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HELPING ADVISEES BECOME CRITICAL THINKERS

HELPING ADVISEES BECOME CRITICAL THINKERS. Stephen Brookfield Distinguished University Professor, University of St. Thomas www.stephenbrookfield.com Tweet: #tc5815. Who I am as an Advisor. Very much framed by my experiences as an advisee & student Poor exam performances

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HELPING ADVISEES BECOME CRITICAL THINKERS

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  1. HELPING ADVISEES BECOME CRITICAL THINKERS Stephen Brookfield Distinguished University Professor, University of St. Thomas www.stephenbrookfield.com Tweet: #tc5815

  2. Who I am as an Advisor • Very much framed by my experiences as an advisee & student • Poor exam performances • Trusting my Advisor

  3. Someone Who Thinks Critically Can … • Identify Assumptions Informing Thoughts & Actions • Check Assumptions for Accuracy & Validity • View Ideas & Actions from Alternative Perspectives • Take Informed Action

  4. Examples • Depression – caught in Patriarchy • Leadership – “we are all leaders” • Advisement – listening • Advisement – responsiveness • Meetings – Circle • Racism – I’m a good White

  5. Types of Assumptions • CAUSAL – A circle creates a relaxed climate for participation that makes peers feel respected & equalizes power • PRESCRIPTIVE – Good advisors model careful listening & create a relaxed environment • PARADIGMATIC – I can control the relationship / can determine what happens

  6. What do students say most helps them think critically? - MODELING • Advisors (& teachers) model the process of clarifying & checking their own assumptions • Talking out loud why they are asking certain questions, focusing on certain information, & how they see students’ problems • Providing examples & analogs from their own experience that parallel the student’s • Having 2 or more advisors conduct a critical conversation about a problem they have

  7. What do students say most helps them think critically? - QUESTIONING • Questions that demonstrate the advisor is trying to see a problem situation in the way the student is experiencing it • Questions that develop organically – arise out of earlier comments from advisee • Questions that are open-ended, ‘Clearness Committee’ questions – you don’t know the answer & learn along with the advisee • Questions that encourage the advisee to recognize & check her own assumptions

  8. What do students say most helps them think critically? – PEER FEEDBACK • Small groups of peers who have similar problems & experiences • “I’m not alone / not crazy” • “I’m not an impostor” • “My cultural suicide fears are normal & predictable” • “My emotional crashes are shared – roadrunning”

  9. So What Should We Remember? • Model for advisees how we think critically about OUR problems & experiences – not just theirs • Try to ask questions that are open ended, organic, & show we’re listening carefully • Create & encourage peer group communication, networks, communities

  10. RESOURCES • www.stephenbrookfield.com - STEAL!! • Teaching for Critical Thinking (San Francisco: Jossey-Bass, 2012) • The Skillful Teacher (San Francisco: Jossey-Bass,2006)

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