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<\/a>\nHello Everyone. In this article I will try to explain the\u00a0Brookfield Reflection Model in a<\/strong>\u00a0practical way.\u00a0After reading you will understand the basics of this powerful\u00a0communication tool<\/strong>. Get ready and move on. . .<\/p>\n\n\n\n <\/p>\n\n\n\n What is the Brookfield\nReflection Model?<\/strong><\/p>\n\n\n\n The Brookfield Reflection Model is a tool for\nteachers to discover the value of their lessons through critical\nself-reflection. Brookfield states that critically reflective teachers and\ntutors are excellent teachers who can authentically convey their own voice to\nothers.<\/p>\n\n\n\n As teachers reflect more and better, they are\nbetter able to make reliable and accurate judgments about teaching approaches,\nevaluation, planning curriculum design, assessments and dealing with student\nproblems. It is therefore crucial to perform these responsibilities with a\ncritical evaluation from as many different perspectives as possible.<\/p>\n\n\n\n Many schools encourage teachers to think\ncritically about their own teaching and student learning using Stephen\nBrookfield’s four different interconnections. These four reads are used\nfor critical self-reflection, as well as by developing a critically reflective\nteacher.<\/p>\n\n\n\n Who developed the\nBrookfield reflection model?<\/strong><\/p>\n\n\n\n The Brookfield Reflection Model was developed by\u00a0Stephen Brookfield\u00a0in 1995. Brookfield has taught in several countries during his teaching career.\u00a0Among others, he taught in the United States, England and Canada.\u00a0During his career Brookfield wrote nineteen books.\u00a0The topics of these books ranged from critical thinking, discussion methods, critical theory and learning racing.\u00a0His goal has always been to help adults learn to think critically about the dominant ideas that each person has internalized.<\/p>\n\n\n\n What are the four\nreads of Brookfield’s critical reflection?<\/strong><\/p>\n\n\n\n According to Brookfield, critically reflective\nteachers provide three benefits:<\/p>\n\n\n\n The goal of the critically reflective teacher\nis to acquire a greater awareness of her or his own teaching from as many\npoints of view as possible. For this Stephen Brookfield has developed four\nreads in the Brookfield reflection model. These can be used by teachers in\nthe process of critical reflection. It concerns the following four reads,\nor perspectives:<\/p>\n\n\n\n These reading correlate with the processes of self-reflection,\u00a0feedback\u00a0, peer review, and deliberation on scientific literature.\u00a0By continuously improving these processes, the foundation is laid for better education and the means to become a good teacher.<\/p>\n\n\n\n 1. The\nautobiographical lens<\/strong><\/p>\n\n\n\n This is the first lens of the Brookfield\nreflection model, and is also where a teacher can reveal aspects of pedagogy that\nmay need to be enhanced or modified. The autobiographical lens helps\nteachers to consider their own experiences with students in relation to\nteaching and learning. The analysis of this learning experience will help\nuncover assumptions and beliefs about how people learn.<\/p>\n\n\n\n Aspects of their pedagogy can be revealed\nthrough textbooks, evaluations, student feedback, personal results or other\ntechniques. Self-reflection is the basis for reflective education.<\/p>\n\n\n\n Activities within the\nautobiographical perspective<\/strong><\/p>\n\n\n\n 2. The eyes of the\nstudent<\/strong><\/p>\n\n\n\n It is necessary to go beyond mere reflection\nthrough the autobiographical lens. According to the Brookfield reflection\nmodel, it is of the utmost importance that teachers understand the experiences\nof students. Teachers can do this by, for example, conducting evaluations\nwith students, about learning styles, testing methods, focus groups or\ninterviews. This ensures that they will teach more responsibly. The\nstudent lens further reveals whether assumptions about power relationships need\nto be adjusted, as well as student learning habits through feedback.<\/p>\n\n\n\n Activity perspective\nof the student<\/strong><\/p>\n\n\n\n 3. The experiences of\ncolleagues<\/strong><\/p>\n\n\n\n Good teachers keep their focus on the first\ntwo lenses, but excellent teachers will also be deeply involved in those\nprocesses, as well as reaching out to peers for mentoring, advice and\nfeedback. In addition, teachers can gain confidence through contacts with\nother teachers. That’s because they discover that they are not the only\nones who make strange mistakes, but that they are shared by peers. Also\nexchange experiences in the field of working in teams, participating in\nseminars, workshops, peer reviews, or thinking about educational theories and\nmethods.<\/p>\n\n\n\n Activities experiences\nof colleagues<\/strong><\/p>\n\n\n\n 4. The theoretical\nliterature<\/strong><\/p>\n\n\n\n The fourth and final lens of the Brookfield\nreflection model for critical reflection in education is contained in the\nscientific literature on higher education. Teachers who research, present,\nor publish this literature have advanced vocabulary and many methods of\nteaching practice. A commitment to both scientific literature and\ncolleagues supports teachers.<\/p>\n\n\n\n Activities theoretical\nliterature<\/strong><\/p>\n\n\n\n Tips for introducing\ncritical reflection in education<\/strong><\/p>\n\n\n\n As a teacher it is sometimes difficult to\napply new methods or techniques while teaching. Use the step-by-step plan\nbelow to stimulate critical reflection in the students.<\/p>\n\n\n\n Tip 1: arouse\ncuriosity<\/strong><\/p>\n\n\n\n When students have to learn new concepts or\ntopics, they often experience a sense of uncertainty and imbalance if they do\nnot immediately understand the new information. Critical reflection is\nneeded to assess new information and resolve the imbalance. It takes a lot\nof energy and time to do this. Arousing curiosity in students can motivate\nthem to participate in the reflection process. Providing the right\nactivities and asking the right questions can help spark curiosity.