How:
Prior to enrolling in the MCEP, I never conducted educational research, nor reflective practice in my classroom. My statement in the early reflection from Chem 501 on POGILs and my first trial to use them in my classroom provides an example of my initial reflection on classroom practice. My statement in baseline evidence #1 represents my lack of experience not only in the use of new pedagogical knowledge, but is also representative of my poor insight and lack of tools for self-practice reflection. Baseline evidence #2 represents my lack of critical thinking skills and limited vision of leadership as an educator. However, my reflection at that time was about my school and school district, not about myself as a leader which lends support for my deficiency regarding self-reflection practice.
I'm providing here different pieces for later evidence to show my growth in reflection practice; lab implementation analysis from EDU 535 represents my first self-reflection practice in the science classroom. One year later, in EDU 636, I have grown in my refection practice; the second video analysis of Chemistry Rap provides evidence of my growth in the use of educational theory frame and pedagogical tools to reflect on, and analyze a classroom practice.
Later evidence #3 represents a broad development in my thinking not only as an educator, but also as a researcher in my own classroom.
Why:
I selected these pieces of evidence to show how my reflective practice has grown throughout the last three years in the STI. My earlier perspectives of reflection practice represent a lack of self-reflection on classroom practice as well as a lack of using educational tools to apply classroom research.
Later evidence shows my growth throughout the last three years. Moreover, these pieces of evidence show that I have established growth from my initial trial in EDU 535 to EDU 636. I have used my later video analysis piece from EDU 636 "Sign Me to A Chemical Label" in two different presentations, at Lehman College and New York University. The use of reflection practice in the classroom gave me a deep understanding of the importance of continuing to conduct classroom research. However, now reflection practice is not just an assignment from any education class anymore, but it turned out to be a main component of daily classroom practice.