Relevant bibliographies by topics / Lesson reflection

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Lesson reflection'

Author: Grafiati
Published: 28 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Lesson reflection"

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Schroeder, Merrie L. "Professional Development: Lesson Design and Reflection." Mathematics Teaching in the Middle School 1, no. 8 (January 1996): 648–52. http://dx.doi.org/10.5951/mtms.1.8.0648.

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After twenty-five years of teaching junior high and middle school students, I might expect designing lessons to be a mindless routine. Yet I believe that today is an exciting time to be creating lessons. The excitement comes from seeing a subtle and powerful shift from thinking about lesson design as what I will do to prepare students to meet district outcomes to thinking about what learners will do to understand mathematics. This shift from “I” and “outcomes” to “what learners will do” has caused me to change from writing my lesson plans as a linear list of teacher activities to writing them as a matrix of student activities based on two dimensions of communication: four modes-oral, written, visual, and kinesthetic-and four audiences-self, partner, small group, and whole class. This matrix is shown in figure 1. The type of audience is indicated by the number of dots. One dot represents communicating with self, two dots represent communicating with a partner, and so on.
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Coulter, Maura, Fintina Kealey, Sarah Louise Langan, John McGarvey, and Serena Padden. "Seeing is believing: Primary generalist pre-service teachers’ observations of physical education lessons in Ireland and Switzerland." European Physical Education Review 26, no. 1 (April 8, 2019): 159–78. http://dx.doi.org/10.1177/1356336x19839412.

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Primary generalist pre-service teachers (PSTs) rarely have the opportunity to observe teachers teaching authentic physical education (PE) lessons let alone reflect with the teachers, their lecturer or their peers following the lesson. Observation of, and reflection on, quality lessons can have a powerful influence on shaping the PSTs’ soon-to-be-teachers professional identities and can also help them to develop reflective and critical thinking skills. A qualitative framework utilising critical incidents, described as ‘events identified by student teachers as significant in making progress toward becoming a better teacher’ guided the PSTs’ observations in this study. One primary PE initial teacher educator and four PSTs, from Ireland, participated in the study and data comprised of a planning discussion, 40 critical incident observations of 10 lessons in two European countries and two reflective discussions. Each set of observations was followed by a group discussion to provide opportunities for reflection-on-action. Examination of the data showed that PSTs extended their understanding of professional practice in: (a) questioning and demonstrating; (b) inclusion; (c) organisation and management; and (d) feedback and were surprised that practice in both countries was more similar than different. Critical incidents were a useful method of focusing reflections for the PSTs and the opportunity to engage in the process of observing, and reflecting on, quality lessons impacted the PSTs’ perceptions towards becoming better teachers.
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Sari, Yunica Rhosiana, and Sumardi Sumardi. "Reflection as a Way to Grapple TPACK Complexity for EFL Teachers." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (May 9, 2020): 894–903. http://dx.doi.org/10.33258/birle.v3i2.981.

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Technological Pedagogical Content Knowledge (TPACK) is a framework to develop the theory to practice in teaching with technology. Therefore, the teacher, as a practitioner of TPACK implementation, has a responsibility to implement the knowledge effectively. This study investigates the meta-cognitive awareness produced by teachers who participate in TPACK lesson design workshops. This process involves some reflection tools, focus group discussion, and reflective journal as a platform for doing the reflection. This study documented teachers’ stories during three interviews as they created their TPACK lesson design. The detailed data was from three Indonesian teachers. Those teachers participated in the process of research from the professional development workshop to the focus group interview. The data indicated the details of their experience in reflecting and determining on their professional knowledge. These findings show that during the reflection, the teachers start to realize each aspect of TPACK in three stages. These findings are useful for the government to establish professional development workshops in the technology education field. The researcher explored the implications of this analysis for teachers to effectively design the lesson and future researchers.
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Msimanga, Mothofela Richard. "The Impact of Micro Teaching Lessons on Teacher Professional Skills: Some Reflections from South African Student Teachers." International Journal of Higher Education 10, no. 2 (December 2, 2020): 164. http://dx.doi.org/10.5430/ijhe.v10n2p164.

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Micro lessons in teacher education are intended to empower student teachers by developing skills which are necessary in their teaching careers. The study used student teachers’ reflections to explore how participation in micro lessons develops skills which are key in the teaching profession. Experiential learning theory was the theoretical framework for this study. Purposive sampling was used to select 14 fourth year Bachelor of Education student teachers. A focus group interview was used to collect data which was narratively analysed. The findings revealed that micro lesson presentations can develop student teachers’ skills when there are different forms of progression in micro lesson presentations; micro lesson presentations should progress from friendship groupings, random groupings, and peer presentations. Participation in micro lessons develops teacher professional skills such as lesson planning, craft of teaching, how to use resources, reflection, decision making, time management, responsibility and professional conduct.
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Karlsson, Göran, and Pernilla Nilsson. "A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice." International Journal of Web-Based Learning and Teaching Technologies 14, no. 3 (July 2019): 39–54. http://dx.doi.org/10.4018/ijwltt.2019070104.

