CT Observation #1

Lesson Plan & Implementation:

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

1:27 Included students in the objective Including the students in the

and retelling of the lesson from the
previous day.
beginning of a lesson when
stating the objective of the day,
engages students and instills it
in their memory because they
are speaking it or they are
listening to their peers say it.

FEAP 3b: Enriching the

students understanding
through application of the
subject matter. Involving the
students makes them
remember.

2:00 Did not connect to the star chart, It is important to connect to

wanted to remind students what the star chart because that is a
star we were currently working on school policy that is in place
that day even though it was same for teaching our students.
as previous day.

2:16 Began setting up notebooks, as we FEAP 2b: Management system,

always do, and I instructed the using engaged movements
students to place their hands on within lessons to manage
their hand when they were behavior and display
CT Observation #1
finished. Looking for first table to
have everyone finished.
3:05 Wrote engage question for
students to copy and then do.
Wrote equations and then
even/odd and students have to
draw lines matching if the answers
are even or odd. Was a little
confusing for the students so I
modeled the first problem.
5:35 Early finishers were talking at
their table so I told them to write
all the single digit odd numbers
and all the single digit even
numbers in their notebooks. These
two students quickly stopped
talking and moved onto their
work.
8:54 Have all students discuss with
their table to come up with single
digit even and odd numbers. I told
them to write the numbers in their
notebooks, then shut their
notebooks, and then come down to
the carpet.
11:48 Praised D.H. who is always off task
and rolling around, so made sure
to point out when he was on task
so had him move his behavior clip
all the way up to 3, which is really
good. This got the attention of all
appropriate times for
transitions.
Helps show when all students
are done and ready to move
on.
Would have showed an
example prior to their engage
with different numbers so the
students understood what I
was asking of them.
FEAP 3a: Challenging students
in their learning but also
handling behaviors. Sent those
students off to go try
something difficult for them
because it is important for all
learners to struggle at some
point in their learning.
It is important for students to
also learn off of each other.
When allowing them to learn
from each other they are
having to struggle and discuss
to come up with the answer
which is building many skills.
FEAP 1c: designing lessons for
students to achieve mastery.
Making sure to include those
table activities and turn and
talks.
Making it a point to praise
student that is always off task
to try and encourage that
behavior more often. This is
promoting the high
CT Observation #1
students who then rushed to come
to the carpet on task.
16:31 Told students they will be able to
pick their own partners, and they
started getting really excited, I told
them I will give them plenty of
time to find their partner so please
settle down and listen to the rest
of the instructions or else I will
need to pick their partner for
them.
18:02 Gave them less that 10 seconds to
find their partner. Promised them
I would allow them time to find
their partner if they followed
instructions. G.T. did not listen to
instructions so I picked his partner
for him which someone else not
paying attention.
23:37 Sent students off with activity but
wish I would have explained more
things before sending them off
because then I found myself
yelling louder since they were
around the room for them to
listen.
25:49 Have students sharing problems
they came up with. Begin writing
them on the board and organizing
them between even and odd
expectations that I have for all
of my students. FEAP 2c
Next time I would have waited
till it was time from them to
actually pick their partners so I
would not have to ruin that
excitement they had for it. I
attended to create the
excitement of choosing anyone
but instead I actually made it
something that turned into a
behavior talk so I could finish
my instructions.
I was making sure I stuck to
my word about the students
picking their partners. “If you
follow my directions you can
pick your own partner” but it is
only fair that I stick to my
word and pick partners for the
students that misbehave.
FEAPS 2f: maintaining a
climate of fairness. It was only
fair to the students that
followed instructions to get the
freedom of choosing their
partners.
I need to make sure I am
explaining all instructions
while I still have full attention
of the students before sending
them off and talker louder
because they have already
gotten started with work.
Maybe take notes of
instructions so I do not forget
any.
It is important for students to
also learn off of each other.
When allowing them to learn
from each other they are
CT Observation #1
answers for students to see. I ask
students to turn and talk to
discuss what they notice about
these equations and what makes
them unique with the columns I
placed them into.
28:04 Students are struggling to see that
even + even = even
Odd + odd = even
Odd + even = odd
So I begin to explicitly explain how
no matter what those are the rules
in math. I was making a chart so
the students could physically see
that no matter what numbers we
added it would always follow the
rule.
32:46 Sent my above level students off to
try a double digit number addition
to test the theory, and was
continuing to explain to the class
how it will ALWAYS work. Ending
up drawing dots to represent
numbers then buddy upped the
dots.
39:44 Gave students exit tickets where
they all had to attempt the front
problem and then they had to try
one of the problems on the back of
the page. This was differentiated
because it assessed them by the
problems they choose and
correctly answered. (+,=,-)
having to struggle and discuss
to come up with the answer
which is building many skills.
FEAP 1c: designing lessons for
students to achieve mastery.
Making sure to include those
table activities and turn and
talks.
Being flexible during teaching
so that students are getting the
teaching they need to be
success. This usually comes
from misconceptions that must
be addressed during a lesson.
FEAP 3D
FEAPS 1a: I was assuring all
students were receiving the
right about of rigor to their
learning. I aligned all of the
lesson with the state adopted
standards.
I was challenging my above
level students while still
meeting the needs of my other
students.
I used tiered exit tickets to
ensure I was appropriately
formatively assessed the
students in their learning.
FEAPS 1d. When allowing the
students to have all of the exit
tickets in from of them it is
allowing them to assess
themselves before you assess
them based on the problems
CT Observation #1
40:00 Set timer for 5 minutes for
students to complete their exit
tickets, I collected at the end of
that time and brought them back
to the carpet.
46:25 Reviewed the rules from the day
and made an anchor chart with
them displaying the even/odd
rules with odd and even number
equations. They repeated the rules
after me after I read them.
they choose to answer while
still ensuring all students are
answering the question that is
“on level”
FEAPS 2a: setting a timer in a
lesson is ensuring that I am
organizing, allocating, and
managing resources of time,
space, and attention by not
giving them too much time but
still giving enough time for the
majority of students. This also
ensures students begin
working right away because
they realize they are being
timed.
End the lesson reviewing the
purpose one more time so the
students get an “objective
sandwich” to ensure they
really know the skill they were
working on.