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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

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In the spirit of Geocaching, Educaching is a curriculum that uses GPS technology to create an innovative learning atmosphere. Exciting lesson plans, unique ideas, and helpful strategies that incorporate the national teaching standards provide a road map to make education challenging, rewarding, and fun.

Writing research papers on domestic violence is actually a challenge. To boot, domestic violence issues demand a prodigious undertaking. After we've examined the topic focus, we're on the point to commence data gathering and then creating your paper.

Being a parent has always been challenging but it has become more tough today than the previous generation. Parenting today has become a difficult, complex and often exhausting task. Hazards of "too much TV" compounded by the proliferation of mobile devices and gaming consoles are the major contributors and influences.

There are 3 major sections all papers comprehend: foreword, main part, and closure. By the time you finish reading this post, you'll get what your paper should contain, so we are going to disregard the investigation part and continue to preparing opening paragraph, subsequently body, and then closing paragraph. Naturally, intro at all times goes at the outset. It is supposed to kick off with an engaging opening element. More often than not, it's a couple of sentences. Having designed the opening, you are going to declare your thesis line. Thesis statement should always be brilliant, particular, theme-specific, neither too precise nor too large. Bear in mind, thesis statement points out the domain of your examination, so insure that it is well-bred.