Guide for Critical Reflection (CR)

Introduction
10 min

Group Norms

A) 10 min
B) 20 min

Introduce yourself and have participants briefly introduce themselves

Housekeeping (refreshments, washrooms, emergency exits, cell
phones, asking for assistance if required)
Emphasize the need for emotional and psychological safety given the
nature of the subject matter
A) Engage participants in a brainstorming session in groups of 4 to
arrive at an initial list of group norms; B) write norms on the white
board, review and finalize the list with the larger group

Ice-breaker
Trusting
15 min

Large Group
Discussion

20 min

Break the group into random

pairs numbering off 1,2,1,2 etc
Have each pair discuss what
they would need from that person
to establish rapport and begin to
trust them with their thoughts and
feelings
Have the group share their findings and ask them if anything further
needs to be added to the group norms. Then begin discussion about
how it felt to negotiate trust issues with another.
The goal is to begin activation of prior experiences and knowledge
about trust in order to begin to look at CR as a collective activity
Discuss with the group the positive aspects of both private and
collective critical reflection

Critical Reflection Seminar

Demonstration Phase: (2:00 )
Time

30 min

30 min

Direction

Plan

https://ww Watch the video where Dr. Tesia Marshik discusses learning styles
w.youtube Ask the participants to share in small groups of two or three what they
believe are the main message(s) given based on her research
.com/watc
Facilitator: see Facilitation Guide for input in guiding the large
h?
group discussion
v=855Now
8h5Rs
(Audiovisual,
computer
preparatio
n
required)
Discussion:
Is Critical
Reflection
Important?

Reconvene the large group and based on what they discussed in their
smaller groups, share their ideas about CR and why they believe it is, or
is not important
Facilitator: see Facilitator Guide for input in guiding the large
group discussion

Assignment 3: Lesson Plan and Facilitator Guide for Critical Reflection (CR)

30 min

30 min

Lecturette
(Materials/adva
nced
preparation
required)
Small Group
Discussion:
How do you
envision
yourself using
this CR model?
Large Group
Debrief:

Provide the handout of Brookfields (1995) model of critical reflection

Discuss in an interactive way what each part of the model means
Share a social dilemma and how you used CR to change your
perspective and your subsequent actions to provide the group with a
real example (See Facilitators Guide)
Discuss as a large group
In small groups discuss how you would use this model privately and
collectively
Identify conditions where you would prefer one over the other
What are some strengths and barriers you see in using CR?

As a large group ask people to share their insights

and debrief
Lunch: 1 hour

Application Phase: (2:00 )

Time

Direction

30 min

CR In Private vs
Collectively
(Materials/advanced
preparation required)

15 min

Large Group

60 min

Larger Group CR
experience

Plan

Ask each person to take a few moments and reflect on the social dilemmas
they thought about in the morning portion of the seminar
Have them ask themselves the questions laid out in the Facilitators Guide
Have them write out some of their answers on the handout CR
Remind them their dilemmas can be low level so they can share with the
larger group
Reconvene the large group and debrief this exercise with them
What was easy or difficult about this exercise?
Divide the group in half randomly
Ask them to go around and one by one briefly state one of their social
dilemmas
The group then critically reflects with that participant by asking questions
and sharing their perceptions of the dilemma
Each person gets 10 minutes

Critical Reflection Seminar

Integration Phase: (1:00 )
Time

Direction

30 min

Large Group Debrief

(Materials/advanced
preparation required)

10 min

Reflection
Final Discussion:

10 min

Plan

As a large class, ask the learners to reflect smaller group discussions

o What was positive about this experience?
o What was negative about this experience?
o How to they connect this to theory and to Brookfields Model?
Optional: have questions pre-written on flip-chart.
Ask the group to reflect individually on how they would use this in real life
situations such as at work, at home, or in their communities
Ask the group to share their insights
Distribute Evaluation Survey and remind participants they can be done
anonymously.

Assignment 3: Lesson Plan and Facilitator Guide for Critical Reflection (CR)

Instructional Strategy Rationale

Learning Goals Strategy
The intent of the learning goal is to teach adults how to engage in critical reflection (CR) both
privately and as a collective in order to examine their experiences and assumptions in terms of
hegemonic discourse for the purpose of developing a critical consciousness. The development of
critical consciousness is to assist adults in working toward identifying and potentially withdrawing
from socially unjust practices. This can be done in a seminar format with a facilitator to provide a
framework for CR and safety for reflexive practice, particularly in the collective setting. The
facilitator also shares examples of their own CR experiences, both private and collective, to model
CR practice for the group, create trust, normalize thoughts and feelings, and cultivate credibility.

