Lesson Plan & Implementation:

Level 3 Video Reflection and Analysis

College of Education

Reflection is a critical process for supporting your growth and development as a

professional. At the end of your formal observation lesson, begin by completing the Video
Reflection Assignment (using GoReact). Then, write a reflection and analysis using the
guiding questions below. Post your reflection on your webspace and submit this
assignment as a link to your webspace where this reflection is located.

Part 1: Video Reflection (separate assignment on Canvas – GoReact)

Part 2: Written Reflection & Analysis

The Reflection: The reflection component should make you think about your overall
impressions and feelings that you had. Be sure to tag and explain any FEAPs you
addressed.

Questions to consider in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that
happen?
 I quickly had to change the beginning of my lesson because due to the setback from the
hurricane, not all of the students had the ‘end’ portion of their graphic organizer/
planning sheet filled out. I went over to my CT right away and quickly made the decision
to have them work on it for 5 minutes. I did this because I wanted students to work
quickly and effectively. By giving them a time, it made sure they were doing their work
or if they were done, they were adding more detail or making sure their work was
revised (FEAP 2a).
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?
 I would make sure that I started off the sketch first before the independent writing. I did
stop myself and go back so the students could sketch, but I would have made sure I
addressed that sketching can help us think about what we will be writing and to make
sure your sketch is based off of the ideas that you will write about (FEAP 1f). I liked the
pace of the lesson; I feel as though the order in events flowed for last minute changes
that needed to be made. I would also keep the order of the slides the same. The order
flowed nicely for the discussion that we needed to have about our sequencing words
and then identifying them in the model.
3. What surprised you in your lesson?
 I was surprised that the students were finishing more quickly than I thought and that
their endings were a decent length. I was surprised about my gifted student as well; he
did minimal work and was refusing to participate even for the rest of the day. I expected
him to write more and conveyed my expectations to him as often as I could. (FEAP 2c).
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? What did this moment help you
 understand or think differently about teaching/learning?
 I went around the room to each student with a clipboard and was taking notes on how
they are meeting the learning goals, then I had the students self-assess themselves on
how they did with each learning target. I noticed a few of my students who performed
highly that scored themselves as a yellow or red for their work when they produced
good material. I was surprised and confused as to why they were assessing themselves
this way. This made me think that maybe they don’t recognize that they produce
material that is worth recognizing or they are not confident in themselves because they
know they may be at a lower level.
5. What connections can you make to your lesson today from your coursework, the literature, and
any previous lessons or experiences?
 From my lesson, I have connected that a lot of students react better to my thoughts when
strong bonds are formed between us. If they don’t feel as trusting of me, they take my
comments to revise as an insult. That is why creating a strong bond with all students is
important for creating an equitable environment, which I hope to grow even more with
when I am there every day. I have also been on top of time-management from previous
lessons. I felt more confident in the pace of the lesson and I have been building upon
different concepts from previous lessons that relate to the way this lesson was constructed.
I’m used to going through the Nearpod and delivering proper expectations and instructions
to the students.

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
claims about student learning and support it with artifacts/evidence that you gathered
from the lesson (video, student work, observation notes, etc.). Also tag and explain any
FEAPs you addressed.

General Questions: Begin your analysis by responding to questions 1-3:

