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Lesson Reflection: A Protocol for Teachers

dc.contributor.authorRussett, Emily
dc.descriptionTeaching and Learning Department capstone project, EDUC 7992, Dr. Kristen W Nealen_US
dc.description.abstractReflective practice is identified as an important skill for preservice teachers to develop, yet most teacher preparation programs continue to focus on discrete skills and procedures for teaching. Research shows that reflective practice also yields more effective teachers, but the literature provides few practical, research-based tools that teachers can use to reflect on their instruction (Artz & Armour-Thomas, 2003; Yost, et al., 2000; Van Es & Sherin, 2006). The main purpose of this capstone is the creation of a teacher reflection protocol that fills this gap. First, the disparity between what research says and reality in schools is addressed. Next, definitions and characteristics of reflection are discussed in order to lay the groundwork for the protocol. The protocol is introduced, followed by a description of each phase and the research that supports it. This four-phase lesson reflection protocol allows teams of teachers to complete a reflective action cycle over the course of two professional learning community (PLC) meetings with the goal of increasing positive learning outcomes for students.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectTeacher Reflectionen_US
dc.subjectReflection Protocolen_US
dc.subjectLesson Reflectionen_US
dc.titleLesson Reflection: A Protocol for Teachersen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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