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Frequently Asked Questions

What is Critical Reflection?

“Critical Reflection” is a broad concept that has many definitions and each one will likely look slightly different than the other. After spending almost a year of my life researching and writing about Critical Reflection, and subsequent years putting it into practice, here is how I define it in the context of curriculum:

Critical Reflection is accomplished by being intentionally and consistently

observant of oneself, one's students, and all that informs curriculum, paired with

an unconditionally honest description of what is observed and a willingness to change. 

Simply put, Critical Reflection is really just about deciding to get curious about everything all of the time. The application of Critical Reflection can be thought of in two ways: components and sequential steps. For the purposes of my work, the way Critical Reflection is applied will depend completely on the client's needs.

"Curriculum" can mean a lot of things. What do I mean when I say it?

While the term “curriculum” often just refers to things like text books and lesson plans, I use the term more broadly. In my work, “curriculum” means every aspect of an educational experience. This includes but is not limited to text, lessons, activities, language, informal components of learning, classroom management, and educational decor and materials. If it is at all part of the educational experience, I consider it part of the curriculum. Even when working with a mandated curriculum, the choices made during its implementation are part of that educational experience and excellent material for Critical Reflection work.

Does I only work with teachers?

Nope! I work with anyone in any position. All that is required is an interest in creating effective, meaningful educational experiences or in learning more about Critical Reflection.

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