Using Reflection to Promote Instructional Coherence
Why Promote Reflection?
Teachers often struggle to make sense of inconsistent and sometimes contradictory messages and directives that come from a wide array of sources. When teachers are unable to make sense of conflicting messages and directives, they cease to be thoughtful about their practice as they try to find time to meet the demands placed upon them. This reaction leads to inconsistent educational experiences for students and can result in low student achievement.
However, administrators can begin to address this situation by changing the school environment from a reactive atmosphere to a reflective one. This type of environment supports the teachers’ personal growth by encouraging them to engage in a thoughtful investigation of curriculum, instruction, and assessment in relation to the learning that occurs in the classroom. It is through this process of reflection that they can reclaim their vision as teachers.
Next page: Shifting Focus from What Teachers Teach to What Students Learn
This publication was produced in whole or in part, with funds from the Office of
Educational Research and Improvement, U.S. Department of Education, under
contract #RJ96006801. The content herein does not necessarily reflect the views of
the Department of Education, any other agency of the U.S. Government or any other source.
This publication may be reproduced and copies distributed to others. Please acknowledge SEDL as the source on all copies.