February, 2017

Final Outline of Critical Thinking and Reflective Practice (EDU406)

Sr. Topic Topic Detail Subtopics Lectures
No.
1 An Introduction to 1. The place of 1. What is reflective practice? 1
Reflective Practice reflective 2. Why the interest in reflective practice?
practice in 3. What is to be gained from reflective practice
teaching 4. Advantages and drawbacks of reflective practices
5. Why is reflective practice important?
6. How can reflection be used for practice?
2. Definitions 7. Definitions 2
and types of 8. Types of reflection
reflection 9. Critiques of reflective practice
10. Formal and informal reflection
11. What do professionals reflect on?
12. Assumptions
2 The Reflective 3. The process 13. Achieving best practice 3
Teacher of reflection 14. Implications for achieving best practice
15. The reflection process
16. Reflexivity
17. Topics for critical reflection
18. Learning from reflection
4. Methods of 19. Method of reflection 4
reflection 20. Levels of Reflecting
21. Guided reflection
22. Action research
23. The critical friend
24. Participatory methods for reflection
3 Modeling 5. Foundation 25. John Dewey (1933) 5
Reflective Practice Models 26. Donald Schon (1983)
27. Kolb’s Reflective Cycle (1984)
28. Greenaway (1995)
29. Roth (1989)
30. Peters (1991)
6. Critical 31. Brookfield’s Critical Lenses 6
Models 32. Johns Model for Structured Reflection (2000)
33. Rolfe, Freshwater and Jasper (2001) The ‘What’ Model
34. Rodgers (2002)
35. Gore and Zeichner (1991)
36. Gibbs Reflective Cycle (1988)
7. From theory 37. Boud’s triangular representation 7
to practice 38. The Atkins and Murphy Model
39. John Smyth Framework for Reflection on Action
(1993)
40. Agyris and Schon (1978)
41. Mezirow (2000)
42. Criticisms of reflective practice
4 A Critical Thinking 8. What is 43. Introduction to critical thinking 1 8
Framework critical 44. Introduction to critical thinking 2
reflection? 45. Core ideas about thinking skills
46. Critical Thinking development: A Stage Theory
47. Importance of critical thinking
48. A Schema for Critical Thinking and RP
9. Critical 49. Bloom’s taxonomy and Critical Thinking? 9
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analysis 50. Techniques for critical thinking

51. The 5-step model of critical thinking
52. Halpern’s Framework for Critical Thinking
53. Critical Incident Analysis
54. Examining your personal filtering system
10. Conceptual 55. Learning through conceptual innovation 10
Learning 56. Technical and conceptual learning
57. Concepts and Frames
58. New Realities
59. Paradigm shift
60. Theory-in-use or Espoused Theories
5 Frameworks for 11. Reflective 61. What is reflective writing? 11
Reflection writing 62. A structure for reflective writing
63. Vocabulary for reflective writing 1
64. Vocabulary for reflective writing 2
65. Limitations of self-reflection
66. Strategies for overcoming barriers
12. Developing 67. Professional competences 1 12
competence 68. Professional competences 2
69. Professional competences 3
70. Professional competences 4
71. The provisional model 1
72. The provisional model 2
13. Reflecting 73. Right mental attitude 13
effectively 74. The professional development journal (PDJ) 1
75. The professional development journal (PDJ) 2
76. Critical incidents
77. Reflective action planning
78. Indicators of a reflective Practitioner
14. Features of 79. 5 key features of reflection 14
reflection 80. Ensuring reflection leads to learning
81. Tools for reflection
82. Social criticality
83. Hegarty’s reflective framework
84. Personal practical theory (PPT)
6 Teacher Identity 15. Understandin 85. Professional Identity 15
g Self and 86. Developing professional identity
Others 87. Multiple Intelligence Theory and the Reflective
Practitioner 1
88. Multiple Intelligence Theory and the Reflective
Practitioner 2
89. Multiple Intelligence Theory and the Reflective
Practitioner 3
90. Making Professional Identities through a Mentor
16. The 91. How does RP support Professional Practice? 16
Importance of 92. Applying the Conscious Competence Model of Level
Self 1-Unconciously Unskilled
Awareness 93. Learning to Learn
94. The Jo-Hari Window (Self Evaluation in Practice)
95. Using the Jo-Hari Window
96. The Jo-Hari Window in the Team Context
7 A Framework for 17. From Theory 97. Theory, Pedagogy and Reflection 17
Empowerment to Practice 98. Application
99. Reflective Practice and Professionalism
100. Good Professional Standing
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101. Personnel Challenges to Effective Reflective Practice

