This document outlines a course on critical thinking and reflective practice for teachers. It contains 18 topics that will be covered over 8 lectures. The topics include introductions to reflective practice and critical thinking, models of reflection, developing reflective writing skills, understanding teacher identity, and creating a framework for empowerment through reflective practice. Key concepts that will be discussed are definitions of reflection, critical analysis techniques, developing professional competence, and applying theory to teaching practice. The goal is to help teachers strengthen critical thinking and gain benefits from reflective practice.
This document outlines a course on critical thinking and reflective practice for teachers. It contains 18 topics that will be covered over 8 lectures. The topics include introductions to reflective practice and critical thinking, models of reflection, developing reflective writing skills, understanding teacher identity, and creating a framework for empowerment through reflective practice. Key concepts that will be discussed are definitions of reflection, critical analysis techniques, developing professional competence, and applying theory to teaching practice. The goal is to help teachers strengthen critical thinking and gain benefits from reflective practice.
This document outlines a course on critical thinking and reflective practice for teachers. It contains 18 topics that will be covered over 8 lectures. The topics include introductions to reflective practice and critical thinking, models of reflection, developing reflective writing skills, understanding teacher identity, and creating a framework for empowerment through reflective practice. Key concepts that will be discussed are definitions of reflection, critical analysis techniques, developing professional competence, and applying theory to teaching practice. The goal is to help teachers strengthen critical thinking and gain benefits from reflective practice.
Final Outline of Critical Thinking and Reflective Practice (EDU406)
Sr. Topic Topic Detail Subtopics Lectures No. 1 An Introduction to 1. The place of 1. What is reflective practice? 1 Reflective Practice reflective 2. Why the interest in reflective practice? practice in 3. What is to be gained from reflective practice teaching 4. Advantages and drawbacks of reflective practices 5. Why is reflective practice important? 6. How can reflection be used for practice? 2. Definitions 7. Definitions 2 and types of 8. Types of reflection reflection 9. Critiques of reflective practice 10. Formal and informal reflection 11. What do professionals reflect on? 12. Assumptions 2 The Reflective 3. The process 13. Achieving best practice 3 Teacher of reflection 14. Implications for achieving best practice 15. The reflection process 16. Reflexivity 17. Topics for critical reflection 18. Learning from reflection 4. Methods of 19. Method of reflection 4 reflection 20. Levels of Reflecting 21. Guided reflection 22. Action research 23. The critical friend 24. Participatory methods for reflection 3 Modeling 5. Foundation 25. John Dewey (1933) 5 Reflective Practice Models 26. Donald Schon (1983) 27. Kolb’s Reflective Cycle (1984) 28. Greenaway (1995) 29. Roth (1989) 30. Peters (1991) 6. Critical 31. Brookfield’s Critical Lenses 6 Models 32. Johns Model for Structured Reflection (2000) 33. Rolfe, Freshwater and Jasper (2001) The ‘What’ Model 34. Rodgers (2002) 35. Gore and Zeichner (1991) 36. Gibbs Reflective Cycle (1988) 7. From theory 37. Boud’s triangular representation 7 to practice 38. The Atkins and Murphy Model 39. John Smyth Framework for Reflection on Action (1993) 40. Agyris and Schon (1978) 41. Mezirow (2000) 42. Criticisms of reflective practice 4 A Critical Thinking 8. What is 43. Introduction to critical thinking 1 8 Framework critical 44. Introduction to critical thinking 2 reflection? 45. Core ideas about thinking skills 46. Critical Thinking development: A Stage Theory 47. Importance of critical thinking 48. A Schema for Critical Thinking and RP 9. Critical 49. Bloom’s taxonomy and Critical Thinking? 9 February, 2017
analysis 50. Techniques for critical thinking
51. The 5-step model of critical thinking 52. Halpern’s Framework for Critical Thinking 53. Critical Incident Analysis 54. Examining your personal filtering system 10. Conceptual 55. Learning through conceptual innovation 10 Learning 56. Technical and conceptual learning 57. Concepts and Frames 58. New Realities 59. Paradigm shift 60. Theory-in-use or Espoused Theories 5 Frameworks for 11. Reflective 61. What is reflective writing? 11 Reflection writing 62. A structure for reflective writing 63. Vocabulary for reflective writing 1 64. Vocabulary for reflective writing 2 65. Limitations of self-reflection 66. Strategies for overcoming barriers 12. Developing 67. Professional competences 1 12 competence 68. Professional competences 2 69. Professional competences 3 70. Professional competences 4 71. The provisional model 1 72. The provisional model 2 13. Reflecting 73. Right mental attitude 13 effectively 74. The professional development journal (PDJ) 1 75. The professional development journal (PDJ) 2 76. Critical incidents 77. Reflective action planning 78. Indicators of a reflective Practitioner 14. Features of 79. 