Head
hmmm, this is emblemmatic of the lack of clarity I sometimes feel when trying to balance needs of students in the class with the original structure and intent of the course as designed.
Making the switch from instructivist teaching to learner-centered teaching is a process and definitely not a linear upwards progression.
One of the texts I have been referring to is Brookfield's, Becoming a Critically Reflective Teacher (1995). It is from Brookfield that I took the CIQ that I am using for the first time. Brookfield goes on to talk about the purposes of reflection: "The first is to understand how considerations of power undergird, frame and distort educational processes and interactions. The second is to question assumptions and practices that seem to make our teaching lives easier but actually work against our own best long-term interests" (p. 8).
Making the switch from instructivist teaching to learner-centered teaching is a process and definitely not a linear upwards progression.
One of the texts I have been referring to is Brookfield's, Becoming a Critically Reflective Teacher (1995). It is from Brookfield that I took the CIQ that I am using for the first time. Brookfield goes on to talk about the purposes of reflection: "The first is to understand how considerations of power undergird, frame and distort educational processes and interactions. The second is to question assumptions and practices that seem to make our teaching lives easier but actually work against our own best long-term interests" (p. 8).
posted by Elaine at
8:12 AM
0 Comments:
Post a Comment
<< Home