GMIT EXAMINATIONS 2016/2017

Full Continuous Assessment Brief

(CA3)

Programme: B.Sc. (Hons) in Design and Technology Education

Year: 4

Module: Professional Studies

Marks: 100%

Internal Examiner: Dr. Pauline Logue Collins

Mr. Kevin Maye

External Examiners: Dr. Elaine McDonald

Mr. Tom Rowan

GMIT Letterfrack 2013 2014

Name of Student: Michael Bourke
Article/Reading: Becoming a Critically Reflective Teacher. Stephen
Brookfield

1. CONCISE SUMMARY OF READING

Stephen Brookfield is an educational scholar who in this piece of literature explains critical
reflection using his four lenses framework which can be seen in the diagram bellow. The
book also provides the reader examples of how to approach difficult maters such as
challenging our assumptions to improve our students learning experience. It also identifies
the importance of conducting critical reflection rather than surface reflection because critical
reflection promotes self-assuredness, motivation and makes it more likely for students and
teachers to achieve learning goals (Brookfield, 1995) The goal of a critical teacher in
education is to engage in deeper thought regarding the way they teach thus identifying ways
to improve the way he/she teaches.

Making Self
Changes Reflective
Lens

Critical
Reflection
Reviewing Students
Literature Lens

Colleague
Lens

The Four Lenses

The four lenses framework consists of looking at the way you teach form four different
perspectives. When we have done this, we can than make changes to the way we teach
GMIT Letterfrack 2013 2014
accordantly. When speaking about the four lenses Brookfield identifies that most teachers
carry out changes to the way we teach after conducting self-reflection and gathering student
feedback, however it is excellent teachers (Brookfield, 1995) who take a step further
conducting peer reflection with their colleagues and reviewing literature before making
changes to the way we teach.
Generally, the first step of reflection is self-reflecting. When conducting self-reflection, we
focus on past experiences as teachers and students. An important element of self-reflection is
challenging our assumptions as some of these assumptions may have been hunted
(Brookfield, 1995). These assumptions are the reason why we teach the we do and they are
formed through past experiences and the review of literature, however these assumptions may
be false therefore it is important to critically reflect on the way we teach from other
perspectives/lenses.
Student feedback provides us with an insight into how our students view our teaching. This
further step in reflection can be done by gathering data from students evaluating our
performance. This lenses identifies the power struggle that takes place in the classroom
between the educator and students and identifies that student feedback can be flawed as
students may not be engaged from the activity. He provides an example of this stating that:
good evaluations are often thought to be produced by half asleep students. (Brookfield,
1995)
Brookfield identifies that working with colleges to improve the way we teach is not a very
common practice and is generally carried out be excellent teachers (Brookfield, 1995)
perhaps this is due to the edition workload that would be placed on a teacher. Nonetheless,
our peers can provide us with benifical feedback on the way we teach as different teachers
have had different experiences and have therefore come to different assumptions regarding
what works well in the classroom. By conducting peer assessment we may identify hidden
habits that we have as individuals which could go unoticed if this lens was not praticed. This
can be done by simply conversing with our peers and conducting teamteaching exercises
followed by reflection.
The final lens in the cycle is studying literature. When doing this the educator is searching for
possible solutions for issues which he/she has found during self-reflection, student evaluation
and peer feedback. However, the most important stage in the cycle is what takes place once
we have completed viewing ones teaching through the four lenses, now we must implement
changes and assess the success or failure of these changes by repeating the praxis cycle.

GMIT Letterfrack 2013 2014

During this stage, it is crucial that the educator documents any progress for future reference
(Brookfield, 1995) to prevent any mistakes being repeated in the future.
In conclusion Brookfields framework is one of progression. When applied, we progress
through each stage gaining a deeper understanding of the quality of learning taking place in
our classroom. Once all lenses have been evaluated we are then able to make changes to the
way we teach.