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Self-reflection based on the analysis of one's own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections, and a teacher educator's feedback, might provide a beneficial method for student teacher self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework might be to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson.
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Němečková, Linda, and Lenka Pavlasová. "The individual watching of one’s own video and its influence on future biology teachers´ professional vision." Tuning Journal for Higher Education 7, no. 1 (November 29, 2019): 93–113. http://dx.doi.org/10.18543/tjhe-7(1)-2019pp93-113.

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The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor’s observation of the student´s lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such professional development. In the classroom, at the time of the lesson, future teachers may not notice certain events, but using video helps them review, and analyse their attributes, thereby making the reflective process more effective. The development of ‘professional vision’ consists of two processes: (1) noticing different events and (2) assessing and appraising themselves.1 This study analysed four written reflections (two pairs from each) from future biology teachers (n = 65) during their practice at ISCED 2 (International Standard Classification of Education 2 – lower secondary education, pupils from 11 to 15 years old) and at ISCED 3 (International Standard Classification of Education 3 - upper secondary education, pupils from 15 to 19 years old) schools. The first reflection in the pair (‘pre-reflection’) was written without video recordings, and the second (‘post-reflection’) with the support of video recordings. The reflections were divided into statements, and coded according to Sherin and van Es’ categorisation system. Statistically significant changes were found in several categories of professional vision in the students´ statements. During practice at ISCED 2 school (the first practice in the curriculum) students commented more often in the Self, Pedagogy, Management, Evaluate and Alteration categories in postreflection, and less in the Student, Curriculum, Subject, Climate and Describe categories. During (the second) practice at ISCED 3 school, students dealt more with Self and Alteration categories in post-reflection. These findings persuaded us that the use of two practices based on video-supported reflection of one’s own lessons is effective in prospective biology teachers’ development of their professional vision.Received: 28 May 2019Accepted: 08 November 2019Published online: 29 November 2019
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Zaretsky, Yu V. "Psychological Counseling of Teachers Working Online and Offline." Консультативная психология и психотерапия 28, no. 2 (2020): 137–50. http://dx.doi.org/10.17759/cpp.2020280208.

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The paper discusses the technology of psychological assistance to teachers based on the principles of the reflective-activity approach (RAA). This assistance is aimed at supporting teachers in situations where they encounter difficulties in the classroom and can help prevent professional burnout and quitting in young teachers. Five principles of counseling are described: cooperating, providing positive feedback, working in the zone of proximal development (ZPD), showing empathy and validating difficulties, and organizing reflection as the main tool of assistance. The following modes of counseling are considered: observation of the lesson, participation in the lesson as an assistant, co-teacher or student, reflection of audio and video recordings of the lesson. The technology of lesson reflection, applicable for each of the modes, is considered in detail. This assistance can have a certain psychotherapeutic effect and contributes to the teacher’s personal and professional development.
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Kırmızı, Özkan, and Irfan Tosuncuoglu. "Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey." English Language Teaching 12, no. 4 (March 16, 2019): 127. http://dx.doi.org/10.5539/elt.v12n4p127.

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The present study was designed to investigate the emerging reflective practices of four pre-service English teachers during their practicum experience. The teachers were selected on the basis of convenience. Qualitative paradigm was adopted in the study. Observations, video recordings, and audio recordings were used as data collection tools. Each participant was observed four times and all the lessons were video-recorded. After each lesson, reflection sessions were conducted with the researcher, the pre-service teacher, and the mentor. These sessions were audio-recorded. As for the analysis of the data, content analysis was employed. As a result of the analysis of the data, use of L1, material use and planning, the pace and mood of the lesson, error correction, content and grading, and classroom management emerged as critical areas of reflection on the part of the participants.
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Kotuła, Krzysztof. "REFLECHIR SUR LES TICE EN CLASSE D’ANGLAIS: CAS DES ENSEIGNANTS EN FORMATION INITIALE." Neofilolog 1, no. 43/1 (September 4, 2019): 81–93. http://dx.doi.org/10.14746/n.2014.43.1.7.

