LILAC 2016 Keynote in Dublin, Ireland.

1. W H Y R E F L E C T ?
t h e h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k

2. W H Y R E F L E C T ?
t h e h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k
@ c h a r b o o t h slideshare.net/charbooth

3. W H Y R E F L E C T ?
t h e h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k
}

4. W H Y R E F L E C T ?
t h e h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k
}

5. t h e h o l i s t i c p r a c t i c e o f s t e p p i n g b a c k

6. s t e p p i n g b a c k

7. C H A R L E S &
R A Y E A M E S

12. SC A L
E

14. PER S P E C

15. the holistic practice
}

36. REFLECTIVE ACTION
ROUTINE ACTION

37. 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

38. 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

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

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

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

56. 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 )

57. I L S K I L L S A N D
M ETACO G NI TI O N
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

58. I M P L I C A T I O N S
FO R PE D AG O G Y
S H A R E Y O U R
R A T I ONA L E ( 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
HIGHLIGHT YOUR OWN
M E T A C O G N I T I O N

59. 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 U C T I O N A L
D E S I G N
I M P L I C A T I O N S
FO R PE D AG O G Y

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

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

65. { }
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

66. { }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

69. 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
relevant source
material
Excellent/Very High
Above Average/High
Average/Moderate
Below Average/Low
Poor/None* * **

70. 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

72. 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

75. { }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

77. Maps enable citizens of academic
communities to perceive their
environs in multiple, adaptable
and evolving ways, delineating
patterns that enhance or impede
knowledge construction and
exchange...
-Hamilton and Graniero, 2012

78. …while those within a discipline
bring a richness of lived
experience to the work, the (map)
developer can offer techniques for
exploring and uncovering.
-Hamilton and Graniero,
2012

79. C U R R I C U L U M V I S U A L I Z A T I O N
P R O C E S S

80. C O L L E G E
P R O C E S S

81. P R O G R A M
P R O C E S S

82. REQUIREMENTS
P R O C E S S

83. OBJECTIVES/OUTCOMES
P R O C E S S

84. A NNO TATIO NS
P R O C E S S

85. I N S I G H T S

86. INTERSECTIONS

87. S T R AT E G I E S

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

95. P E R F E C T I O N I S M

96. I M P O S T U R E

97. A N X I E T Y

98. 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
COMFORTABLE WITH
U N C E R T A I N T Y
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

99. 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

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

108. 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

111. • 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?

113. 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.

119. 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

163. 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 ) . .