Open Access Graduate Research Paper
Language arts (Primary); Diaries -- Authorship -- Study and teaching (Primary);
The article describes a teacher's use of reflective practice to guide the implementation of the literacy block in her "multi-level" classroom, which included instruction by grade level and by performance level. A reflective journal proved to be a valuable tool as the author struggled with planning for action, problem-solving, decision making, and confronting "living contradictions" (Whitehead, 2000) between theoretical beliefs and instructional practice. The personal reflection process included daily and weekly written reflection and collaborative reflection. Collaborative reflection occurred with colleagues, a mentor, and a university advisor. Schon's (1989, 1995) concepts of reflection-onaction, reflection-in-action and reflection-for-action were incorporated. The use of The Four Blocks Framework (Cunningham, Hall, & Sigmon, 1999) assisted with the integration of multi-grade (Mason & Bums, 1996) and multi-age (Veenman, 1995, 1996) concepts which resulted in "multi-level" literacy instruction.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Division of Literacy Education
Penny L. Beed
1 PDF file (33 leaves)
©2005 Lori L. Weber
Weber, Lori L., "Using reflection to guide literacy instruction in the "multi-level" classroom" (2005). Graduate Research Papers. 3578.