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The goal of the present paper is to question the validity of the claim which sees reflection as an important part of the work of an efficient language teacher. A quasi-experiment was conducted by the author in order to determine whether reflection is a factor which can in some way influence the teacher’s capacity to plan a FL lesson effectively, incorporating new technologies. A reflective thinking questionnaire (RTQ, Kember et al., 2000) was administered to assess the level of reflective thinking in 47 university students. Next, their lesson projects were evaluated by two independent experts. The correlational study seems to show that reflection may indeed be a factor which influences the quality of the work of a foreign language teacher in an important way.
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Bityunikova, I. A., and I. I. Novikova. "LESSON OF KNOWLEDGE SYSTEMATIZATION AS A REFLECTION OF A SYSTEM-ACTIVITY APPROACH IN TEACHING." Informatics in school, no. 2 (April 3, 2019): 3–12. http://dx.doi.org/10.32517/2221-1993-2019-18-2-3-12.

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The article discusses the implementation of a system-activity approach in informatics lessons. An example of a knowledge systematization lesson is given. In the description of the lesson-game, the activity and content goals of the lesson are traced; each task is analyzed from the point of view of the subject content, the formation of metasubject results of mastering the basic educational program of basic general education.
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Dissertations / Theses on the topic "Lesson reflection"

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Reynolds, Marie Susanna Johanna. "Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60976.

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Questions have been raised about what constitutes effective continuous professional development. Short-term training initiatives for in-service teachers have had limited success as agents of change. Lesson Study, an approach initiated by the Japanese, could address this shortcoming. Lesson Study is a bottom-up approach which emphasises teacher collaboration and where the teacher's subject knowledge and teaching practice are enhanced through individual and group reflection. The purpose of this study is to establish the content of the teachers' reflection in the context of a 'Lesson Study' and to analyse this content against the framework of the Knowledge Quartet. A practical action research approach was adopted for this study. The participants were five mathematics teachers who teach in two non-urban secondary schools. Data in the form of individual reflection notes, video material of the group reflection sessions and my field notes were collected during three Lesson Study cycles conducted over a period of five weeks. Most learners were not from English-speaking backgrounds, but were taught in English. Twelve sub-categories emerged from the teachers' reflection, and these sub-categories were grouped into the four following categories: Teacher focus; Learner focus; Lesson design and Resources. Levels of reflection were deepest in cycle two, a finding in keeping with other similar studies. All dimensions of the Knowledge Quartet were included in the teachers' reflections. However, the focus of experienced teachers differed from that of inexperienced teachers. Action research is based on the assumption that the answers to the research questions posed in a specific study are unique to that study. Since the group dynamics and the relationships within the group are fundamental to action research, any outcomes apply only to a specific group in a specific context and cannot be generalised; this rule applies to Lesson Study. However, I trust that the findings of this study will contribute towards the body of knowledge concerning the use of Lesson Study as a professional development programme which enables teachers to become reflective practitioners and assists them in growing their knowledge for teaching, individually and collectively. Future research could investigate the suitability of Lesson Study for in-service teacher development through all phases of schooling.
Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Bridges, Vicki Mashelle. "Mathematics Teacher Perceptions of Lesson Design, Data Reflection, and Achievement in Professional Learning Communities." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6529.

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In a north Texas school district, district administrators were concerned that mathematics scores at the target middle school have fallen below the state average since 2010. Despite professional development (PD) provided by the district, administrators believed that teachers were not using professional learning community (PLC) data reflection practices to improve mathematics performance. The purpose of this qualitative case study was to explore middle school teachers' as well as the administrative dean's perceptions of the levels of depth regarding teacher dialogue and collaboration related to mathematics instruction, classroom delivery strategies, data analysis of student performance, and lesson design within PLCs. The conceptual framework for this study centered on the characteristics of Senge's learning organization theory, Hord's PLC characteristics, and DuFour's model of collaboration for improving student achievement within PLCs. Six participants from the target school included 5 Grade 7 mathematics teachers and 1 administrative dean. Data were triangulated from interviews, observations, and archival documents and analyzed using comparative and inductive analyses. Themes supporting the findings indicated the teacher need for additional PD in the areas studied. Recommendations in the position paper include the evaluation of PLCs. The resulting project may deepen understanding of PLC needs related to data discussion, lesson planning, and may contribute to PLC or PD policy-related changes in the district. Enactment of the recommendations will improve PLC implementation strengthening teachers' collaboration and instructional skills resulting in positive social change and increased student mathematics performance.
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Lenord, Christiane. "“Positive action through positive reinforcement”: An example of performance-based music education in contrast to a reflection-based music lesson." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34613.

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This article deals with the differences of a performance-based approach of music education in the USA and a reflection-based approach in Germany. The lessons represent very different ways to reach students through music. The students respond either more enthusiastic or more rational, but always positively.
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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles Within a Lesson Framework." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3499.

