| Domain | Focus | Reflective Question | | :--- | :--- | :--- | | | Classroom Strategies & Behaviors | Did I use specific techniques to introduce new content? | | Domain 2 | Planning & Preparation | Did I plan scaffolded tasks for different student readiness levels? | | Domain 3 | Reflecting on Teaching | (Meta) What data proves my lesson was effective? | | Domain 4 | Collegiality & Professionalism | Did I share my failure/success with a colleague? |
In the landscape of educational research, few names carry as much weight as Dr. Robert J. Marzano . For decades, his meta-analyses have shaped classroom instruction, teacher evaluation, and curriculum design. Among his extensive library of works, one title stands out as a practical blueprint for self-improvement: Becoming a Reflective Teacher . Becoming a Reflective Teacher Dr. Robert J. Marzano.pdf
Dr. Marzano gave us the science of teaching. He proved that reflection is not a soft skill—it is a rigorous, evidence-based discipline. Whether you find the official PDF through ASCD or buy the paperback, remember: The paper doesn't teach; your reflection does. | Domain | Focus | Reflective Question |
Reality: Marzano hates vague journaling. He demands frequency data . How many times did you praise a student? How many seconds was your wait time? Reflection is quantifiable, not emotional. | | Domain 4 | Collegiality & Professionalism
Here is the abridged structure used for reflective practice: