This document summarizes a study that examined how one high school math teacher, Mark, used systematic reflection to improve a basic statistics lesson over several years. The study found that reflection on feedback from an administrator's observation and a professional development session helped Mark shift his focus from his own teaching performance to ways to engage students and deepen their understanding of mathematical concepts. Through multiple cycles of noticing issues, reflecting, and adapting his lesson, Mark was able to improve student engagement and application of core principles in the lesson. This reflective process helped Mark develop as a teacher from a novice focus on his own teaching to a more experienced focus on transforming lessons to meet student needs.

Hayden Et Al. (2013) - One Teacher S Reflective Journey and The Evolution of A Lesson Systematic Reflection As A Catalyst For Adaptive Expertise PDF

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