5 key features of reflection 14 reflection 80. Ensuring reflection leads to learning 81. Tools for reflection 82. Social criticality 83. Hegarty’s reflective framework 84. Personal practical theory (PPT) 6 Teacher Identity 15. Understandin 85. Professional Identity 15 g Self and 86. Developing professional identity Others 87. Multiple Intelligence Theory and the Reflective Practitioner 1 88. Multiple Intelligence Theory and the Reflective Practitioner 2 89. Multiple Intelligence Theory and the Reflective Practitioner 3 90. Making Professional Identities through a Mentor 16. The 91. How does RP support Professional Practice? 16 Importance of 92. Applying the Conscious Competence Model of Level Self 1-Unconciously Unskilled Awareness 93. Learning to Learn 94. The Jo-Hari Window (Self Evaluation in Practice) 95. Using the Jo-Hari Window 96. The Jo-Hari Window in the Team Context 7 A Framework for 17. From Theory 97. Theory, Pedagogy and Reflection 17 Empowerment to Practice 98. Application 99. Reflective Practice and Professionalism 100. Good Professional Standing February, 2017
101. Personnel Challenges to Effective Reflective Practice
102. Questioning 8 Frames for learning 18. Frames, 103. What are frames 18 perceptions 104. Frames 2 and 105. Analyzing frames 1:Discovering underlying interpretation assumptions and values in frames s 106. Analyzing frames 2:Discovering assumptions 107. Interpolating concepts and ideas 108. Promoting reflective practice through inductive action planning 19. Reframing 109. The reframing matrix 1 19 for resolving 110. Reframing 2:Professions approach difficult 111. Problem statements controversies 112. Concept based teaching and learning 113. Benefit of concept based teaching and learning 114. Pedagogical shifts 20. Reframing 115. Reframing in four steps 20 for strategic 116. 3-dimensional instruction creativity 117. Conceptual learning 118. Epistemic stances 119. Taxonomy and reflective thought 120. The Ripples Model 9 Becoming a 21. Reflective 121. Reflective teaching practices: Criticality 21 Reflective teaching 122. Critical reflection = critical thinking Practitioner practices: 123. Critical reflective enquiry: Critical Philosophy Criticality 124. Critical analysis 1 125. Critical analysis 2 (Part One) 126. Critical analysis 2 (Part Two) 22. Ways of 127. Experimentation 22 Knowledge 128. Nurturing relationships Generation 129. Scientific method 130. Cycle SECI 131. Modeling and concept innovation 132. Design 23. Theories, 133. Teacher professionalism 23 Knowledge 134. The moral-ethical dimension in Reflective Practice and practice 135. Teacher knowledge and inquiry 136. Communities of practice (Part One) 137. Communities of practice (Part Two) 138. Practice episodes 10 Teachers identity 24. Reflecting 139. Teachers as life-long learners (Part One) 24 and 140. Teachers as life-long learners (Part Two) connecting 141. Competency framework for life-long learning with life- 142. Work based learning (Part One) 143. Work based learning (Part Two) long 144. Work based learning (Part Three) learning 25. Reflective 145. Introduction to the Socratic Method 25 practice and 146. The 4-steps of Socratic Method Socratic 147. Questions for each step in Socratic Method (Part One) Method 148. Questions for each step in Socratic Method (Part Two) 149. Questions for each step in Socratic Method (Part Three) 150. Socratic questioning and critical thinking 11 Becoming a 26. The practice 151. How to be reflective 26 Reflective of reflection 152. Who can we reflect with February, 2017
Practitioner 153. Bloom and professional careers
154. The professional development plan (PDP) 155. Why be a reflective practitioner 156. Ghayle’s process of development 12 Teachers Identity 27. Reflecting 157. The nature and purpose of professionalism (Part One) 27 on 158. The nature and purpose of professionalism (Part Two) professional 159. Reflecting on notions of professionalism roles 160. The reflective practitioner: Professional relations with pupils 161. The reflective practitioner: Professional relations with colleagues 162. The nature and purpose of professionalism: Reflecting on your contribution to the school 13 The Educational 28. The Impact of 163. What are teams 28 Environment Organizationa 164. Reflective practice and the stages of team development l Dynamics 165. Team cohesiveness and performance, and the reflective practitioner 166. Task interdependence 167. Behavior in organizations 168. Reflecting on motivation 29. Models and 169. Peer mentoring 29 Mentors 170. Mentoring skills (Part One) 171. Mentoring skills (Part Two) 172. The skills of dialogue 173. Situated learning 174. Social learning theory: Elements of social cognitive theory 30. The 175. Dialogue as a self- assessment tool 30 Dialogic 176. Reminder: Dialogue as a self- assessment tool process in 177. Asynchronous discussion: The theory 178. Asynchronous discussion: The practice Reflective 179. Dialogic diaries Practice 180. The academic portfolio February, 2017