<\/p>\n\n\n\n Tip 2: make reflection\ncontinuous<\/strong><\/p>\n\n\n\n Integrate periodic, structured opportunities\nto reflect on learning. Because critical reflection is a defined way of\nthinking, students should have sufficient opportunities to give and receive\nfeedback. Various activities can be used to promote reflection, including:\nwriting exercises, problem-solving activities, role-plays, discussions and\nsimulations. Working in groups is also an important activity to stimulate\nreflection. To be effective, however, the activity must be linked to the\nlearning outcomes of a course or training.<\/p>\n\n\n\n Tip 3: give reflection\nthe right context<\/strong><\/p>\n\n\n\n To support the integration of learning into\ncourses, it is important to engage students with major questions pertaining to\npublic or community issues that can be addressed outside the\nclassroom. This is where the Brookfield reflection model can make a\ndifference. Reflective activities then encourage students to identify and\nconsider messy, poorly defined problems that do not have a correct answer or\napproach. This helps mold them to a higher order of thinking and levels of\nreflection.<\/p>\n\n\n\n Tip 4: model the\nreflective process<\/strong><\/p>\n\n\n\n By organizing and modeling the feedback or\nreflection process by asking the kind of questions that are specific to a\ndiscipline. Indicate how a claim is supported with evidence, and explain\nduring the process how the reflection process is modeled. Giving students\na rubric also allows them to practice the process.<\/p>\n\n\n\n Tip 5: Encourage\nevaluation from different perspectives<\/strong><\/p>\n\n\n\n Being exposed to different perspectives is\ncrucial to the reflective thinking process. This can be achieved through\ndiscussions with classmates, lectures, websites, simulations or case\nstudies. They all represent different points of view, and are able to\nenter into dialogue with others on matters that are crucial. Students can\nwork on this by getting started with collaborative projects.<\/p>\n\n\n\n The usefulness of\ncritical thinking<\/strong><\/p>\n\n\n\n There is no one who can think critically all\nthe time. Sometimes our thinking is affected by anger, sadness or\njoy. On the other hand, it is possible to increase current critical\nthinking capacity by performing certain routine activities on problems of\neveryday life. This is also the goal of the Brookfield reflection\nmodel. Try the following simple exercise.<\/p>\n\n\n\n Exercise critical\nthinking<\/strong><\/p>\n\n\n\n Think about something someone recently told\nyou. This could be random news, gossip or story. Then ask yourself\nthe following questions:<\/p>\n\n\n\n The skills required to think and evaluate\ncritically are varied and include analysis, interpretations, reflections,\nobservations, explanations and problem solving, as well as decision\nmaking. In any case, teachers must be able to:<\/p>\n\n\n\n The Stephen Brookfield\nCritical Incident Survey<\/strong><\/p>\n\n\n\n Each week throughout his teaching career,\nBrookfield asked students to complete a questionnaire. The answers that\nare given are a central part of the feedback that a critically reflective\nteacher receives on a continuous basis. The questionnaire takes\napproximately five minutes of students’ time to respond to each of the\nquestions below. The questionnaires must be completed anonymously. Therefore,\ndo not have the names written on the paper. At the end of the next lesson,\nBrookfield discussed the answers with the group. It is important to\nactively thank the students for their participation. After all, they are\none of the most important links to improve in the teaching profession. The\nquestionnaire is therefore a very important part of the Brookfield reflection\nmodel.<\/p>\n\n\n\n The questions on the Stephen Brookfield\nCritical Incident Survey read as follows:<\/p>\n\n\n\n Reflective teaching<\/strong><\/p>\n\n\n\n The subject of Brookfield’s reflection model\nis reflective teaching. This reflection process is a cycle that must be\nrepeated to become even better at teaching. In short, this reflection\nprocess consists of the following steps:<\/p>\n\n\n\n Reflection is a systematic assessment process\nthat can be used by all teachers. It is also a fundamental part of the\nBrookfield reflection model and should be part of every teacher’s\ntoolbox. The reflection model encourages working with others, as others\ncan be relied on for feedback and support. Ultimately, reflection on the\npart of the teacher ensures that students can learn better and more\neffectively. Everything is eventually tuned to them.<\/p>\n\n\n\n Now it’s your turn<\/strong><\/p>\n\n\n\n What do you\nthink? <\/strong>Do you recognize the\nexplanation of the Brookfield reflection model? Is critical reflection\napplied in the educational system in which you are \/ were active? Do you\nthink many teachers stick to old teaching methods? And that a radical\nchange is needed in the way teaching is done? Or do you think the old\nmethods are more effective than new and at first glance controversial methods?<\/p>\n\n\n\n Share your knowledge and experience via the\ncomment field at the bottom of this article.<\/p>\n\n\n\n If you found the article useful or practical\nfor your own knowledge, please share it with your network. Thank you so much.<\/p>\n Hello Everyone. In this article I will try to explain the\u00a0Brookfield Reflection Model in a\u00a0practical way.\u00a0After reading you will understand the basics of this powerful\u00a0communication tool. Get ready and move on. . . What is the Brookfield Reflection Model? 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