Lesson Plan & Implementation:

Level 2 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 each lesson, you should watch the video of your lesson to reflect on the experience
and analyze its effectiveness. You will need to watch your video, complete this analysis and
upload this form to Canvas prior to your post-observation conference.

While watching your video, use the chart to collect times in your video that represent
celebrations, struggles or questions that arise for you. In the final column write a claim that you
can make about teaching and a FEAP that you may have demonstrated in this moment. You may
add additional rows as needed:

Time Celebration/Struggle/Question: Claim about teaching and FEAP

demonstrated
Example - 3:30 I used a quiet signal when students Using a nonverbal intervention to
started talking while I was reading in gain student attention allows the
order to regain their attention teacher to gain attention without
interrupting the learning/FEAP 2a
18:00 I should give the directions before I This connects to FEAP 2c and 2e
ask the question. which are about giving clear
directions and setting
expectations.
18:17 I partnered with E. when the others in I should have been specific as to
the group didn’t. who was going to be partners so
each student knew who to partner
with and the students could
collaborate with one another.
19:47 I asked the group if they had ever This connects to the concept of
heard the word ‘homonym’ before. figuring out the student’s
background knowledge and not
assuming what a student already
knows.
19:54 I had the students read the sentences This connects to FEAP 3a by
on the paper. keeping the students engaged.
They are reading the sentences
rather than listening to me read
them.
20:45 I had the students underline the
homonym in every sentence and
circle the sentence which used the
homonym in the same way as the
original sentence.
22:56 I retrospect, it would have made
more sense to complete each column
completely before moving on instead
of doing all the definitions first, then
the sentences. The way I did it with
this group caused more confusion
than if I would have completed the
whole column first.
23:01 Instead of giving each student a
different homonym, I think it would
have been best to have them work in
pairs.
24:42 I tried to make a point to check in on
each student as they worked.
30:30 I should have modeled the completed
homonym worksheet so the students
could understand how their two
sentences were being combined.
31:51 I should have had possible answers
for each homonym for when the
students got stuck. Even though I
know the definitions of each of these
words, I had trouble putting them
into words off the top of my head.
This connects to FEAP 3a by
engaging the students. They had
to physically underline the
homonym and circle the correct
sentence rather than simply tell
me which one.
Again, this connects to FEAP 2c
and 2e. I should have been more
clear with my instructions and if
we would have completed it by
column, it would have been less
confusing.
This would allow them to
collaborate with one another to
eliminate any confusion or
struggles, and we would have
finished on time.
This connects to FEAP 3i. I
wanted to identify if I needed to
provide more support and
encourage anyone who needed it
and recognize those who were
understanding the concept.
This connects to FEAP 2c and 2e
with communicating clear
instruction and expectations.
This connects to the concept of
anticipating all outcomes and
being prepared for every possible
outcome.