Constraints/limitations
The most common constraint is time because CR requires more time for some than others to build
adequate trust within the group and with the facilitator. Most participants feel they are just
beginning to trust others and understand the concepts as the seminar is coming to a close. Since
the purpose is to develop interest in CR, participants are encouraged to continue their quest for CR
learning and practice, formally and informally, as frequently as possible.
Another constraint is finding facilitators willing to teach basic CR theory and practice. This
approach requires a facilitator skilled in dealing with affect and conflict so that participants can
complete the program within the time limit. The facilitator also needs to be well versed in CR
practice and theory to answer participant questions and concerns, and be able to remain afterward
to assist learners who may be emotionally affected by the learning process.
A third constraint is the inability to control learner participation and engagement. Some
participants may decide CR is not for them during the seminar. Therefore, this strategy is
dependent on participant buy-in during the activation phase. Group cohesion and excitement about
the discovery of truth must also be formed in the activation phase.

Assignment 3: Lesson Plan and Facilitator Guide for Critical Reflection (CR)

Issues with the instructional environment that impact this strategy

Instructional environment considerations include level of trust amongst group participants and the
facilitator. Given the potential for deep affect to surface and that the facilitator may not know any
of the participants, group norms and trust building are essential. It is important that learners
understand that they do not need to divulge anything that is too hurtful or
emotionally/psychologically threatening. The small groups will be the most hindered if some
participants are silent.

Facilitator preparation for student engagement in strategy

It is imperative that the facilitator continually monitor both silence and displays of affect closely.
The facilitator must be able to determine if an intervention is necessary based on Bens (2012)
chapter 7 (see list of resources). Critical reflection can be both exciting and threatening. Most
participants will view CR as a quest for truth, justice, and an opportunity to improve society. For
some, guilt and/or resistance may play out depending on their personal perspectives. Facilitators
must be able to normalize thoughts and feelings in the CR experience and also share their own
personal and professional struggles resulting from its use as both a learning and teaching strategy.
A salient point that is stated several times throughout this learning content is the potential for
strong affect to arise. Thus, it is strongly recommended by Lindsey and Berger that the framing
phase is clear so participants understand the voluntary nature of the exercises and can leave at any
time. In addition, facilitators are to maintain an ethical environment focused on learner autonomy
for self-disclosure (2009, p. 132).

The influence of the nature of the content on the selection of the approach
Throughout the research process it has been noted that critical reflection can be used in a wide
variety of learning and teaching environments within ethical boundaries. However, Hedberg (2009)

Assignment 3: Lesson Plan and Facilitator Guide for Critical Reflection (CR)
suggests that reflection is important but needs to be applied in small amounts over time because of
the anxiety is can create for both students and teachers. However, being clear with students as to
why reflection is important, even when it is difficult and messy, is helping them to understand that
difficult and messy are typically signs that it is worth doing. It is crucial that all participants
understand that everyones views are important regardless of sex, adult age, race, etc

The influence of the learners nature on the instructional approach

This particular strategy gives learners control over both their participation and learning process.
However, there may be some very sensitive learners who remain affected by injustices of the past.
CR may tap into some of those experiences and create intense affect that may or may not be acted
out. It is important that the facilitator be skilled in dealing with this, however, because the main
example of CR used (You Tube video) is relatively neutral this should help limit any emotional
reactions. The facilitator also needs to share and model examples of CR that are relatively
innocuous so as not to overly threaten participants or cause undue guilt. As stated above, Hedberg
(2009) suggests reflection in small amounts. This is particularly true with novices or an unknown
group of learners. Conversely, there may be participants that become overly enthusiastic about CR
and attempt to push others into more self-disclosure by being very intrusive with questions. The
facilitator needs to ensure that group norms cover these situations and monitor the group(s) closely
for overly intrusive behaviour.

Distribution of learner VS facilitator power in strategy

This approach puts most of the power with the participants, however, the facilitator must remain in
control of the processes in order to maintain as much safety as possible for all participants. The
facilitator has input in the framing, introduction of theory, processing of the video and group
debriefs however the overall intent is for the approach to be learner-centric in both design and
implementation. Given that the participants are adults, the lesson plan is appropriate however, the
facilitator is required to maintain safety during the seminar.

Assignment 3: Lesson Plan and Facilitator Guide for Critical Reflection (CR)

The Critical Reflection Process Handout

Students

Theory

Power
Casu
al

Prescrip
tive

Paradigmatic

ASSUMPTIONS

Hegemony

Autobiography

Colleages

From: Brookfield (1995, p. 30)

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Assignment 3: Lesson Plan and Facilitator Guide for Critical Reflection (CR)

