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 Using a nonverbal intervention

students started talking while I to gain student attention
was reading in order to regain allows the teacher to gain
their attention attention without interrupting
the learning/FEAP 2a

0:30 Identified alongside the co-
teachers in the classroom the
student expectations
This set the tone of the
classroom. It showed the
students that I am an authority
figure in the classroom, not
just a friend./FEAP 2c

01:50 From 0:30 until now students
were talking amongst themselves
and taking out their textbook. This
could have gone more smoothly
had I had the chance to set up the
doc camera ahead of time.
Being prepared for your
lessons allows it to run
smoothly. This is something I
need to work on a little bit and
be observant of time.

01:50 Posted visual representation of Having students complete this

human digestive system on board
to have students recognize
different parts.
part of this lesson acted as a
pre-assessment. I was able to
determine where their
knowledge stood with
digestion before moving on to
my lesson. / FEAP 3c
5:00 I intervened to adjust students’
knowledge. At this point the
students felt they had covered all
aspects. However, they missed
something crucial that went along
with the days lesson-the mouth.
5:50 Corrected student behavior and
explained class procedures when
in whole group discussion
explained why we need to raise
our hands
6:15 Instructed students to turn to page
in their textbook. Also wrote page
number on the board. Students
did so seamlessly.
6:45 Identified students tasks the day
before as well as what we would
be doing today.
7:37 I instructed students to continue
reading the page in their own. I
said to underline an unknown
word or fun fact.
11:00 Asked students’ questions based
off the reading. And had them
complete the box on the next page.
13:00 Had students put all belongings
away and line up in the back of the
room. Next, I sat students in
different groups.
By providing immediate
feedback from the pre-
assessment, students were
able to have the knowledge
needed to be successful within
the lesson. / FEAP 3i
Students become frustrated
when some follow procedures
and others do not. Shouting out
disrupts the thought process. /
FEAP 2b
Writing the number on the
board helps students if they
forgot, helps ELL students see
visually
This allows the students to link
instruction from day to day. It
helps identify purpose in the
assignments. / FEAP 1b
I thought that this would help
hold them accountable for
reading… it did not. Some
students read and it was clear
others did not. I spoke with my
CT after and she has a set
number in advance of what
students need to find. Having
that number helps them stay
accountable.
FEAP 3e 3f. I have now
incorporated both science,
reading and writing. Also
posed many different types of
questions. All at different
levels.
These groups were designed to
help differentiate the needs of
my students. Each group had

14:00 Directions posted on doc camera.
(we will work together on each
direction step by step) I also read
them aloud and teachers passed
out all materials. Also
reestablished student
expectations.
14:00-34:00 Students worked on the explore
activity. While I circulated the
classroom ensuring all students
were on task and assisting when
they needed me.
34:00 Students have cleaned up and we
discussed what happened.
35:00 Students received a foldable with
blank spots that needed to be
filled in by the student. These
blanks were vocab words related
to digestion.
both higher/lower level
students. /FEAP 3h
This helped students remain
on task and be prepared for
the explore part of the lesson.
Giving students the chance to
explore is crucial to their
learning.
This allowed me to identify any
gaps or confusion and
informally assess their
knowledge. If they would have
answered with unknown or
unfamiliar responses, I would
know they needed more
instruction.
FEAP 4b. The assessment was
aligned with instruction and I
was able to see what need
reviewed in the future.