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THE SKILLFUL
TEACHERTHE SKILLFUL
TEACHER
Stephen BrookfieldDistinguished University
ProfessorUniversity of St. Thomas
Minneapolis-St. Paul
Stephen BrookfieldDistinguished University
ProfessorUniversity of St. Thomas
Minneapolis-St. Paul
ASSUMPTIONS OF SKILLFUL TEACHING
Good teaching = whatever helps students learn
Best teaching is critically reflective Most important teaching knowledge
we need: how students experience learning
CRITICAL INCIDENT QUESTIONNAIRE (CIQ)
CRITICAL INCIDENT QUESTIONNAIRE (CIQ)
Moment Most Engaged as a Learner
Moment Most Distanced as a Learner
Action Most Affirming/HelpfulAction Most Puzzling/ConfusingWhat Surprised You Most
Moment Most Engaged as a Learner
Moment Most Distanced as a Learner
Action Most Affirming/HelpfulAction Most Puzzling/ConfusingWhat Surprised You Most
HOW TO USE THE CIQHOW TO USE THE CIQ Last 5 minutes of last class Anonymous Reviewed at beginning of next week’s
class Illustrates diversity in class Allows you to emphasize why class is
organized as it is Negotiation is NOT capitulation
Last 5 minutes of last class Anonymous Reviewed at beginning of next week’s
class Illustrates diversity in class Allows you to emphasize why class is
organized as it is Negotiation is NOT capitulation
BENEFITS OF CIQ
Helps you take informed actionsBuilds a case for using multiple methods
and techniques with studentsAllows you to catch problems,
confusions & misunderstandings earlyBuilds trustModels Critical Thinking
WHAT STUDENTS VALUE IN TEACHERS
WHAT STUDENTS VALUE IN TEACHERS
CREDIBILITYExpertise (you really know your stuff)Experience (as a real life worker & as a
teacher)Rationale (you have a thought through
plan of action)Conviction (that the learning is
important)
CREDIBILITYExpertise (you really know your stuff)Experience (as a real life worker & as a
teacher)Rationale (you have a thought through
plan of action)Conviction (that the learning is
important)
AUTHENTICITYAUTHENTICITY
Congruence (between your words & actions)
Full Disclosure (of your expectations & criteria)
Responsiveness (to students’ learning difficulties)
Personhood (appropriate autobiographical examples)
Congruence (between your words & actions)
Full Disclosure (of your expectations & criteria)
Responsiveness (to students’ learning difficulties)
Personhood (appropriate autobiographical examples)
EMOTIONAL RHYTHMS
• IMPOSTORSHIP
• CULTURAL SUICIDE
• LOST INNOCENCE
• ROADRUNNING
WHY LECTURE?WHY LECTURE?
Provide overview/outline of a broad body of material
To explain and illustrate with examples difficult ideas & concepts
To introduce alternative perspectives & interpretations
To model intellectual attitudes and behaviors
To encourage learners’ interest in a topic
Provide overview/outline of a broad body of material
To explain and illustrate with examples difficult ideas & concepts
To introduce alternative perspectives & interpretations
To model intellectual attitudes and behaviors
To encourage learners’ interest in a topic
USE A VARIETY OF APPROACHES Chunked in 15 minute segments Structured Silent writing (3 minutes) - most
important/confusing point, question / illustration of concept. Shuffle these & ask students to read them or read them yourself.
Buzz groups Lecture from ‘Siberia’ Assign Roles to Students each week -
summarizer, devil’s advocate Team lecturing with peer critique
VARIETY OF APPROACHES
Video clipsSpot the deliberate teacher error (when
you contradict yourself, say something clearly inaccurate etc.)
Example inventories - students provide examples to show they’ve understood concepts you’ve covered (on 3x5, newsprint, blackboard on online)
ORGANIZED AS HELPFUL INFORMATIONAL MAPS
• Scaffolding Notes - Main headings & sub-headings with space for examples
• Clear verbal signals - global (now a whole new area is being introduced), key point (a main idea is being explored), example, meta-review
• Frequent summaries• Where are we now?
MODEL LEARNING BEHAVIORS
• Begin with questions the lecture will try to answer
• End with questions the lecture has raised
• Structured Devil’s Advocacy• Assumption Hunting• Team teaching - peer critique
LESSON PLANNING
• Multiple Modalities (aim for 3 per lesson) - e.g. lecturing, demonstration, small group application, silent writing, visual illustration, newsprint dialog
• Lesson Structure depends on learning you wish to achieve
• CIQ will tell you what is working & for how many
LESSON PLANNING contd.
Frequent recaps Frequent explanations Regular example exercises -
students write (on 3x5, on newsprint, or on board) examples to illustrate a skill or idea you’re teaching
Tie each learning activity to homework
FINAL THOUGHTS Beware the ‘Perfect Ten’ syndrome Teaching is “Informed Muddling
Through” Don’t be who you aren’t Resistance / Hostility are normal & not
caused by you Never underestimate your power
RESOURCES www.stephenbrookfield.com THE SKILLFUL TEACHER DISCUSSION AS A WAY OF TEACHING BECOMING A CRITICALLY REFLECTIVE
TEACHER
All available from Jossey-Bass Publishers (San Francisco) www.josseybass.com