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Reflection helps teachers grow.
Reflection helps teachers grow by identifying what works and what needs improvement. This continuous learning leads to more effective and impactful teaching.
Key thinkers in this area:
Schon's In action and On action model
Schon's In action and On action model
Driscoll's What Model
Driscoll's What Model
Kolb's Experiential Learning Cycle
Kolb's Experiential Learning Cycle
Gibb's Reflective Cycle
Gibb's Reflective Cycle
Kolb's reflective cycle
Boud’s triangular representation
Atkins and Murphy’s cyclical model
Plus lots of others!
Teaching strategies that are linked to reflection
Reflective Journals: Learners regularly write about their learning experiences, thoughts, challenges, and growth. This encourages self-awareness, critical thinking, and deeper understanding.
Exit Tickets: At the end of a lesson, learners answer questions like, 'What did I learn today?' or 'What questions do I still have?' This encourages quick, focused reflection on the learning session.
Exit Tickets: At the end of a lesson, learners answer questions like, 'What did I learn today?' or 'What questions do I still have?' This encourages quick, focused reflection on the learning session.
How it works: Teachers pose structured questions after activities, such as 'What did I do well?', 'What was challenging?' and 'What will I do differently next time?'. This helps learners structure their thoughts and deepen their understanding.
These are just three examples, there are many, many more available to you.
Read more here:
Appleyard, N., & Appleyard, K. (2015). Reflective teaching and learning in further education (S. Wallace, Ed.). Critical Publishing Ltd.
Rushton, I., & Suter, M. (2012). Reflective practice for teaching in lifelong learning (1st ed.). McGraw-Hill Education/Open University Press.
Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice, 13(2), 311–325. https://doi.org/10.1080/14623943.2012.657795
Questions
How does my teaching vision and values align with my current practice?
Am I fostering an inclusive, equitable, and culturally responsive learning environment?
In what ways do I challenge biases—my own and those in the curriculum or classroom?
How effectively do I use assessment to inform my teaching and support student growth?
How am I growing as an educator through professional development and learning?
How do I build meaningful relationships with learners, families, and colleagues?
What impact does my teaching have beyond academic performance — on learners’ confidence, identity, and well-being?
Do I create opportunities for learner voice and agency in my classroom?
How do I respond to feedback from learners and peers, and how does it influence my practice?
What systemic barriers exist in my school or community, and how do I advocate for equity and change?
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