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and student learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators' learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators' conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical frameworks and one conceptual framework drew on Kolb's experiential learning theory; Bloom's, Reigeluth's, and Gagné's instructional design theories and models; and Fiddler and Marienau's events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators' instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage; these findings were supported by detailed reflections about participants' instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications within a lesson framework may benefit university educators' teaching, thereby providing a foundation for positive social change within academic and social communities.
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Joly, Michelle. "Reflections on the course design process in distance education by practitioners with varying levels of experience." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35211.

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Instruction at a distance is rapidly becoming one of the most widely used modes for teaching post-secondary learners. One of the distinctive characteristics of distance education is the emphasis on course development and the models of course development which have evolved. To date, however, the literature offers little understanding of the knowledge bases upon which current practice in distance education course development is based. Expertise in course development has not been characterized in any systematic way, and it is not known how novice and expert DE course developers differ in the way they conceptualize and go about course development. Even less is known about how course developers move toward expertise and from where they draw their understanding. The primary purpose of this study is to begin the investigation of these questions, based on data collected from multiple sources and contexts. Qualitative methods were used to collect and analyze data on the reflections of the course design process by nine participants. Participants varied in their experience level, the level of course they designed, and their role in the design process. Participants took part in a semi-structured interview and were asked to provide written responses to a practical design critique exercise. Themes or issues were allowed to emerge from the data, and were characterized along three main topics: the learner, design decisions, and evaluation. Differences between novices and more experienced participants were observed in their depth of understanding about the learner, the influence of theoretical constructs on their making design decisions, and the influence of context on the design process.
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Peck, Jeffrey Warren. "The effects of written lesson plans on preservice teachers' instruction and post-instruction reflections /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864485231339.

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McDowell, Amy. "Preservice Teachers' Use of Lesson Study in Teaching Nature of Science." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/65.

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The purpose of this study was to explore preservice teachers’ lived experiences in a lesson study focused on teaching and learning nature of science (NOS). The body of knowledge about shifting pre- and in-service novice NOS understandings is substantial. The focus of science education research is now exploring ways to move these informed NOS understandings into classroom practice (Abd-El-Khalick & Lederman, 2000b). The research questions guiding the study were (a) how do preservice teachers’ understandings of NOS shift as a result of the lesson study experience?, and (b) how does the reflective practice that occurs in lesson study influence preservice teachers’ transition of NOS tenets into classroom practice? The participants in this study represented a sample of graduate preservice teachers, who were part of a middle and secondary science teaching alternative certification program in a southeastern university. In the first summer semester of this certification program, the participants were immersed in reform based science instruction; a section of which included NOS teachings (INTASC, 2002). In the following semester, participants were placed in a practicum setting; where the exploration of the preservice teachers’ teaching of NOS was supported through the modified lesson study framework. Data sources included the Views on Nature of Science – Form B (VNOS-b), interviews, and lesson study portfolios. Analysis of NOS understandings was guided by instruments found in literature associated with the VNOS-b (Lederman et al., 2002) and reflection (Ward & McCotter, 2004). Results showed successful transfer of NOS into classroom practice using the modified lesson study framework, with less success in the deepening of participants’ NOS understandings. Of particular significance was that results indicated a deepening of NOS pedagogical content knowledge for those participants functioning at higher levels of reflection. The study’s results’ contributes to two knowledge bases. First it provides insight to how lesson study can be used in the United States in alterative teacher preparation programs. Second, it contributes to what is understood about how to support the transition of NOS understandings into classroom practice.
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Backwell, Benjamin Edward. "Applying cooperative learning lessons in a Japanese junior high school /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.

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Platt, Kelsey Elyse. "Developing metacognitive and self-regulated learning skills through reflective writing prompts." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3164.

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Effective practice determines the quality of a performance and it is essential to improving a musician's overall level of playing. Studies show that experts in the field of music display superior metacognitive skills, or the ability to think about one's thinking. Metacognition is an important skill that needs to be developed in order for a student to become a self-regulated, or independent learner. Effective practice can be improved by learning and developing metacognitive and self-regulated learning skills. An important component of self-regulated learning is reflective thinking. Reflective thinking is a mental process that contributes to deeper learning experiences, improves problem solving skills, and enhances creativity. Reflective thinking can be stimulated with writing activities. Research and theories of reflective practices informed the creation of the Reflective Writing Prompts. The Reflective Writing Prompts stimulate reflective thinking as they teach and develop metacognitive and self-regulated learning skills to make practice more effective. Each exercise prompts the student to think and write a response to questions focused on a specific skill. These prompts are based on research in music psychology and reflective thinking, with special focus on metacognition, self-regulated learning, practice habits, and reflective journaling. The pertinent studies and theories in these areas will be examined and explained in relation to each other. With this foundational knowledge in place, the Reflective Writing Prompts will be presented. The prompts are designed to support first or second year music students in their development as independent learners who practice effectively.
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Asante, Edward Kwame. "Teacher professional learning in mentoring relationships : lessons from a Cooperative-Reflective model in Ghana." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7507/.

