The document discusses grounding teaching in how students learn. It recommends that teachers focus on helping students learn through critically reflective practice and understanding how students experience learning, which can vary depending on context. The document also suggests techniques for teachers like using critical incident questionnaires to get anonymous feedback from students on their most engaged, distanced, helpful, and puzzling moments in class and addressing themes in the next class session through negotiation rather than capitulation. It emphasizes the importance for teachers of developing expertise, experience, rationale, conviction, congruence, full disclosure, responsiveness, and acknowledging errors to build credibility and authenticity.

1. GROUNDING TEACHING IN HOW STUDENTS LEARN Stephen Brookfield Distinguished University Professor University of St. Thomas

2. Assumptions of Skillful Teaching Teaching is Helping Learning Good Practice = Whatever Helps Students Learn Best Teaching is Critically Reflective Most Important Pedagogic Knowledge - How Students Experience Learning Context Changes Everything

3. CRITICAL INCIDENT QUESTIONNAIRE Most Engaged Moment Most Distanced Moment Most Helpful Action Most Puzzling Action What Surprised You Most

4. CRITICAL INCIDENT QUESTIONNAIRE Last 5 minutes of last class Anonymous Report back main themes at the start of the next class Respond to comments Negotiation NOT capitulation

5. CREDIBILITY Expertise Experience Rationale Conviction

6. AUTHENTICITY Congruence Full Disclosure Responsiveness Personhood Error

7. RESOURCES THE SKILLFUL TEACHER: On Technique, Trust & Responsiveness in the Classroom. San Francisco: Jossey Bass, 2006 (2nd. Edition) Home Pages www.stephenbrookfield.com www.the99ersband.com