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Reflective Teaching

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Reflective Teaching, or what John Hattie terms “Micro-teaching”, is the practice of recording a segment of a lesson then watching and discussing that segment with colleagues. Hattie found a profoundly positive effect on student learning as a result of this strategy.


To implement this strategy, first plan a lesson for observation and reflection. Set an intention or focus area for the lesson (ex: student participation, teacher dynamism, peer relationships, etc.). Record a small segment of that lesson (10-15 minutes at most) for later review (longer than 15 minutes becomes too laborious).

After teaching and recording the lesson, watch the recording, preferably with colleagues, and evaluate and discuss the focus area. Share thoughts about your motivations and intentions during the lesson and consider the results or lack thereof based on the video evidence.

Consider expanding this task to a department- or building-level focus or goal and leverage these conversations in PLCs (professional learning communities or teacher teams).

Also, consider leveraging tools like a reflection organizer or observation organizer (for those watching the videos). An example of a possible organizer is included below (or view the full PDF here).


Make your own copy of the Reflective Teaching Organizer TEMPLATE here: make a copy here.
Read more about Reflective Teaching from ASCD here: click here.
Learn more about John Hattie’s work and Micro-teaching here: click here.

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