In developing my DPP, I have used both the taxonomy of reflection and the Rolfe Reflective Model to guide my submissions.  Throughout this process I have been able to self-reflect on aspects of my developing pedagogy and identify strengths and weaknesses.  I have been able to view and enhance my lesson planning through both student and colleague lenses by seeking critical feedback and found using the taxonomy reflective techniques such as creating, evaluating, analysing, applying, understanding and remembering greatly assisted me in creating authentic evidential artefacts for DPP inclusion.  Moon (2013), reinforces the use of reflection techniques to aid and reinforce learning particularly in education and professional development.  The importance to critically reflect ensures a growth in knowledge and approaches to ensure best practice and inclusion is achieved for each student (Moon, 2013).  Each artefact has been chosen to specifically and adequately address targeted sub-standards with a view to using the teaching standards as a framework to challenge and determine my next steps in practicum experience, feedback and professional development.