Brookfield’s Theory of

Reflection

Presented by The Analytical ThinkersBernicia Lyons, Stanford Kelly, Jessel Grant, Teniesha Benjamin

and Kericia Lawrence

Objectives

• Give an overview of Brookfield’s Theory of

Reflection

• Identify implications of the theory for learners

• Critique the effectiveness of the theory to

education

• Justify our group’s selection of the various

aspects of the theory

Overview of Brookfield’s Theory of

Reflection• Professor Stephen Brookfield

• Worth of teaching done through critical reflection

• Using four lenses :

Autobiography as learners

Self

Our learners’ eyes

Students

Our Colleagues’ perception

Peers

Theoretical literature

Scholarship

Implications for learners

• The learning experience changes

• An opportunity to express self

• Part of planning or influencing change

• Teacher-student relationship fostered.

Critiquing Brookfield’s Theory

• Major stakeholders’ deliberations

–Validity good, reliability questioned

–Time consuming labour intensive

• Effect on everyone in the education

process

–peers can act unprofessionally

–Reflection lacks depth

Critiquing Brookfield’s Theory cont’d

• Relationships between students and

teachers are critical

–managing emotional relationships can

become difficult

• Emphasis on learning instead of teaching

– conflict among teachers and their

colleagues

Our Justification/Conclusion

• An essential aspect of our educational pursuit.

– the need to do continuous evaluation of self.

– see things in different lights

• Implications critical to learners holistic development

– reflection in multiple dimensions

• Vital links to existing knowledge

• Strong points and loopholes in theory examined for opportunities

References

• Brookfield, Stephen. (1995). Becoming a Critically Reflective Teacher. San-Francisco: Jossey-Bass.

• Hibbison, E. (2010). The Importance of Critical Reflection in College Teaching: A Review of

• Stephen Brookfield’s Book, Becoming a Critically Reflective Teacher –Two Commentaries, Retrieved from http://vccslitonline.cc.va.us/mrcte/brookfield.htm on the 15/03/15.

References cont’d

• Miller, B. (2010). Brookfield’s Four Lenses: Becoming a critically reflective teacher. the Faculty of Arts Teaching and Learning Committee, The University of Sydney, Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCMQFjAA&url=http%3A%2F%2Fsydney.edu.au%2Farts%2Fteaching_learning%2Facademic_support%2FBrookfield_summary.pdf&ei=PugNVZqIGPGHsQSB-YLYDw&usg=AFQjCNGDymDA2-TnuSOIUVNaas1Wh5oLkg&bvm=bv.88528373,d.cWc on the 20/03/15.

• Reflective Practice: A non-negotiable requirement for an effective educator. (2003). Retrieved from http://www.bpp.com/delegate/r/content/bpp_publications_reflective_practice_march_2013.pdf

• Tompkins, P, Lawley, J. (2003). Multiple Perceptions, Perspectives and Perceivers. Retrieved from http://www.cleanlanguage.co.uk/articles/articles/208/1/Multiple-Perceptions-Perspectives-and-Perceivers/Page1.html

Questions/ Comments