Dr. Jurgen Combs


As you undoubtedly know, research supports the importance of reflective practices; for some reason educators seem to more very reluctant to reflect on their actions - hence the surprise that many expressed when research supported the practice.  Interestingly, the research also showed that effective educators were indeed reflecting on their work - for example:

  • Is this the best time/sequence to teach what I am going to teach?

  • How do I know that students have learned the material?

  • Could I have presented this material in a different way making the presentation more effective?

  • If I teach the lesson again, how will I teach it differently?

  • Is this way (lecture, AV, coop learning, library, etc) the best way to teach this content today?

  • How do I know that students have mastered the objectives?

  • How am I going to make a better/clearer connection to past learning?

  • Am I sure that the students clearly understand the purpose of the lesson?

  • Did I teach the concepts as authentically as possible?

  • How could I have moved the learning higher on the experiential ladder?

These are are a just of the many questions on which you can reflect during the planning of your lesson and assessment after the lesson.

As you develop your portfolio, you might want to consider a reflection piece at the beginning of sections (where appropriate) in which you reflect on the material that you are presenting in that section and how the contents impacted on you.

Reflections can be a great way to show the reader how you have grown in your pedagogical skills and thus have increased your effectiveness as a teacher.


H. Jurgen Combs
updated on Tuesday, May 27, 2008