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In Ghana, two government commissioned committee reports and a major research study raised concerns about the quality of the country's teacher education programme. The quality deficiency was attributed to a disjuncture between the theory and practice of teaching. To bridge this theory-practice gap, the University of Education, Winneba, adopted a one-year school-based student internship as an innovative component of its 4-year teacher education programme for upgrading in-service teachers to replace the traditional 4-6 weeks teaching practice, with classroom teachers serving as mentors for student teachers. Since the heart of mentoring is the mentor-mentee relationship, this study explored in depth the mentor-mentee relationships of a Cooperative-Reflective model of mentoring adopted by the University of Education, Winneba, (UEW), Ghana, for its student teachers in an attempt to understand the nature of these professional relationships and how they facilitate teacher professional learning, growth and development. A qualitative ethnographic case study approach was used to study five cases of mentor-mentee relationships from the lived experiences of mentors and mentees involved in the University's student internship programme. The data were collected from interviews, observations, and document analysis. Trustworthiness of the research was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants' own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between student teachers and their supervisors still persists contrary to the collegial, collaborative, reciprocal and critical reflective conceptions that underpin the UEW mentoring model. This is attributable to the lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented. The Ghanaian society is hierarchical; age is, therefore, equated with experience, respect, authority, and reverence. Fostering collegial relationships among mentors and mentees in this cultural context becomes problematic. Again, even in the Ghanaian teaching profession, inherent in the professional ethics is the respect for rank and social distance. It is, therefore, difficult for teachers of lower ranks to forge collegial relationships with those of higher ranks. Second, there is a dearth of direction and guidance on the selection of mentors and the matching of mentors and mentees. This results in the mentors and mentees going through the mechanics of the relationship without there being any substantive professional learning from their interactions. The current practice where the responsibility for the selection of mentors and the matching of mentors and mentees is vested in the heads of partnership schools/colleges results in instances of mismatch in terms of age, gender, experience, and personal chemistry. Third, the programme targeted the wrong type of student teachers; hence the superficial nature of the professional learning that occurred in the relationships. Since they were not novice teachers, but had teaching experiences ranging from five to twenty-seven years, they did not find the professional learning experience challenging enough. Finally, the programme did not envision that the collegial, collaborative and participatory learning strategies that are supposed to characterise the mentoring relationship are to have their parallels in the teaching and learning contexts of the mentoring dyad in schools and colleges in terms of a shift in pedagogy. The findings suggest that theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It must be based on the socio-cultural as well as the professional factors within the context of implementation since it is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result.
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Books on the topic "Lesson reflection"

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Whited, Amy. ARRIVE: Assess, research, reflect, innovate, verify, evaluate : a reflection journal. Englewood, CO: Advanced Learning Press, 2005.

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Clark, Dennis Rankin. Sunday morning: Reflections on the Word. Kansas City, MO: Sheed & Ward, 1996.

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The shepherd's voice: Gospel reflections for all seasons. Manila: Tahanan Books, 2000.

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The word of the Lord: Reflections on the Sunday readings. Mystic, CT: Twenty-Third Publications, 1995.

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Wright, N. T. Twelve months of Sundays: Reflections on Bible readings : Year C. London: SPCK, 2000.

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Wright, N. T. Twelve months of Sundays: Reflections on Bible readings, Year B. London: SPCK, 2002.

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Wright, N. T. Twelve months of Sundays: Reflections on Bible readings, year A. London: SPCK, 2001.

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M, Knight David. Living God's word: Reflections on the weekly gospels : year B. Cincinnati, Ohio: St. Anthony Messenger Press, 1999.

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1961-, Brink Laurie, ed. In this place: Reflections on the land of the Gospels for the liturgical cycles. Collegeville, Minn: Liturgical Press, 1998.

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Lessons learned: Reflections of a university president. Princeton, N.J: Princeton University Press, 2011.

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Book chapters on the topic "Lesson reflection"

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Mast, Joan V., and Herbert P. Ginsburg. "A Child Study/Lesson Study: Developing Minds to Understand and Teach Children." In Handbook of Reflection and Reflective Inquiry, 257–71. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-85744-2_13.

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Potts, Diane. "Critical Praxis, Design and Reflection Literacy: A Lesson in Multimodality." In Educational Linguistics, 201–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60953-9_10.

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Kor, Liew Kee, Saw Fen Tan, and Chap Sam Lim. "Capturing Changes and Differences in Teacher Reflection through Lesson Study: A Comparison of Two Culturally Diverse Malaysian Primary Schools." In Theory and Practice of Lesson Study in Mathematics, 369–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04031-4_18.

