Lesson Reflection: A Protocol for Teachers

Abstract

Reflective 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.