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The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of Reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order Reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students." /> <!-- body { background-color: #FFFFFF; margin-left: 20px; margin-top: 10px; } --> This is a cached version of http://fcit.usf.edu/matrix/index.html. Diigo.com has no relation to the site.x

Teacher self-reflection and self-assessment using tablets.

Using blogs for reflection - lots of examples

This Prezi is one of the best examples and thought provoking discussion starters I have seen regarding evaluating teaching and learning using Blooms Taxonomy.

"These questions have helped me become more reflective with my actions, have allowed me to focus on the teacher I will be coaching, and assist in planning the differentiated, classroom-embedded, technology staff development of which I am an avid proponent."

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below. INCLUDES: Videso examples from actual classrooms.

The emerging role of social media and learning in organizations and society. "UnTraining" - Jane Hart's "Center for Learning and Performance Technologies" site; compilation of resources, reflective and sharing blog posts, links to own consulting services and publications.

From outside of formal education circles, another learner/consultant synthesizing knowledge of the emerging uses of social media for learning

Reflections/questions regarding the role of the learning technologist

"What happens when 80 10th grade students watch, analyze, and reflect upon 640+ TED Talks in pursuit of the answer to the question, "What Matters (To Us)"?"

"The NWP Digital Is website is a collection of ideas, reflections, and stories about what it means to teach writing in our digital, interconnected world. Read, discuss, and share ideas about teaching writing today."

The goal of the Exploratorium Digital Library is to provide access to high-quality teaching resources and learning activities that reflect the museum's foundation of playful exhibit-based inquiry in science, art, and human perception. The Learning Resources Collection includes teaching tips and related resources. This collection is suitable for educators in both classroom and out-of-school settings; for peer institutions, such as museums, science centers, and universities; and for individuals.

"How we teach must reflect how our students learn. It must also reflect the world our students will move into. This is a world which is rapidly changing, connected, adapting and evolving. Our style and approach to teaching must emphasise the learning in the 21st century." Includes great diagram.

Newsmap is an application that visually reflects the constantly changing landscape of the Google News news aggregator. A treemap visualization algorithm helps display the enormous amount of information gathered by the aggregator. Treemaps are traditionally space-constrained visualizations of information. Newsmap's objective takes that goal a step further and provides a tool to divide information into quickly recognizable bands which, when presented together, reveal underlying patterns in news reporting across cultures and within news segments in constant change around the globe. Newsmap does not pretend to replace the googlenews aggregator. Its objective is to simply demonstrate visually the relationships between data and the unseen patterns in news media. It is not thought to display an unbiased view of the news; on the contrary, it is thought to ironically accentuate the bias of it.

The Pancake Principle by Elizabeth Helfant The school year is rapidly winding down. As I reflect on the successes and failures of our first year with a 1:1 tablet program, I am reminded of something my division head adheres to. Let's call it the Pancake Principle.

Framing the discussion in terms of his district's reform model - the "New 4 Rs" of rigor, relevance, relationships, and reflection - Sofo describes how one middle school developed a multifaceted, classroom-level intervention to support struggling learners.

Students at SLA are assessed through a variety of means with a focus on project-based learning and our five core values of inquiry, research, collaboration, presentation, and reflection. Our students do not take the School District of Philadelphia benchmark exams; rather, they complete projects in every subject that are assessed based on the SLA rubric (see below). The descriptions in the empty boxes are filled in according to the subject and project nature. We are working with the School District of Philadelphia to ensure that grades from the SLA Benchmark projects will be entered into SchoolNet at the end of every marking period.

The wiki for the Flatclassroom Summit held this year in Mumbai, India. Check this out. Follow the links to the ustream archives and listen to the reflections of the participating teachers. You don't have to go to Mumbai to have your own flatclassroom project. As Thomas Friedman says, "If it's not happening, it's because you're not doing it."