Critical Reflection components

 These are notes to elaborate on my previous entry about Critical Reflection in teaching and learning The steps are Name, Reflect, and Act. Below is an elaboration of the Reflect step.

Open-mindedness

 -desire to recognize more than one side of an issue (multiple perspectives)

-to be able to question even our firmest beliefs

-require us to place ourselves in the shoes of others (multiple perspectives)

-forces us to see all possible explanations (hypothesis, praxis)

 Responsibility

 -desire to actively search for the truth (searching for pattern)

-requires us to apply information gained to productivity

-solve problems (searching for pattern, hypothesis)

-applying theory to create a solid basis for decision-making (praxis)

-implies that we engage in thorough and thoughtful examination of patterns of behavior (searching for pattern)

-(kid’s behavior is predictable, in a pattern, not random)

 Wholeheartedness

 -implies that we overcome fears and uncertainties (multiple perspectives, searching for pattern)

-requires a willingness to examine our own thoughts and feelings (multiple perspectives)

-the ability to put all our energy into the task at hand

-“There are no neutral moments in teaching. I must be purposeful in all interactions”

-what should you do/not do “think before you speak/preach”

 Critical Reflection

 -examine the issue (event/concept) or dilemma that you named

-identify the stakeholders (who was involved)

-place yourself in the shoes of each stakeholder (put yourself in the others’ shoes)

-consider the broader perspective (environmental, family, social, economic, organizational, etc)

-identify patterns

-look within- how are your own thoughts, feelings, values, beliefs and/or experiences impacting this issue

 

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