List of Resources Handout

Articles and Books
Bens, I. (2012). Facilitating with ease! 3rd Ed. San Francisco: John Wiley and Sons,
Inc.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco:
John Wiley & Sons, Inc.
Brookfield, S.D. & Preskill (2005). Discussion as a way of teaching: Tools and
techniques for democratic classrooms. San Francisco: John Wiley and Sons,
Inc.
Burton, A. J. (2000). Reflection: Nursings practice and educations panacea?
Journal of Advanced Nursing, 31(5), 1009-1017.
Cadman, K., Clack, E., Lethbridge, Z., Millward, J., Morris, J., and Redwood, R.
(2003). Reflection: a casualty of modularisation? Nurse Education Today, 23,
11-18.
Cox, E., (2005). Adult learners learning from experience: Using a reflective
practice model to support work-based learning, 6(4), 459-472. Doi:
10.1080/14623940500300517
Glowacki-Dudka, M., & Barnett, N. (2007). Connecting critical reflection and group
development in online adult education classrooms. International Journal of
Teaching and Learning in Higher Education, 19(1), 43-52.
Hackett, S. (2001). Educating for competency and reflective practice: fostering a
conjoint approach in education and training. Journal of Workplace Learning,
13(3), 103-112.
Hedberg, P.R. (2009). Learning through reflective classroom practice: Applications
to educate the reflective manager. Journal of Management Education, 3(1),
10-36, doi: 10.1177/1052562908316714
Leech, N., and Trotter, J. (2006). Alone and together: Some thoughts on reflective
learning for work with adult survivors of child sexual abuse. Journal of
Social Work Practice, 20(2), 175-187.
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Assignment 3: Lesson Plan and Facilitator Guide for Critical Reflection (CR)

Lindsey, L. & Berger, N. (2009). Experiential Approach to Instruction. In C. M.

Reigeluth, & A. A. Carr-Chellman (Eds). Instructional-Design Theories and
Models: Building a Common Knowledge Base Volume III (pp. 117-142). New
York: Taylor and Francis, Publishers.
Liu, K. (2015). Critical reflection as a framework for transformative learning in
teacher education. Educational Review, 67(2), 135-157,
http://dx.doi.org/10.1080/00131911.2013.839546
Mackay, M. & Tymon, A. (2013). Working with uncertainty to support the teaching
of critical reflection. Teaching in Higher Education, 18(6), 643-655.
http://dx.doi.org/10.1080/13562517.2013.774355
Merrill, M.D. (2009). First principles of instruction. In C. M. Reigeluth, & A. A.
Carr-Chellman (Eds). Instructional-Design Theories and Models: Building a
Common Knowledge Base Volume III (pp. 41-56). New York: Taylor and
Francis, Publishers.
Mezirow, J. (1994). Understanding transformation theory. Adult Education
Quarterly, 44(4), 222-232.
Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education
Quarterly, 46(3), 158-173.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions
for Adult and Continuing Education, 74(Summer), 5-12.
Perriton, L. (2004). A reflection of what exactly? Questioning the use of critical
reflection in management education contexts. In In M. Reynolds & R. Vince,
(Eds.), Organizing Reflection (pp. 126-141). Hampshire, England: Ashgate
Publishing Limited.
Reigeluth, C. M. & Carr-Chellman, A.A. (2009). Situational principles of instruction.
In C.M. Reigeluth & A. A. Carr-Chellman (Eds.) Instructional-Design Theories
and Models: Building a Common Knowledge Base Volume III (pp. 57-68). New
York: Taylor and Francis, Publishers.
Reynolds, M. & Vince, R. (Eds.). (2004). Organizing Reflection. Hampshire, England:
Ashgate Publishing Limited.

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Assignment 3: Lesson Plan and Facilitator Guide for Critical Reflection (CR)

Speare, J. & Henshall, A. (2014). Did anyone think the trees were students? Using
poetry as a tool for critical reflection. Reflective Practice, 15(6), 807-820.
http://dx.doi.org/10.1080/14623943.2014.944138
Stein, D. (2000). Teaching critical reflection: Myths and realities No. 7. ERIC
Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH., 1-4.
Taylor, E. W. (2008). Transformative learning theory. New Directions for Adult
and Continuing Education, 119 (Fall), 5-15. Doi: 10.1002/ace.301
Welsh, M.A. & Dehler, G. E. (2004). P(l)aying attention: Communities of practice
and organized reflection. In M. Reynolds & R. Vince, (Eds.), Organizing
Reflection (pp. 15-29). Hampshire, England: Ashgate Publishing Limited.

Videos
Dr. Tesia Marshik on Learning Styles https://www.youtube.com/watch?
v=855Now8h5Rs
Brookfield on Critical Reflection https://www.youtube.com/watch?v=Y8umk4w8kB8
Role of Critical Reflection: https://www.youtube.com/watch?v=Fn3vqg31po0

Websites
Atherton J S (2013) Learning and Teaching; Critical Reflection [On-line: UK]
retrieved 18 June 2015
from http://www.learningandteaching.info/learning/critical1.htm
Development of Reflection:
http://www.nwlink.com/~donclark/hrd/development/reflection.html

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