e 182. Peer observation (Part One) and 33 Observation 183. Peer observation (Part Two) 184. Peer observation (Part Three) and 185. What is lesson study Feedback 186. How do reflective practitioners share learning from lesson study 187. Group and peer supervision 188. Supervision: What is it 189. A Question based approach to supervision: The 7 C’s 190. Differentiated supervision: The premises 191. Challenges of inter-professional working for reflective Practice: Drivers of Inter professional Learning (IPL) Part One 192. Challenges of inter-professional working for reflective Practice: Drivers of Inter professional Learning (IPL) Part Two 193. Challenges of inter-professional working for reflective Practice: Effective Inter-professional team working 194. Communities of Practice and Inter-professional learning (IPL) Part 1 195. Communities of Practice and Inter-professional learning (IPL) Part 2 196. The role of the reflective practitioner in Inter- professional learning (IPL) 14 Processes in 32. Grounded 197. What is grounded theory 33 and Reflective Practice Theory 198. Stages in developing a grounded theory (GT) 1 34 199. Stages in developing a grounded theory (GT) 2 Part 1 200. Stages in developing a grounded theory (GT) 2 Part 2 201. Types of Grounded Theory Design Part 1 202. Types of Grounded Theory Design Part 2 33. Building 203. Framework for organizing teachers’ learning and 35 Theory from knowledge: Building Practice and for 204. A process for personal theory building part 1 205. A process for personal theory building part 2 practice 206. Using evidence 1 207. Using evidence 2 208. Teachers’ Knowledge management 34. Action 209. Three particular characteristics of action research 36 Research 210. The reflective practitioner engaging in action research 211. Reasons to do action research 212. The nature of action research 213. Action research for continuous improvement 214. Gathering data 35. Appreciativ 215. An introduction to Appreciative Theory 37 e Inquiry 216. An Introduction: Problem solving VS Appreciative Inquiry 217. 5-Principles of Appreciative Inquiry 218. From Appreciative Inquiry to Transformative Inquiry part 1 219. From Appreciative Inquiry to Transformative Inquiry Part 2 220. The 5-I Approach 15 Extension Models 36. Extension to 221. Reflection as rationality 38 Dewey’s 222. Dewey and reflective thinking Part 1 223. Dewey and reflective thinking Part 2 February, 2017
Work 224. Dewey: Routine action and Reflective Action
225. Dewey: Phases of reflective thought 226. Dewey: Experience, reflection and learning 37. Extension to 227. Extending the Boud’s model 39 Boud’s 228. Understanding the 3 stages of Boud’s model Representati 229. Extension to Boud’s Representation: Issues on 230. Naming barriers to reflection Part 1 231. Naming barriers to reflection Part 2 232. Overcoming Barriers to Reflection: Overcoming barriers to oneself 38. Extension to 233. Revisiting the 6 phases of reflection using Gibbs’ 40 Gibbs’ model Model 234. Describing the phases of reflection using Gibbs’ model Part 1 235. Describing the phases of reflection using Gibbs’ model Part 2 236. Action planning using the Gibbs’ cycle 237. Using Gibb’s cycle for deeper reflection 238. Trans-disciplinary skills in Gibbs’ model 39. Extensions to 239. Describing the stages of structured reflection Part 1 41 John’s model 240. Reflecting on the cue questions Part 1 for structured 241. Using John’s model part 1 reflection 242. Using John’s model: Looking in Part 1 243. Using the John’s Model: Considering the Cue Part 1 244. John’s model: Writing reflexively and writing reflectively Part 1 245. Describing the stages of structured reflection Part 2 42 246. Reflecting on the cue questions Part 2 247. Using John’s model Part 2 248. Using John’s model: Looking in Part 2 249. Using the John’s Model: Considering the Cue Part 2 250. John’s model: Writing reflexively and writing reflectively Part 2 16 Applications 40. Taking 251. Introduction 43 Reflective 252. Professional practice Practice 253. A clean approach to reflective practitioner Forward 254. Comparing models 255. Self-directed learning Part 1 256. Self-directed learning Part 2 41. Higher order 257. 3 dimension of critical thinking 44 thinking for 258. Conceptualizing higher order thinking unified 259. Reflective Practice and higher order thinking curriculum, 260. Assumptions of teaching instruction 261. 21st teaching assumptions and learning 262. The paradigm shift 42. The Future of 263. The future of reflective practice: An Introduction 45 Reflective 264. Perspectives of Reflective Practice in the new Practice professional environment Part 1 265. Perspectives of Reflective Practice in the new professional environment Part 2 266. Evolution of Reflective Practice: Traditional Skills 267. Evolution of Reflective Practice: New Teaching Skills 268. Better teaching