Reflective practice is the process of actively observing, understanding, and shaping pedagogy. Its associated skills include developing individual insight into the impact and practice of education through critical analysis, instructional design, theoretical grounding, and dialogue with peer educators. Also integral is gathering insight into the learner experience through meaningful assessment. Less often discussed is the role of creativity, experimentation, learner engagement, and the disruption of ingrained teaching habits and/or narratives; this keynote will explore strategies for cultivating a more holistic reflective practice in service of enriching and diversifying one’s teaching.

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

2. G R A T I T U D E

4. C U R I O S I T Y
C R E A T I V I T Y
A C T I O N

5. C U R I O S I T Y
C R E A T I V I T Y
A C T I O N

6. A C T I O N

42. CREATIVE REFLECTION
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43. t h e C R IT I CA L p r ac t i ce of s te pp i n g b a ck
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48. C H A R L E S &
R A Y E A M E S

53. SC A L
E

55. PER S P E C

56. the critical practice
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76. REFLECTIVE ACTION
ROUTINE ACTION

77. 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

78. 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

99. K N O W L E D G E
{ {

100. K N O W L E D G E
E X P E R I E N C E S
{ {

101. R E G U L A T I O N
{ {

102. R E G U L A T I O N
O F C O G N I T I O N
P L A N N I N G
E V A L U A T I O N
M O N I T O R I N G
( P E D A G O G Y )

103. I L S K I L L S A N D
METACOGNITION
I N T E R P R E T A T I O N
R E F L E C T I O N
E V A L U A T I O N
R E V I S I O N
J U S T I F I C A T I O N

104. I M P L I C A T I O N S
FO R PED AG O G Y
S H A R E Y O U R
R A T IONA LE( S)
E X P L A I N D E C I S I O N S
E N C O U R A G E
M E T A C O G N I T I V E
P A R T I C I P A T I O N
H I G H L I G H T Y O U R
OWN METACOGNITION

105. G O A L -
S E T T I N G
P L A N N I N G /
O U T L I N I N G
P R O C E S S
J U S T I F I C A T I O N
I N S T R UC TI ON A L
D E S I G N
I M P L I C A T I O N S
FO R PED AG O G Y

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

109. T H E O R Y T O P R A X I S

111. { }
C O N T E X T
t h e c l a r e m o n t c o l l e g e s

112. { }t h e c l a r e m o n t c o l l e g e s
C O N T E X T

115. Rate your abilities (students) /rate your students'
abilities (faculty) in the following areas:
0%
20%
40%
60%
80%
100%
Faculty Student Faculty Student Faculty Student Faculty Student Faculty Student Faculty Student
Write annotated
bibliographies
Provide proper
attribution to
source materials
in their academic
work
Use sources to
further an
argument/thesis
Evaluate sources
to determine if
they are
authoritative
Differentiate
between types of
information
sources (e.g.,
scholarly v.
popular literature,
fact v. opinion)
Effectively use
Library
databases,
catalog(s),and
other information
resources to find
relevantsource
material
Excellent/Very High
AboveAverage/High
Average/Moderate
Below Average/Low
Poor/None* * **

116. How much have your instructors (students)/ you (faculty)
emphasized the following in the courses you teach?
Student v. Faculty Mean Percentage Difference
-10.38%
-9.97%
-9.12%
-2.86%
-0.97%
-12% -10% -8% -6% -4% -2% 0%
Using peer-reviewed or scholarly
sources in assignments
Using practices (terminology,
procedures, writing style, etc.) of a
specific major or field of study
Appropriately citing the sources used in
a paper or project
Questioning the quality of information
sources
Not plagiarizing another author's work

118. Librarian Course Engagement combined
with Syllabus IL/Librarian Assignment
Design Collaboration
Attribution Evaluation Communication
Total Scores 2.32 2.60 2.64
4/4 2.64 2.82 2.82
2/1 1.30 2.20 2.30
Level 4 = High (intensive course collaboration - multiple classes, SYR Tutorial/Quiz)
Level 1 = Low (minimal course collaboration – one shot and course guide)
1.3
2.2 2.3
2.64
2.82 2.82
Attribution Evaluation Communication
2 | 1 4 | 4

121. A F F E C T / I N T E L L E C T

124. M I N D F U 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
C O M F O R T A B L E
WITH UNCERTAINTY
E M P A T H E T I C
C O N S C I O U S O F
C A P A C I T Y

125. M I N D F U L
P E D A G O G Y
T E A C H I N G
P H I L O S O P H I E S
P E E R / S E L F
O B S E R V A T I O N
E M B O D I E D
P R E S E N C E
E M U L A T E T H E
E F F E C T I V E

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

133. s l id 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

136. • 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?

138. 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.

143. t hres hol d
c o n c e p t s
t r a n s f o r m at i v e
i n t e g r a t i v e
i r r e v e r s i b l e
b o u n d e d
t r o u b l e s o m e

165. C U R I O S I T Y
C R E A T I V I T Y
A C T I O N

168. R E F E R E N C E S
hooks, bell (1994) Teaching to Transgress.
Education as the practice of freedom, London:
R o u t l e d g e .
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 .
B e v e r l e y H a m i l t o n a n d P h i l A .
G r a n i e r o . " D i s r u p t i v e
C a r t o g r a p h y i n A c a d e m i c
D e v e l o p m e n t ," I n t e r n a t i o n a l
J o u r n a l F o r A c a d e m i c
D e ve lo pm e n t 1 7, n o . 3 ( 2 0 1 2 ) . .