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Ferrari, Monica. "Professioni educative di ieri e di oggi: la “lezione delle cose” come itinerario di ricerca." In Studi e saggi, 77–89. Florence: Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-5518-009-2.10.

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Starting from a reflection on the pedagogical analysis of professionalization processes from a diachronic perspective, the essay discusses a research perspective attentive to the "lesson of things" underlying the identification processes of individuals and social groups, by highlighting their training values for education professionals.
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Huang, Rongjin, Dovie Kimmins, and Jeremy Winters. "A Critical Mechanism for Improving Teaching and Promoting Teacher Learning During Chinese Lesson Study: An Analysis of the Dynamics Between Enactment and Reflection." In Theory and Practice of Lesson Study in Mathematics, 705–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04031-4_34.

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Valente, Mariana. "“The Most Artistic Lesson I Ever Heard” – A Contribution to the Reflection on a Comment Made by William James Regarding a Lesson by Ernst Mach." In Ernst Mach – Life, Work, Influence, 537–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04378-0_38.

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Mok, Ida Ah Chee. "What Is Important in a Lesson on Factorisation? The Reflection of an Experienced Teacher in Hong Kong." In Cases of Mathematics Professional Development in East Asian Countries, 137–54. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-405-4_9.

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Walker, Anitra. "Self-Reflection." In Challenging Common Core Language Arts Lessons, 123–28. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233473-19.

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Reid, Margaret. "Lessons and Reflections." In All-Change in the City, 261–66. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-07005-3_12.

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Botterill, Linda Courtenay. "Lessons and Reflections." In Environment & Policy, 127–41. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2804-2_8.

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Conference papers on the topic "Lesson reflection"

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Hui, Tong, and Yang Yan-jun. "Study on the development of teachers' reflection ability in “Lesson Study”." In 2016 11th International Conference on Computer Science & Education (ICCSE). IEEE, 2016. http://dx.doi.org/10.1109/iccse.2016.7581679.

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Savalas, Lalu Rudyat Telly, Lalu Zulkifli, Imam Bachtiar, Jannatin ‘Ardhuha, Dadi Setiadi, and Wildan Wildan. "University of Mataram in SEA Teacher Project: Lesson Learned From Students’ Perspectives and Self-Reflection." In 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.007.

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Su, Xiaoqing. "Observation and Reflection on an English Lesson—The Great Famine in Ireland from 2013 Encyclopedia Britannica." In Proceedings of the 2018 6th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ieesasm-18.2019.47.

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Arrington, Nancy McBride. "Examining Preservice Teachers’ Self-Efficacy for Enhancing Literacy of Diverse Learners through Music." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5415.

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The sense of efficaciousness for teaching diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. Both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for meeting needs of diverse learners in the elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners, potentially contributing to a positive impact on their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education. Keywords: Self-Efficacy, Diverse Learners, Music Integration, Scholarship of Teaching and Learning
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Efrat, Shay. "The Correlations Between Holocaust Moral Attitudes and Moral Lessons." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.38.

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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5610.

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s experiential learning theory, Bloom’s, Reigeluth’s, and Gagné’s instructional design theories and models, and Fiddler’s and Marienau’s events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators’ instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage, which were supported by detailed reflections about their instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications during a lesson framework may benefit university educators’ teaching, which are foundational to affecting positive social change within academic and social communities.
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Shay, Efrat. "Perceived Moral Lessons Derived From Holocaust Learning Program." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.21.

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Mavuru, Lydia. "PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end101.

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The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time develop critical reflection skills. By creating reflective teaching and learning environments in the Life Sciences Methodology and Practicum module at the beginning of the academic year, 77 Bachelor of Education students specialising in Life Sciences and in their last year of study at a South African University, were purposefully selected to participate in a qualitative study. The study sought to answer the research questions: 1. What are pre-service teachers’ reflections on the knowledge and skills learned in their last year of study? and 2. What pedagogical and content knowledge aspects can be drawn from pre-service teachers’ critical reflection for the improvement of the module Life Sciences Methodology and Practicum? In collecting data, each pre-service teacher was tasked to compile a critical reflection report which they submitted towards the end of the year, and was analysed through content analysis. The findings showed important knowledge and skills learned which included the contextualization of teaching to ensure learners comprehend abstract concepts such as immunity. Amongst the teaching approaches and strategies covered in the module, argumentation as a social constructivist strategy stood out particularly when teaching controversial topics embedded with socioscientific issues e.g. genetics and evolution. The pre-service teachers indicated that the way practical work was taught, equipped them with knowledge and skills on how inquiry-based approaches can be implemented in the classrooms. Suggestions to improve the module included the provision of pre-service teachers with opportunities to conduct virtual micro lessons in light of COVID-19 pandemic; that the testing of Life Sciences concepts should include the assessment of pre-service teachers’ capabilities to teach the same concepts in the classrooms. The pre-service teachers’ argument is that since they are in their final year, the focus of the module should be on the development and assessment of their pedagogical content knowledge (PCK) and TPACK. The findings of the study have implications for teacher professional development.
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Jayroe, R, Jr, Robert. "Astro-2 - Reflections and lessons learned." In Space Programs and Technologies Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1995. http://dx.doi.org/10.2514/6.1995-3682.

