the refectve model

Existing Knowledge Practice Reflection Reflective Practice Model of Professional Educational Development Adapted from M. Wallace 1991

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Existing Knowledge Practice Reflection

Reflective Practice Model of Professional Educational Development

Adapted from M. Wallace 1991

What do we want our students to learn from this lesson?

What activities will be included in the lesson?

How will the lesson connect to what students already know?

How are we going to I organize the material of this lesson?

Planning Decisions

Is the lesson going to be too easy/difficult for this class?

How are we going to deal with different student ability levels in the class?

What students have special needs that should be attended to?

How are we going to check check on student understanding?

What roles are we going to I take on during this lesson?

How are we going to form the groups?

What are our alternative plans if problems arise with some aspect of the lesson?

Was the lesson successful? Why or why not?

What were the main strengths and weaknesses of the lesson?

Did the students learn what they were intended to learn?

What did students get out of the lesson?

Did the lesson address the students’ needs?

Was the lesson at an appropriate level of difficulty?

Evaluative Decisions

Were all students involved in the lesson?

Did the lesson arouse students’ interest in the subject matter?

Did I do sufficient preparation for the lesson?

What would be a suitable follow-up to the lesson?

Should I have employed alternative teaching strategies?

Are we going to include the same material in the same way next time? What changes can we make? Why?

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