Video Reflection from 4.25.

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7.3 Solving for Zeros Factoring
1. Was my content knowledge appropriate and evident for this lesson?
I believe that my knowledge of the subject was more than appropriate. Throughout my time
tutoring at DSU I have helped many students who struggled to factor. I have found over the years
that I have developed a multitude of ways to help students understand factoring. I believe I was
also able to make the connection to solving quadratics by graphing, giving students a good
understanding of what those solutions mean.
2. Did I challenge the students?
Basically any new concept can prove challenging for a group of students who have failed math
repeatedly throughout their career. However, todays lesson did appropriate challenge then
students. It took something they already know, factoring polynomials and then had them apply it
a step further. So for the students that continue to struggle with factoring, the lesson would be
very difficult indeed. For the majority of students, they seemed to do well with the factoring
review, picking back up those skills almost immediately.
3. Was my lesson appropriately adapted for all learners? How did I differentiate
instruction to meet the needs of all students during this lesson?
I have continued to do several things for learners of all skill levels of students. By doing quick
formative checks like the fist to five allow me to see where students see themselves
understanding the material. I saw a couple of student who only put up two or three fingers,
meaning they are less than confident in their abilities with the subject. I came back to and called

upon those students for answers several times during the lesson to make sure they are
understanding. This lesson specifically, I dont think I did enough to differentiate for the upper
level students who already understood the concept of factoring. Those students were probably
bored for much of the beginning of the lesson as I went through a review of factoring for the
lower level students.
4. How did the students demonstrate understanding of the concepts presented?
The majority of student demonstration of understanding was choral. I need to do a better job of
holding all students accountable, calling on specific students, instead of asking open ended
questions. Some students may inadvertently dominate the room, giving me a false sense of how
the class feels about the topic. However, at the end of the lesson I gave the students a problem to
do independently before giving them their homework. They are used to this routine, and know
they must complete the problem, and then trade me the problem for their homework. This is a
more formal opportunity embedded in the lesson for students to show me what they have
learned. I am able to see what type of mistakes students are making if the problem is incorrect,
and to what level of understanding is each student at. The homework assignment is for students
to practice and again for me to see which students were able to do the homework. And of those,
how many were able to do it correctly.
5. Were my procedures and assessments effective in helping the students master the
learning objectives?
Throughout the lesson I periodically have students try an example on their own or with a partner.
During this time, I walk around, seeing which students are proficient, approaching proficient, or
are still totally lost. These checks help me tailor my instruction. After one such example I saw

that the majority of students were extremely successful with the topic so I skipped the following
example because I could tell they were ready for a new challenge. The ticket for homework
problem has also been hugely effective. In this lesson, I was able to work with a handful of
students who were not mastering the concept. After doing some homework problems with them,
I was able to get them up to speed on let them work on the homework independently.
6. Did I set clear expectations (academic and behavioral) so that the students knew what
was expected of them? If not, how can I make my expectations clearer?
Throughout the lesson I heard myself giving quick tips or directions whenever possible. During
independent practice examples, I was constantly reminding students this was to be done on your
own and to treat it like a quiz or test question to see what they knew. However, as I hinted at in a
previous section, I dont believe I do a good job of setting expectations when I am leading the
examples. Students regularly call out the answers to open ended questions, without raising a
hand, sometimes talking over each other. I feel this is an area where I can improve. If I set clearly
standards, I can always reflect back to them when a student is out of line. Behavior wise, there
are the same students constantly getting off task, talking to neighbors or are on their phone. I did
not have to take any phones this class but had to tell a few students to put them away. Many have
learned that I will actually take their phone the second time I see it out so it has become less of
an issue. I again think I need to be clearer with my expectations when students are talking during
class, or being disruptive. If I am able to establish a line in the sand, some students may selfcorrect after reminders.
7. Did I find it necessary to make adjustments while teaching the lesson? If so, what
adjustments, and were these adjustments effective?

As stated in a previous section, I did not find it necessary to do a few example problems that I
had initially expected to do. Students showed me they understood that type of example, and
doing more of them wouldnt be an effective use of time. During a separate independent practice
problem I noticed students where having difficulty with sign errors. I choose to go back and do
that problem with them on the board, pointing out where many might have gone wrong.
8. Were there any classroom behavior issues? How did I handle them? Did my methods
work?
Other than the typical student talking or occasional cell phone out, this lesson went pretty
smoothly. There are a few students who seem to not be able to control what comes out of their
mouth. They sometimes will blurt out answers, but other times it may not even be relevant. In
this lesson, I tried calmly saying things like lets give everyone else in the class a chance to
show us what they know. This appeared to work because I could see them actively resisting to
shout out answers on proceeding problems. When students were talking to each other I tried
calling on them for answers to try and get them reengaged.
9. What should I change about this lesson if I taught it again?
I really enjoyed the way the lesson went for the most part. Leading in with a review of factoring
really helped set the students up for success in solving for zeroes by factoring. If I could go back
and do it again, I would want to set those clear expectations of not calling out answers without
being asked, or talking over other students or even me, the teacher. After doing that, I would
want to hold more students accountable. Maybe using a random name generator to call on
students. This method would make sure they all feel obligated to attempt the problem given.
10. Conventions: Grammar, Punctuation, and Mechanic

I tend to use some informal language when I speak in everyday life. I think that has carried over
to the classroom. There is good and bad to it. I cant sound like a college professor to these kids
or they will have a hard time connecting with me. However, if I speak the same way they do in
class, they may not view me as an authoritative figure. This is especially troubling because I am
relatively close to them in age.