102. Questioning
8 Frames for learning 18. Frames, 103. What are frames 18
perceptions 104. Frames 2
and 105. Analyzing frames 1:Discovering underlying
interpretation assumptions and values in frames
s 106. Analyzing frames 2:Discovering assumptions
107. Interpolating concepts and ideas
108. Promoting reflective practice through inductive action
planning
19. Reframing 109. The reframing matrix 1 19
for resolving 110. Reframing 2:Professions approach
difficult 111. Problem statements
controversies 112. Concept based teaching and learning
113. Benefit of concept based teaching and learning
114. Pedagogical shifts
20. Reframing 115. Reframing in four steps 20
for strategic 116. 3-dimensional instruction
creativity 117. Conceptual learning
118. Epistemic stances
119. Taxonomy and reflective thought
120. The Ripples Model
9 Becoming a 21. Reflective 121. Reflective teaching practices: Criticality 21
Reflective teaching 122. Critical reflection = critical thinking
Practitioner practices: 123. Critical reflective enquiry: Critical Philosophy
Criticality 124. Critical analysis 1
125. Critical analysis 2 (Part One)
126. Critical analysis 2 (Part Two)
22. Ways of 127. Experimentation 22
Knowledge 128. Nurturing relationships
Generation 129. Scientific method
130. Cycle SECI
131. Modeling and concept innovation
132. Design
23. Theories, 133. Teacher professionalism 23
Knowledge 134. The moral-ethical dimension in Reflective Practice
and practice 135. Teacher knowledge and inquiry
136. Communities of practice (Part One)
137. Communities of practice (Part Two)
138. Practice episodes
10 Teachers identity 24. Reflecting 139. Teachers as life-long learners (Part One) 24
and 140. Teachers as life-long learners (Part Two)
connecting 141. Competency framework for life-long learning
with life- 142. Work based learning (Part One)
143. Work based learning (Part Two)
long 144. Work based learning (Part Three)
learning
25. Reflective 145. Introduction to the Socratic Method 25
practice and 146. The 4-steps of Socratic Method
Socratic 147. Questions for each step in Socratic Method (Part One)
Method 148. Questions for each step in Socratic Method (Part Two)
149. Questions for each step in Socratic Method (Part
Three)
150. Socratic questioning and critical thinking
11 Becoming a 26. The practice 151. How to be reflective 26
Reflective of reflection 152. Who can we reflect with
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Practitioner 153. Bloom and professional careers

154. The professional development plan (PDP)
155. Why be a reflective practitioner
156. Ghayle’s process of development
12 Teachers Identity 27. Reflecting 157. The nature and purpose of professionalism (Part One) 27
on 158. The nature and purpose of professionalism (Part Two)
professional 159. Reflecting on notions of professionalism
roles 160. The reflective practitioner: Professional relations with
pupils
161. The reflective practitioner: Professional relations with
colleagues
162. The nature and purpose of professionalism: Reflecting
on your contribution to the school
13 The Educational 28. The Impact of 163. What are teams 28
Environment Organizationa 164. Reflective practice and the stages of team development
l Dynamics 165. Team cohesiveness and performance, and the reflective
practitioner
166. Task interdependence
167. Behavior in organizations
168. Reflecting on motivation
29. Models and 169. Peer mentoring 29
Mentors 170. Mentoring skills (Part One)
171. Mentoring skills (Part Two)
172. The skills of dialogue
173. Situated learning
174. Social learning theory: Elements of social cognitive
theory
30. The 175. Dialogue as a self- assessment tool 30
Dialogic 176. Reminder: Dialogue as a self- assessment tool
process in 177. Asynchronous discussion: The theory
178. Asynchronous discussion: The practice
Reflective
179. Dialogic diaries
Practice 180. The academic portfolio
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31. Collaborativ 181. Teachers collaborating 31, 32

