Lesson Plan & Implementation:

Reflection and Analysis

College of Education

Time Celebration/Struggle/Question: Claim about teaching practice

00:30 Struggle- I did not give a Students need a welcoming

welcoming opportunity for the environment and sometime to
student to regather his thoughts think and comeback to answer.
and answer again. Next time, I will allow the
student to pick a friend to
answer, then revisit the
student to see if they listened
to the support.

Feap- 2f

1:06 Noticed a student working on Managing behavior to not

other work, what can I do affect other students learning.
behaviorally to have the student
on task and not disruptive?
Feap- 2b

7:06 New student was introduced that Flexibility in being able to pre-
day into the class- having extra assess a new student while
materials prepared to place the facilitating a full lesson.
student in a group to find her
Feap-2h
incoming level

9:33 Struggle- not having the materials Being prepared in a lesson

of pencils in their centers ready leads to better time
for them management.

Feap- 2a

14:00-16:27 I noticed my first group that I had Being prepared with warm-up
explained instructions to were activities would have been
sitting doing nothing while I gave more effective for the students.
instructions to the other groups-
What could I have had them done
in this time? Feap- 2a

19:30 Celebration- being able to go check Given I had to work with one
in on the other groups to make less person leading support, I
 sure that they are on task and found a way to still check-in
understanding the centers. with each group.

Feap- 1d

20:35 Celebration- a student made a Supportive learning

connection to another math environments are very
strategy which was good for my important for student learning.
lower- level math group. Being able to make
connections is a huge step in
learning.

Feap- 2f

23:37 Having assigned areas for my Factoring students who get

students who get pulled for ESE pulled from my class and
services was a plus side- they having areas for them to
were able to participate. participate in our lesson was a
great planning strategy.

Feap- 2h

25:24 Transition from center to center Better explanation of the

could have been a little smoother. process of them switching
centers.

Feap- 2e

27:41 Student did not attempt the higher I gave students a chance to
leveled questions on his paper- I push themselves higher if they
assured him that was just fine and wanted.
all he needs to do is what he is
Feap- 3a
comfortable with.

30:40 Student was having a meltdown Making a supportive

because he didn’t think he could environment so student wants
use a number line good enough- I to continue to try.
worked through a problem with
Feap- 3i
him and then he was good to work

37:56 Unexpected feedback from the I listened and respected her

substitute of timing being a rush input. Criticism or reflection is
for my students- this was actually always important in teaching.
very helpful
Feap- 5a
 The Reflection: The reflection component should make you think about your overall
impressions and feelings that you had.

Questions to consider in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that happen?
a. The main part of the lesson that had gone differently than I planned was the flow of the
lesson. Originally, I had planned for my CT to be a large part of my lesson. Due to
instances I was unable to facilitate my lesson on the day intended and my CT was absent
for the observation. At that point I rearranged the groups and asked the substitute to
roam for additional support throughout the lesson. The lesson overall did not go as
seamlessly as I had planned for it to, but it was a good reflective process of having a
back-up plan to my lessons with groupings, expectations of student incomes without as
much support, and organization of time and effectiveness of clear direction.
b. Another aspect of my lesson that went differently than planned was a new student being
introduced to my classroom the day of the lesson. This was a new experience to me as a
whole as a pre-service teacher. I was unsure of this student’s level, especially in math
instruction. At 7:06 in my video, I decided to place her in my instructional group to find
her overall knowledge. Just in case the student already had the knowledge of the
content, I had differentiated leveled worksheets for her.
2. If you were going to teach this lesson to the same group of students, what would you do differently? Why?
What would you do the same? Why?
a. If I were to teach the same course again, I would provide better organization for my
students in their transition of their centers. I felt that students were left doing nothing
while I was explaining to each individual group what their center required. Reflecting on
my video from 14:00-16:27, in the next lesson, I would have an established warmup
activity for them to do in the meantime.
b. Something that went really well was the overall participation and understanding of the
strategies being used. My groupings were strategic and appropriate for my individual
students, which led to a more effective lesson.
3. What surprised you in your lesson?
a. My overall lesson had a high engagement and participation rate. My students go the
practice in the skills they needed, along with working in groups. I felt for the first-time
establishing math centers, procedurally they did very well.
4. Describe an instance or particular encounter that comes to mind. Why did you pick that instance? What is so
perplexing about that particular moment?
a. A particular moment that comes to mind is when my student at 30:40 in my video
decided to have a meltdown because he didn’t want to use that strategy. He has
meltdowns often when he gets frustrated, so I knew I had to break down and show him a
problem, working through it together. Once he realized he was capable, he then went
right back to work.
5. What connections can you make to your lesson today from your coursework, the literature, and any previous
lessons or experiences?
a. The connection I can make to previous experiences, was my ability to be flexible. It
shows that even when you think you’ve prepared enough. You can never be too
prepared. Flexibility is something preached in all of our courses and literature. Until you
are put in a situation where something you so perfectly planned is thrown off, you really
do not understand it.