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Dujmović Bocka, Jelena. "PUBLIC/PRIVATE DIMENSION AND ITS REFLECTION ON THE CROATIAN HIGHER EDUCATION SYSTEM WITH REGARD ON THE GLOBALISATION PROCESS." In EU 2020 – lessons from the past and solutions for the future. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2020. http://dx.doi.org/10.25234/eclic/11945.

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Reports on the topic "Lesson reflection"

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Lyons, John W. Reflections on Over Fifty Years in Research and Development; Some Lessons Learned. Fort Belvoir, VA: Defense Technical Information Center, February 2012. http://dx.doi.org/10.21236/ada559598.

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Iyer, R., J. P. Shulka, and A. Verma. Community Leave No One Behind: Lessons from a Pilot. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/slh.2021.014.

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In 2020, WSSCC’s India Support Unit (now UNOPS) piloted a new participatory approach called Community Leave No One Behind (CLNOB) to support the Swachh Bharat Mission Grameen (SBM-G) Phase II. The pilot took place in five districts in India (Mirzapur in Uttar Pradesh, Ranchi in Jharkhand, Kamrup in Assam, South 24 Paragnas in West Bengal and Purnea in Bihar). A Prerak (facilitator) was appointed in each district to support this process and work within villages at community level. The Sanitation Learning Hub supported an accompanying learning component of the pilot, facilitating learning sessions between the preraks and the development of a Handbook based on the experience. This learning brief outlines the purpose of CLNOB, the actions generated by the pilot and our reflections of the CLNOB approach. The CLNOB Handbook, a handbook on Community Leave No One Behind, accompanies this Learning Brief. CLNOB was designed to ensure a participatory method to enable sustained access to safely managed sanitation facilities for people who have been ‘left behind’ or left out of the first phase of India’s national sanitation campaign.
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Gema, Joyce, Jessica W. Koge, John Keige, Indira Moreno-Echeverri, Carolyne Kipkoech-Kosgei, Emmanuel Matsaba, Catherine Kilelu, John Wesonga, and Irene Koomen. Piloting a fresh fruit and vegetables market to deliver high quality, safe food products : Reflections and lessons learned. Wageningen: Wageningen Centre for Development Innovation, 2020. http://dx.doi.org/10.18174/525148.

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Buckley, John C., and II. A Model of Insurgency: Reflections of Clausewitz's 'Paradoxical Trinity' Lessons for Operational Planners Considering Conventional Forces in Unconventional Operations. Fort Belvoir, VA: Defense Technical Information Center, May 1995. http://dx.doi.org/10.21236/ada300106.

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Hornby, Amanda, and Emilie Vrbancic. Library Impact Practice Brief: Library Outreach Assessment. Association of Research Libraries, September 2021. http://dx.doi.org/10.29242/brief.uwashington2021.

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As part of ARL’s Research Library Impact Framework initiative, the University of Washington (UW) Odegaard Library’s Undergraduate Student Success Team designed an assessment framework for outreach to undergraduates. This practice brief describes the UW team’s outreach and assessment planning processes, the qualitative and quantitative assessment methods employed, the results of their assessment program, the lessons learned, and the best practices that emerged over several years and several iterations of conducting library outreach assessment. The brief presents both long-term reflections and most recent applications between 2016–2021.
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Kvalbein, Astrid. Wood or blood? Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481278.

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Wood or Blood? New scores and new sounds for voice and clarinet Astrid Kvalbein and Gjertrud Pedersen, Norwegian Academy of Music What is this thing called a score, and how do we relate to it as performers, in order to realize a musical work? This is the fundamental question of this exposition. As a duo we have related to scores in a variety of ways over the years: from the traditional reading and interpreting of sheet music of works by distant (some dead) composers, to learning new works in dialogue with living composers and to taking part in the creative processes from the commissioning of a work to its premiere and beyond. This reflective practice has triggered many questions: could the score for instance be conceptualized as a contract, in which some elements are negotiable and others are not? Where two equal parts, the performer(s) and the composer might have qualitatively different assignments on how to realize the music? Finally: might reflecting on such questions influence our interpretative practices? To shed light on these issues, we take as examples three works from our recent repertoire: Ragnhild Berstad’s Vevtråd (Weaving thread, 2010), Jan Martin Smørdal’s The Lesser Nighthawk (2012) and Lene Grenager’s Tre eller blod (Wood or blood, 2005). We will share – attempt to unfold – some of the experiences gained from working with this music, in close collaboration and dialogue with the composers. Observing the processes from a certain temporal distance, we see how our attitudes as a duo has developed over a longer span of time, into a more confident 'we'.
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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.
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Lippert, David, Marshall Thompson, and Charles Wienrank. Performance of Interstate Rubblization in Illinois. Illinois Center for Transportation, July 2021. http://dx.doi.org/10.36501/0197-9191/21-005.

