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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

Using term "critical" in relation to critical essay does not imply that you will have to attack a certain work. One can create a critical essay that wholeheartedly agrees with assigned literature. The word "critical" describes your attitude when you examine the reviewed work. Such mind-set may be termed as "uninvolved analysis," which implies that you consider the coherence of the literature, the completeness of its desribed events, and so forth, before you accept or refuse it.

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1. Copy the above code and paste into embed widget 'Other Html' box. 2. Put the source of your image where you see 'img src'. In the top photo I used an image in my own wikispace and in the second example I used an image from the internet. Remember to leave the space/showimage if you are using an image from wikispaces. 3. If you are making the second image map (the body) that links to images, you should upload the images you are going to use. 4. Enter your own links - either links to pages as in the first example or links to images as in the second. 5. You now need to enter the co-ordinates. The first example has 2 defined areas, and the second example has 5. You will see they start with 'area shape'. You can make as many as you wish. The co-ordinates are worked out as follows.

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I think most of the people have had some experiences of writing papers no matter where you are now, in college you should write your academic essay, in company you need write some management papers, also if you are a researcher you must writer your research papers as a report to your daily works.

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A begining feature for many of the lit papers is topic statement. Construction of topic has a home in creation stage. You won't manage to compose your research paper on the work by Arthur Conan Doyle devoid of making a good topic.

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