The Analysis: The analysis part addresses the lesson’s effectiveness – to what extent did the
 students meet the objectives stated in your lesson plan and how do you know? Make 2-3
claims about student learning and support it with evidence that you gathered from the
lesson (video, student work, observation notes, etc.).

Questions to answer in your analysis:

1. Which students achieved the learning objective? Which students did not achieve the learning objective? How
do you know? Which of the following helped or hindered your students’ learning – teaching methods,
activities, instructional materials, planned differentiation strategies?
a. Overall from the exit ticket assignment for students on their desks, all but two students
achieved the learning objective. In Picture #1, the student showed a lack of understanding
overall by using the wrong strategy not even practiced in the lesson. In Picture #2, there was
a full level of mastery. I feel the differentiated strategies of practices helped my students
overall master the objective. For my students who ended up not mastering the objective, I
feel better prepared for their placements in the following lesson on the skills they need to
work on.

Picture #1 Picture #2

Claim- A claim I can make from this lesson and data collected, was that my students overall
enjoyed and engaged effectively in this lesson. This shows the importance of facilitating
content in different ways to achieve your standards mastery.

2. How did any special considerations of accommodations affect the lesson? Discuss the outcomes you achieved
explicitly with any students eligible for ELL support, gifted instruction or IEP/504 accommodations—did
they meet your objectives? Why or why not?
a. During the lesson special accommodations of differentiated centers helped students by
placing them in areas to work and improve skills they individually need. An example of how I
supported one of my ESE students with an IEP was having a prepared activity where my
student was just practicing number sense. This is a process that will end up helping him
because then he can move on to subtracting and adding with a built number sense.

Claim- A claim I can make from this was that it is important to support your instructional
level students with more support on building the skills they need as well. Even if it is not the
same lesson or objective, differentiation is crucial.

Content-Focused Questions: Choose the section that aligns with your lesson content and
answer the questions accordingly.

Questions to answer specific to a mathematics lesson:

1. Analyze your use of mathematics vocabulary. Were you precise in your use of
vocabulary? Did you encourage precision in students' use of vocabulary?
  The use of vocabulary in my lesson was precise and relevant to the topic I was teaching. Students
used vocabulary such as subtraction, take away, or minus in reference to the process of equation
we were doing. Then they used specific vocabulary for the strategies they were using such as
tens-frames and open-number lines.
2. Consider your mathematical explanations. Were you accurate in your discussion of
mathematics content?
 I was accurate in my explanation of the use of strategies to solve a subtraction equation. Even if
students were the leaders of my whole-group discussion, I still guided the topic in the right track
and showed an accurate model of how to solve a subtraction problem up to 20.
3. Did you support student accuracy (in other words, did you correctly identify student work
as accurate or inaccurate)? This does not mean that you necessarily told a student they
were wrong, but that you recognized their lack of accuracy and took steps to support
their further learning.
 I supported student’s accuracy in more ways than saying they were right or wrong. I gave them
the suggestion of trying a problem again. Or if a student was still struggling, I would guide them
in rechecking their number line, or recount their ten-frame.
4. Consider the extent to which you provided opportunities for your students to "do
mathematics." Which of the mathematical practices did you PLAN to facilitate and which
of those practices are OBSERVABLE in student behavior?
 Throughout the entire lesson my students were “doing math”. They were using dice to determine
numbers then solve or they were using solving problems independently.
5. Consider how the mathematics was represented in the class. Were connections made
between representations (verbal, numerical, pictorial, physical etc.)?
 Pictorial representations were given at the beginning of the lesson on the board. I modeled a tens-
frame and how to draw a number line to solve a problem.