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In Illinois, hot-mix asphalt overlaid concrete pavements typically exhibit reflective cracking of joints and cracks from the pavement below, resulting in shortened life and maintenance issues. Over the years, various patching, fabric, and crack and seat techniques were attempted with few positive results. This led to more aggressive techniques to eliminate the slab action of the concrete pavement where the pavement would be broken or rubblized into pieces typically less than 12 inches. Since the first rubblizing project in 1990, policy, procedures, and specifications have evolved to the point that rubblization is the mainstream option in dealing with problematic concrete pavements. This report summarizes the performance of several interstate rubblizing projects in Illinois by analyzing available data in Illinois Department of Transportation’s pavement management system. Condition rating survey data allowed the serviceability of these projects to be evaluated by surface mix types and asphalt performance grades. Traffic in the form of 18,000 lb equivalent single axle loads was determined for the projects to evaluate fatigue and rutting as well as compare section performance to the design procedure. The research team reviewed plans, design procedures, and specifications to determine best practices and identify where improvements might be made. Data showed that the use of stone matrix asphalt surface mixtures and mixes using PGXX-28 asphalt binders provides improved performance. Overall, rubblizing has shown good to excellent performance. To provide additional life with improved performance, recommendations include adopting softer asphalt grades, increasing the use of stone matrix asphalt, and improving procedures for protecting culverts.
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Hilbrecht, Margo, David Baxter, Alexander V. Graham, and Maha Sohail. Research Expertise and the Framework of Harms: Social Network Analysis, Phase One. GREO, December 2020. http://dx.doi.org/10.33684/2020.006.

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In 2019, the Gambling Commission announced a National Strategy to Reduce Gambling Harms. Underlying the strategy is the Framework of Harms, outlined in Measuring gambling-related harms: A framework for action. "The Framework" adopts a public health approach to address gambling-related harm in Great Britain across multiple levels of measurement. It comprises three primary factors and nine related subfactors. To advance the National Strategy, all componentsneed to be supported by a strong evidence base. This report examines existing research expertise relevant to the Framework amongacademics based in the UK. The aim is to understand the extent to which the Framework factors and subfactors have been studied in order to identify gaps in expertise and provide evidence for decision making thatisrelevant to gambling harms research priorities. A social network analysis identified coauthor networks and alignment of research output with the Framework. The search strategy was limited to peer-reviewed items and covered the 12-year period from 2008 to 2019. Articles were selected using a Web of Science search. Of the 1417 records identified in the search, the dataset was refined to include only those articles that could be assigned to at least one Framework factor (n = 279). The primary factors and subfactors are: Resources:Work and Employment, Money and Debt, Crime;Relationships:Partners, Families and Friends, Community; and Health:Physical Health, Psychological Distress, and Mental Health. We used Gephi software to create visualisations reflecting degree centrality (number of coauthor networks) so that each factor and subfactor could be assessed for the density of research expertise and patterns of collaboration among coauthors. The findings show considerable variation by framework factor in the number of authors and collaborations, suggesting a need to develop additional research capacity to address under-researched areas. The Health factor subcategory of Mental Health comprised almost three-quarters of all citations, with the Resources factor subcategory of Money and Debt a distant second at 12% of all articles. The Relationships factor, comprised of two subfactors, accounted for less than 10%of total articles. Network density varied too. Although there were few collaborative networks in subfactors such as Community or Work and Employment, all Health subfactors showed strong levels of collaboration. Further, some subfactors with a limited number of researchers such as Partners, Families, and Friends and Money and debt had several active collaborations. Some researchers’ had publications that spanned multiple Framework factors. These multiple-factor researchers usually had a wide range of coauthors when compared to those who specialised (with the exception of Mental Health).Others’ collaborations spanned subfactors within a factor area. This was especially notable forHealth. The visualisations suggest that gambling harms research expertise in the UK has considerable room to grow in order to supporta more comprehensive, locally contextualised evidence base for the Framework. To do so, priority harms and funding opportunities will need further consideration. This will require multi-sector and multidisciplinary collaboration consistent with the public health approach underlying the Framework. Future research related to the present analysis will explore the geographic distribution of research activity within the UK, and research collaborations with harms experts internationally.
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