This document discusses concepts related to reflective practice in teaching such as heuristics, reflective pedagogy, and reflective action versus routine action. It provides examples of questions teachers can ask themselves to reflect on their teaching practices, such as where they move in the classroom and how they encourage student participation. Ground rules for observation of teaching are presented, emphasizing being respectful, discussing observation criteria beforehand, and not taking critique personally. Critical pedagogy is discussed as being conscious of power and privilege and centering learners. References are provided on related topics like teaching community, pedagogy of the oppressed, reflective thinking, threshold concepts, and inclusion in libraries.

2. @ C H A R B O O T H

3. @ C H A R B O O T H

4. R E F l E C T I V E P R A C T I C E

5. A S H E U R I S T I C

7. A S H E U R I S T I C

8. A S H E U R I S T I C

9. R E F l E C T I V E P R A C T I C E

10. R E F l E C T I V E P R A C T I C E

11. R E F l E C T I V E P E D A G O G Y

13. R E F l E C T I V E P E D A G O G Y

14. R E F l E C T I V E P R A C T I C E

15. R A N D O M E T C . , B L A H !

20. t e a c h i n g M A N A G I N G

21. t e a c h i n g M A N A G I N G

22. R E F l E C T I V E P R A C T I C E

47. REFLECTIVE ACTION
ROUTINE ACTION

48. 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

49. 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

52. C. Booth: Reflective Teaching, Effective Learning (2011)

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

61. s l i d e s h a r e . n e t / c h a r b o o t h
T H R E E - Q U E S T I O N R E F L E C T I O N

66. • What do you do with your
hands?
• Do you encourage
participation?
• Where do you move?
• Where do your eyes most
often focus?
• How do you handle
transitions?
• How do you use examples?
• How do you begin/end class?

68. G R O U N D R U L E S
1. Be respectful/humble/positive: being observed is
difficult.
2. Let the observee know you’re coming.
3. Discuss potential observation criteria with the person
you’ll be observing.
4. Everyone has a different presentation style: you’re not
enforcing yours, you’re observing another’s.
5. Don’t greet feedback with defensiveness, and try not to
take critique as criticism.

92. @m c h r i s 4 d u k e

93. @m c h r i s 4 d u k e

94. @m c h r i s 4 d u k e

95. @m c h r i s 4 d u k e

96. @m c h r i s 4 d u k e

100. C R I T I C A 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
COMFORTABLE WITH
U N C E R T A I N T Y
E M P A T H E T I C
C E N T E R S
L E A R N E R S

125. R E F E R E N C E S
hooks, b. (2003). Teaching community: A
pedagogy of hope. New York: Routledge.
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 e
o 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 think: A
restatement of the relation of reflective
thinking to the educative process. Boston:
D . C . H e a t h a n d C o .
Land, Meyer, & Smith. (2008). Threshold
concepts within the disciplines. Rotterdam:
S e n s e P u b l i s h e r s .
Bourg, C. inclusion, social justice and
libraries: proposing a framework.
chrisbourg.wordpress.com 16 april 2016.