This document discusses what makes a great lesson and the importance of reflection for teachers. It introduces the reflective cycle of identifying problems, reflecting, developing solutions, taking action, and making decisions. An example action plan is provided to address the problem of poor pacing in lessons. The plan involves following lesson plans, timing lessons, finishing all stages on time, and noticing improved student work and timeliness. Practical tips are offered for reflection, such as keeping a teaching log, collecting a teaching portfolio, getting feedback, and recording and analyzing your own teaching.

1. What
makes a
great
lesson?
http://setiteachers.ning.com

2. WHO ARE YOU?
“All change begins with the notion of self”
Today we will…..
Think about what comprises a good lesson
Share our own thoughts about teaching.
Watch videos and analyze lessons.
Understand the need to “think about our
teaching and reflect.

4. A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
There’s A LOT to a lesson

6. The
Reflective
Process
Methods
Philosophical
Principles

7. The Reflective Cycle
Problem
Reflection
Solution
Action
Decision

8. Some
Questions
If so – you
have
already
started!

9. Some More
Questions
If so, you
are ready
to
change!

10. An Action Plan:
1. What areas of change
have I identified?
(What is the problem?)
Poor pacing in my lessons
Pacing
KWL

11. An Action Plan
2. What do I
need to know?
(what necessary
information is needed?)
Follow and time the lesson plan

12. An Action Plan
3. How will I know
I am making
improvements?
(What change should
happen?)
I will finish the lesson on time – every stage finished.

13. An Action Plan
4. When will I
finish the process?
(What is the goal?)
When I consistently finish my
lessons on time.

14. An Action Plan
5. What difference
did I make?
(What changed in the
classroom/students?)
The students got more work done
and in a timely manner.

15. Practical “To Dos”
Make comments in your teaching log!
Keep a teaching portfolio.
Peer evaluation – get your staff onboard
Get feedback from students.
Record yourself! + Action Research!
Social Network! + Teaching Talk!
Ask yourself at the end of the day –
“How could I have done this better?

17. ddeubel@gmail.com
“one teaches, two learn.”

18. References
Kameen, Paul. Essays Towards a Rhetoric of Pedagogy. Pittsburgh, PA: U of
Pittsburgh P, 2000.
Schon, Donald, The Reflective Practitioner, United States, Basic Books, 1983
Schon, Donald, Educating The Reflective Practitioner, New York, U.S.A.,
Jossey-Bass, 1987
Rogers, Carl. On Becoming A Person, N.Y. , N.Y, Houghton Mifflin, 1995
Taggart, Germaine, Promoting Reflective Teaching in Teachers, Thousand
Oaks, CA, Corwin Press, 2005
Wright, T. (1987) Understanding Classroom Role Relationships, Roles of
Teachers and Learners, Oxford, Oxford Univ. Press.