GMIT Letterfrack 2013 2014

2. CRITICAL REFLECTION

After reading the opening two chapters of Brookfields book Becoming a critically reflective
teacher and critical reflecting on his writings I find myself agreeing and disagreeing with several
elements of the literature in relation to the praxis cycle. While reading the text, I found it quite
difficult to comprehend due to its structure and the language used. However, I do feel that the
four-lens framework is a stable platform to assist teachers on critical reflection as it strives to
increase teacher awareness of his or her teaching from as many different vantage points as
possible (Miller, 2010). However, I do think Brookfields framework would be more suitable if it
considered emotional aspects of learning such as feelings, aiding the holistic development of a
students. This can be found in Graham Gibbs framework for critical reflection (Mind Tools).
Another example of an educational theorist who places emphasis on the holistic development of
the student is Christopher Johns (Leitch & Day, 2006).
As teacher, I believe self-reflection which is the initial step in Brookfields framework is an
action carried out by the majority if not all teachers. This may even be done without a teacher
applying a specific framework to conduct a critical reflection on their teaching. This is because
instinctively, teachers evaluate their practice to improve the way in which they teach (ETI,
2005). However Brookfield makes it clear that excellent teacher looks further then this when
critically reflecting, aquiring student feedback, taking part in peer review and studing litrature
before making changes to the way we teach (Brookfield, 1995). This is key as one of the most
common problems assoicated with self-reflection is teachers making false assumptions on what
works when teaching and in the litrature Brookfield identifies the importance of challenging thes
assumptions (Brookfield, 1995). I feel this is significant as we all make assumptions on what
works when teaching from our past experiences. However the lenses which take place
subsequently (student feedback and peer reflection and litratuere) aid in identifying false
assumptions we may have made in education. This is why I feel Brookfields provides a solid
foundation for deeper critical reflection to take place.
The holistic development of a student is of huge importance in morden education because A
holistic methodology seeks to help children develop all their skills and to build their strengths
(Scholar Base, 2014). There is also evidence of the importance of holistic development in the
current Juinor Cycle Refom as wellbeing is now one of the key values. This is because Students

GMIT Letterfrack 2013 2014

 are exposed to a range of influences and require support to make positive responsible decisions
relating to their health and wellbeing and the wellbeing of others. (Department of Education and
Skills, 2015). Unlike Brookfield, Gibbs holistic approach incorperates assessing feelings as a
step in the critical framework. Simillary Johns agreed with the imporace of holistic development
as he
repeatedly revised his model, on each occasion tending to offer more holistic, less
mechanical elements to encourage deeper reflection. Increasingly he has moved away
from providing detailed structures towards the inclusion of more reflexive, spiritual and
phenomenological dimensions (Finlay, 2008).

Due to this I feel that Brookfields framework is flawed as it fails to take notice of the importance
of holistic development of the students as it primarily places emphasis on the cognitive
development.
In conclusion, I feel that applying a framework that incorporates self-reflection, feelings, student
feedback, peer reflection and evaluating literature would be more suitable praxis framework for
critical reflection and would achieve greater results. I also feel it is important to be aware of the
holistic development of our students in this cycle. However, I agree with Brookfield as he
identifies the significance in looking to conduct critical reflection rather than engaging in surface
reflection as our assumptions may cloud our judgement on what works in the classroom. Also, I
feel that applying Brookfields framework we develop a better understanding of whats happening
in the classroom due to the variety of perspectives incorporated, as well as providing solution
before making subsequent changes. Therefore, Brookfields framework is a framework which I
will look to implement in my teaching, nonetheless I will look to expand on this framework to
encourage students holistic development.

GMIT Letterfrack 2013 2014

LIST OF REFERENCES

Bibliography
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. In S. Brookfield, Becoming
a Critically Reflective Teacher (pp. 46-47). Michigan: Wiley.
Department of Education and Skills. (2015). Framework for Junior Cycle. Retrieved from
Education.ie:
http://www.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Documents/Framework-
for-Junior-Cycle-2015-2.pdf
ETI. (2005). The Reflective Teacher. Bangor, Co.Down: Crown Copyright.
Finlay, L. (2008). Reflecting on Reflective practice . 9-10.
Miller, B. (2010). Brookfield's Four Lenses: Becoming a Critically Reflective Teacher.
Sydney: The University of Sydney.
Mind Tools. (2016, January 26). Mind Tools. Retrieved from Gibbs Reflective Cycle:
https://www.mindtools.com/pages/article/reflective-cycle.htm
Ruth Leitch & Christopher Day. (2006). Educational Action Research. Educational Action
Research, 10-12.
Scholar Base. (2014, March 5). Scholar Base. Retrieved from Why Holistic Education Is
Important: http://scholar-base.com/homeschooling-educational-trend/

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