1. Describe student outcomes. Which students achieved the learning objective? Which students
partially achieved the learning objective? Which students did not achieve the learning objective?
How do you know? (Be specific.) Which of the following helped or hindered your students’
learning – teaching methods, activities, instructional materials, planned differentiation
strategies – and in what ways? Include artifacts representing student work that reinforces
your narrative.
o The students all produced writing and sketches on their booklets that represented
their own pourquoi tale. I had a student who did not write at all due to having a
breakdown and having to leave school in general. I had about 2 other students who
produced work that was not their best and another one who was having personal
issues who did not participate at all. Majority of my students achieved both
objectives, I had 3 who achieved the first objective, which was writing the endings,
but they did not include the temporal words we were looking for. The difficulty of
taking their own ideas and converting them into complete coherent sentences was
the most difficult for some, so my CT and I went around to monitor the students.
Monitoring and modeling helped the students have a grasp on the content, but the
independent work time hindered them. I feel like groups could have helped some
students, but a lot have a hard time collaborating in general. We did write in their
planning sheet and had certain students write it on their booklet, so they were not
too stuck. I think me discussing their problem with them and having them think and
 discuss it helped the students feel more confident in the work they were producing.
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?
o No accommodations were necessary other than extra support for my IEP students. I
allowed them to work on the begging and middle if they did not get to finish from
the previous day. There was a student who has an IEP that we let copy the “Why do
polliwogs wiggle?” story because he was still engaging in the concept of writing the
beginning, middle, and end parts of the pourquoi tale and producing work on his
page (FEAP 2h). My gifted student did not meet my expectation because he refused
to work that day and produced minimal work even after prompting from myself.
3. Based on what happened in this lesson, what are the next steps? What do you (or would you)
plan to teach next to this class based on the data you collected? Be sure to explain how you will
use information from this evaluation in future lesson planning.
o My next steps would be to pull small groups and go over the use of temporal words
because I had about 8 students who did not know how to use temporal words , so I
would discuss with them how we use temporal words in our writing and even add
connecting words in the mix to help multiple ideas flow for their pourquoi story. I
had a list of all the students names from both classes and did the stoplight self-
assessment, so based off the assessment and my own interpretation of their work, I
will decide who to pull for small group and how to discuss taking our ideas and
putting them into a sentence and those temporal words as well.

FEAP 4a / 4b

Content-Focused Questions: Choose the section that aligns with your lesson content and use
the questions to guide your content-focused analysis.

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?
2. Consider your mathematical explanations. Were you accurate in your discussion of
mathematics content?
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.
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?
5. Consider how the mathematics was represented in the class. Were connections made
between representations (verbal, numerical, pictorial, physical etc.)?

Questions to answer specific to a science lesson:

1. In what ways did you access prior knowledge? What misconceptions were revealed
during this lesson?
2. Consider the extent to which you provided opportunities for your students to ‘do’
science. What process skills/practices were embedded and discussed in the lesson?
Analyze the explain phase. To what extent were the students sharing discoveries from
their exploration?
4. Consider your scientific explanations. Were you accurate in your discussions of science
content? Were you precise in your use of vocabulary? Did you encourage precision in
students’ use of vocabulary? 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.
5. Consider how science was represented in the class. What explicit connections were
made to the nature of science?

Questions to answer specific to a social studies lesson:

1. Describe how your instruction incorporated informed inquiry approaches, such as
developing questions and planning inquiries, applying disciplinary concepts and tools,
evaluating sources and using evidence, and communicating conclusions and taking
informed action.
2. Describe how your instruction promoted the teaching of social studies as a content-rich
discipline that strengthens reading, writing, speaking, and listening skills. How did you
promote social studies disciplinary literacy (e.g., thinking/reading like a historian,
geographer, economist, engaged citizen)?
3. How did you integrate primary sources into your instruction? What did you hope
students would learn from the artifacts you chose? How did you build background or
contextual knowledge in your students before you presented the artifact?
4. Describe how you integrated technology into instruction. Did your instruction actively
engage students in using technology to build their knowledge and creatively express
ideas?

Questions to answer specific to a literacy lesson:

1. How did you address at least one of the 5 pillars of literacy instruction (phonemic
awareness, phonics, fluency, vocabulary, and comprehension) in your lesson?
a. I addressed comprehension and phonics in my lesson. Phonics is visual
relationship, so the letter-sound relationship students need to recognize as they
are spelling words for their pourquoi tale. The students had to do their best to
spell for their story, with some guidance. Sequencing options were promoted
during the observation assessment when I was monitoring the students
learning. I promoted a lot of comprehension as well. I made sure that when I was
reading over the students work that it was making sense. I would ask the
 students “what was your problem? What is your solution? Do those connect? Go
back and try to adjust your solution to the problem so it makes sense. How are
your characters going to solve their problem?”.
2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner
while attending to student engagement?
a. I explicitly stated questions to get the students thinking about how their story
was making sense and how they can look at their other planning sheet to help
with their spelling needs. For example, in the Nearpod, we went over temporal
words and students told me the words we can use to allow our story to flow. I
reviewed that we use connecting words as well and this helps make our story
make sense (FEAP 3b).
b. I read the previous pourquoi tale we wrote about as a model and had students
point out the temporal words and connecting words. I underlined them as we
went over and explained their purpose (stated above). This helped reiterate my
claim of creating an ending that makes sense and that makes the story
comprehensible. I also walked around helping students chunk words and
recognize sounds to help them spell (FEAP 3i).