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BECOMING A SKILLFUL TEACHER
Stephen BrookfieldUniversity of St. Thomas
Minneapolis-St. Paulwww.stephenbrookfield.com
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Stephen’s ASSUMPTIONS• Sincerity of Our Actions NOT
Correlated with Students’ Goodwill• Good Practice = Whatever Helps
Students Learn• Best Teaching is Critically Reflective• Most Important Pedagogic
Knowledge - How Students Experience Learning
• Context Changes Everything
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CRITICAL INCIDENT QUESTIONNAIRE (CIQ)
• Most Engaged Moment• Most Distanced Moment• Most Helpful Action• Most Puzzling Action• What Surprised You Most
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CIQ – How Administered
• Last 5 minutes of last class of the week• Anonymous• Mandatory when possible• Frequency Analysis• Reported back to class• Negotiation not capitulation to majority
opinion
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Why CIQ’s?
•Problems Warned Early•Ground Teachers’ Actions• Increase Student Reflectivity•Build Trust• Illustrate Diverse Methods•Model Critical Thinking
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What Does it Mean to Teach Adults?
• When have you been treated as an adult in a learning (or any other) situation?
• What was it that someone did that made you feel you were being treated as an adult?
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An Adult Approach
•Respect•Research•Responsiveness
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What is Different About Adults as Learners?
•What (if anything) makes how you learn as an adult different from how you learned as a child or adolescent?
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SNOWBALLING• Begin with individual reflection• Share with another person• Pairs join with pairs & share in quartet• Quartets join with quartets …. & so on SHARE … Emerging differences Questions & issues raised Contradictions revealed
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ADULTS TEND TO…• Be More Self-Motivated• Need to See the Relevance & Application of
Learning Early in the Encounter• Want Their Own Experience Acknowledged• Be More Tolerant of Ambiguity• Be More Aware of Power• Be Less Impatient with Slackers (Teachers &
Students)
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EMOTIONAL DIMENSIONS TO LEARNING
• What are the strongest emotions or feelings you’ve experienced as a learner in class and what actions or events prompted these?
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CIRCLE OF VOICES
• Begin with a minute’s quiet thought• Go round the group & have each person
speak their thoughts on the topic for up to a minute – NO INTERRUPTIONS ALLOWED
• Move into open conversation – but you can only talk about what someone else said in the opening round
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EMOTIONAL RHYTHMS OF LEARNING
• Impostorship• Cultural Suicide• Lost in Limbo - roadrunning• Peer Supports
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Student Engagement
•In your experience, what does an engaged classroom LOOK, SOUND or FEEL like?
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Chalk Talk
• Facilitator writes a question in the center of the board & circles it
• Whenever they wish people go to the board & write responses to question
• Others draw lines between responses to show connections/differences
• Facilitator adds responses as needed
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ENGAGEMENT Learners’ Perceptions
• Involved in some way• Different modalities used – silence/speech,
small group/whole class, visual/oral, abstract/specific, teacher/student
• Teacher modeling & scaffolding• Students provide frequent examples• Immediate feedback on progress• Participation in activities – responsibility for
learning
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MODELING
• Modeling Particularly Important for Students Learning to Think Critically
• When Teachers Talk Out Loud Their Assumptions Behind Thoughts & Practices
• When Teachers Do Regular Assumption Audits - Say When Their Assumptions are Confirmed & Challenged
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MODELING
• When Teachers Use the CIQ to Check Their Assumptions in Front of Students
• When Teachers Bring in Real Life Experience When Assumptions Were Confirmed & Challenged
• In Team Teaching - When Team Members Take Different Positions and Clarify Each Others’ Assumptions
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What Do Adult Students Look for in Us?
• What would you like your learners, colleagues, reports to, or trainees to say about your practice when they were out of your earshot?
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CIRCULAR RESPONSE
• 1st person speaks up to 1 minute on her response to the topic or question
• 2nd person (to left of 1st speaker) speaks for up to 1 minute - what she says must respond to, or build on, the 1st speaker’s comments. This can be a question about the previous comment or a disagreement
• This process continues once around circle then moves into open conversation
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TEACHER CREDIBILITY
• EXPERTISE AT A HIGH LEVEL• EXPERIENCE OF REAL WORLD APPLICATIONS
& TEACHING• RATIONALE: A THOUGHT OUT APPROACH TO
WHY THINGS ARE ARRANGED THE WAY THEY ARE
• CONVICTION: RE. THE IMPORTANCE OF A CLEAR UNDERSTANDING OF CONTENT & SKILLS
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TEACHER AUTHENTICITY
• CONGRUENCE OF WORDS & ACTIONS• FULL DISCLOSURE OF EXPECTATIONS &
CRITERIA• PERSONHOOD VIA AUTOBIOGRAPHICAL
EXAMPLES• RESPONSIVENESS TO LEARNERS’
CONCERNS• ACKNOWLEDGING ERROR
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Resistance to Learning
•Why Do YOU Resist Learning Something that Someone Else Says You Need to Know?
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Students’ Most Frequently Reported Reasons for Resisting Learning
• Apparent Irrelevance of the Learning • Level of Required Learning is
Inappropriate or Misjudged • Fear of Looking Foolish in Public• Fear of the Unknown & Difficult• Lack of Clarity in a Teacher’s Instructions• Personal Dislike & Mistrust of a Teacher
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Students’ Most Frequently Reported Reasons for Resisting Learning
• Fear of Cultural Suicide – ‘Not Cool’• Too Much Effort – Too Difficult• Racial, Cultural, Gender Differences in
Class• Poor Self-Image as Learners• Lacks Necessary Skills for Learning
Task
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Dealing with Resistance
• What’s the best way to engage and respond to students who are resisting an involvement in learning?
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NEWSPRINT DIALOG• Small groups put their deliberations on
newsprint sheets – no reporting these out• Newsprint sheets posted around the room &
blank sheets posted next to each sheet• Each participant takes a marker & wanders
by herself around the room - she writes her questions, reactions, agreements etc. directly onto the sheets or onto the blanks posted
• Groups reassemble at their postings to see what others have written
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Post-It Appreciation
• What did someone say or do today that you particularly appreciated?
• Write on Post-It & Place on Board• Different Participants Read Out
Examples
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Further Resources from Stephen
• Books that Emphasize Practice:• Teaching for Critical Thinking (2012)• The Skillful Teacher (2006, 2nd. Ed.)• Discussion as a Way of Teaching (w/ Stephen
Preskill, 2005, 2nd. Ed.)• Becoming a Critically Reflective Teacher (1995)• www.stephenbrookfield.com
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Further Resources from Stephen
• Books that Emphasize Theory:• Radicalizing Learning (w/ John Holst) 2010• Handbook of Race & Adult Education (w/
Vanessa Sheared et. al.). 2010• Learning as a Way of Leading (w/ Stephen
Preskill) 2008• The Power of Critical Theory (2004)• All published by Jossey-Bass