e 182. Peer observation (Part One) and 33
Observation 183. Peer observation (Part Two)
184. Peer observation (Part Three)
and
185. What is lesson study
Feedback 186. How do reflective practitioners share learning from
lesson study
187. Group and peer supervision
188. Supervision: What is it
189. A Question based approach to supervision: The 7 C’s
190. Differentiated supervision: The premises
191. Challenges of inter-professional working for reflective
Practice: Drivers of Inter professional Learning (IPL)
Part One
192. Challenges of inter-professional working for reflective
Practice: Drivers of Inter professional Learning (IPL)
Part Two
193. Challenges of inter-professional working for reflective
Practice: Effective Inter-professional team working
194. Communities of Practice and Inter-professional
learning (IPL) Part 1
195. Communities of Practice and Inter-professional
learning (IPL) Part 2
196. The role of the reflective practitioner in Inter-
professional learning (IPL)
14 Processes in 32. Grounded 197. What is grounded theory 33 and
Reflective Practice Theory 198. Stages in developing a grounded theory (GT) 1 34
199. Stages in developing a grounded theory (GT) 2 Part 1
200. Stages in developing a grounded theory (GT) 2 Part 2
201. Types of Grounded Theory Design Part 1
202. Types of Grounded Theory Design Part 2
33. Building 203. Framework for organizing teachers’ learning and 35
Theory from knowledge: Building Practice
and for 204. A process for personal theory building part 1
205. A process for personal theory building part 2
practice
206. Using evidence 1
207. Using evidence 2
208. Teachers’ Knowledge management
34. Action 209. Three particular characteristics of action research 36
Research 210. The reflective practitioner engaging in action research
211. Reasons to do action research
212. The nature of action research
213. Action research for continuous improvement
214. Gathering data
35. Appreciativ 215. An introduction to Appreciative Theory 37
e Inquiry 216. An Introduction: Problem solving VS Appreciative
Inquiry
217. 5-Principles of Appreciative Inquiry
218. From Appreciative Inquiry to Transformative Inquiry
part 1
219. From Appreciative Inquiry to Transformative Inquiry
Part 2
220. The 5-I Approach
15 Extension Models 36. Extension to 221. Reflection as rationality 38
Dewey’s 222. Dewey and reflective thinking Part 1
223. Dewey and reflective thinking Part 2
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Work 224. Dewey: Routine action and Reflective Action

225. Dewey: Phases of reflective thought
226. Dewey: Experience, reflection and learning
37. Extension to 227. Extending the Boud’s model 39
Boud’s 228. Understanding the 3 stages of Boud’s model
Representati 229. Extension to Boud’s Representation: Issues
on 230. Naming barriers to reflection Part 1
231. Naming barriers to reflection Part 2
232. Overcoming Barriers to Reflection: Overcoming
barriers to oneself
38. Extension to 233. Revisiting the 6 phases of reflection using Gibbs’ 40
Gibbs’ model
Model 234. Describing the phases of reflection using Gibbs’ model
Part 1
235. Describing the phases of reflection using Gibbs’ model
Part 2
236. Action planning using the Gibbs’ cycle
237. Using Gibb’s cycle for deeper reflection
238. Trans-disciplinary skills in Gibbs’ model
39. Extensions to 239. Describing the stages of structured reflection Part 1 41
John’s model 240. Reflecting on the cue questions Part 1
for structured 241. Using John’s model part 1
reflection 242. Using John’s model: Looking in Part 1
243. Using the John’s Model: Considering the Cue Part 1
244. John’s model: Writing reflexively and writing
reflectively Part 1
245. Describing the stages of structured reflection Part 2 42
246. Reflecting on the cue questions Part 2
247. Using John’s model Part 2
248. Using John’s model: Looking in Part 2
249. Using the John’s Model: Considering the Cue Part 2
250. John’s model: Writing reflexively and writing
reflectively Part 2
16 Applications 40. Taking 251. Introduction 43
Reflective 252. Professional practice
Practice 253. A clean approach to reflective practitioner
Forward 254. Comparing models
255. Self-directed learning Part 1
256. Self-directed learning Part 2
41. Higher order 257. 3 dimension of critical thinking 44
thinking for 258. Conceptualizing higher order thinking
unified 259. Reflective Practice and higher order thinking
curriculum, 260. Assumptions of teaching
instruction 261. 21st teaching assumptions
and learning 262. The paradigm shift
42. The Future of 263. The future of reflective practice: An Introduction 45
Reflective 264. Perspectives of Reflective Practice in the new
Practice professional environment Part 1
265. Perspectives of Reflective Practice in the new
professional environment Part 2
266. Evolution of Reflective Practice: Traditional Skills
267. Evolution of Reflective Practice: New Teaching Skills
268. Better teaching