A major challenge facing teacher educators today is creating a field-based opportunity for pre-service educators in which they are able to connect with K-12 students and differentiate instruction to fit the unique needs, attitudes, and diversity of the classroom. This action-research study addresses this challenge by measuring the effectiveness of incorporating pre-lesson reflection questions as a strategy to consider pre-service undergraduate students’ needs prior to the planning of the lesson. Investigators were successful in utilizing this pre-reflective strategy within three distinct populations of pre-service undergraduate students. The investigators partnered with a group of undergraduate students early in their education program, a group of students just before their student teaching experience, and a group of seniors during their student teaching placements. The investigators and students participated in classroom discussions on information about pre-lesson reflection development, on-campus classroom exercises, and small group feedback conversations about lesson implementation, which enriched the connections between curriculum, classroom learning, and community.
Nash, Marilyn and Lewandowski, Judith Oates
"Leading the Dance of Learning: Using Reflective Questions to Promote Community and Understanding in Classrooms,"
Journal of Community Engagement and Scholarship: Vol. 3
, Article 2.
Available at: https://digitalcommons.northgeorgia.edu/jces/vol3/iss1/2