Component 4a covers the process of putting the Reflective Teaching Cycle into practice. It is a process of looking a the decisions made in planning and implementation and then considering changes for the future. It is seeing what worked or did not, and changing the lesson so these are accounted for. Reflections can occur a variety of ways through writing, conversations, or observations. Fully reflectiving and understanding is a learned skill. This component is needed because everyone can improve in any respect. No one is a perfect teacher so it is important to go back and figure out how to help students even more.
Accuracy is working to make the reflections more accurate and the teacher can give certain examples from the lessons to support their thoughts. Use in future teaching is where a teacher finds the possible improvements and then actually makes the adjustments for the next time they teach that concept or lesson. I can use this in the classroom by taking advantage of the reflection questions I write at the end of lesson plans. By going off of these, I can see where improvement is needed and actually do it.
Artifacts:
Reflection questions on lesson plans
Teacher learning logs
Reflection journal
Faculty evaluations
Charlotte Danielson, (2011). The Framework for Teaching Evaluation Instrument. Retrieved from http://static.pdesas.org/content/documents/danielson_rubric_32.pdf