Lesson Plan & Implementation:

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 reflect on the experience and analyze its
effectiveness. This part of the process consists of three parts: the reflection, the analysis
and the content-focused questions.

In order to receive full credit your reflection and analysis must include specific references
to the video with time correlations. For this reason, complete a chart as you watch your
video with the following headings and focus your viewing on the student learning goal
and/or teacher instructional goal.
Time Celebration/Struggle/Question: Claim about teaching practice

2:24 At this time during my lesson, in
order to save on instructional time
I had one of my more reliable
students pass out the conversion
scoot and conversion chart to her
peers. While she was passing out
the paper I was able to show the
student’s my example and explain
to them what was being passed
out and how that would be used in
the lesson.
The FEAP that I believe I was
able to demonstrate at this
point in this lesson was 2A
(organizes, allocates, and
manages the resources of time,
space, and attention). I did this
by having a student pass out the
papers so that I could start
giving the students instructions
on what we would be doing that
day. This allowed me to save on
instructional time in order to
give the students more time to
work on the activity later in the
lesson.

3:56 I was able to use the Classroom
Dojo app to call on students to
read the I CAN statement for the
lesson. One student did mention to
me that he was not on classroom
dojo and I had to make
adjustments to be inclusive of him
as well. Using the app allowed me
to call on more of a variety of
students.
The FEAP that I believe I
demonstrated at this point in
the lesson was 2G (integrates
current information and
communication technologies). I
was able to use technology in
order to make sure that I was
calling on all student’s
regardless of their level. This
ensured that all students were
able to receive the chance to be

7:46 One struggle that I did encounter
while using the Classroom Dojo
randomizer was that it does take a
while to filter through the names
and select one. I noticed that while
it was searching for a name my
students were getting antsy. Old
school popsicle sticks might be a
better decision for this set of
students.
13:48 Another struggle that I
encountered during this lesson I
had to constantly remind students
to stand up when they are
speaking. This is a classroom norm
that my CT and I have in place and
allows the students to have
ownership of their voice when
talking to the class. This is an
ongoing struggle that I will
continue to work on.
16:32 While using the Classroom Dojo
randomizer it had selected a
student who struggles with
mathematics. I was trying to get
the student to give me the answer
and when I noticed how much he
was struggling I asked another
student if he could help us out. I
later noticed that the first student
was quietly crying at his desk,
because he did not get the answer.
called on during the lesson.
The FEAP that I realized I
needed to work on during this
lesson, using this piece of
technology, is 2A (organizes,
allocates, and manages the
resources of time, space, and
attention). Using this app was a
good idea, but it was taking too
long to generate a student to
call on, which was taking away
from instructional time. I would
like to use this type of process
but maybe with old school
popsicle sticks.
The FEAP that I needed to work
on during this lesson was 2B
(manages individual and
classroom behaviors through a
well-planned management
system). Standing up when
speaking is a class norm that the
students should be following. I
had to continuously take time
out of instruction to remind
students to stand up when they
are speaking. This is something
that we need to work on with
the class as a whole across all
subject areas.
The FEAP that I needed to work
on at this point in the lesson is
3C (identify gaps in students’
subject matter knowledge). I
should have done something
where I had this student work
with his shoulder partner and
then give us the answer so that
he did not feel ostracized by not
knowing basic math facts. This
also showed me that this

17:24 At this time we were multiply the
number 1 X 3. I had the students
refer back to the math manual that
we made a few weeks ago that
contained various properties
(including the identity property)
and PEMDAS. I felt that this was a
moment where I was able to use
strong mathematic vocabulary and
connect it to things we have
already done in the class.
20:41 During this time the students were
asked to quietly transition to the
scoot activity. I was very happy to
see that the students were not
overtly loud and they found their
partners and moved right to the
first question of the scoot activity.
23:06 I was able to support some
students who needed extra
assistance when the rest of the
class went to their scoot stations. I
was able to work through one
question with this group of
students and make sure that they
understood the concept of the
lesson for the day.
student needs tiered math
instruction and memorization of
basic facts.
I was able to demonstrate FEAP
1B (sequences lessons and
concepts to ensure coherence
and required prior knowledge)
during this lesson. I was able to
call on my students’ prior
knowledge by having them take
out their manuals and look back
at what we had done a few
lessons prior. This ensured that
the students were seeing this
content again and they did not
just do a knowledge dump after
that lesson.
I was able to demonstrate FEAP
2C (conveys high expectations
to all students) during this
lesson. I made sure to tell the
students beforehand that the
transition needed to be “swift
and quiet” and the students
were able to do so. I was very
proud that they all followed the
classroom norms.
I was able to demonstrate FEAP
4A (analyzes and applies data
from multiple assessments and
measures to diagnose students’
learning needs, informs
instruction based on those
needs, and drives the learning
process) during this lesson. I
was able to use prior
assessments to find my group of
students that I did tiered
instruction with before I let
them go and do the scoot, just so
I knew they had a good

35:21 During this time in my lesson I had
just completed going over the
teacher guided question with my
small group and I began to move
around the room to monitor and
help students with any scoot
problems that they were
struggling with. I was sure to not
give them the answer but to ask
them probing questions in order
to stimulate their thinking and
bring them to realize the answer.
41:50 The students were asked to
transition back to their desks to
complete the exit ticket. The
students were all very well
behaved when moving back to
their desks and they followed our
classroom norm of “transitions are
swift and quiet.”
56:12 The students were directed to turn
in both their scoot activity sheet
and their exit ticket together when
they were finished with the exit
ticket. The students were not
following expectations and were
handing sheets in at random times
and not working on their exit
ticket.
The Reflection: The reflection component should make you think about your overall
understanding of the content.
At this point in my lesson I was
able to demonstrate FEAP 2F
(maintains a climate of
openness, inquiry, fairness, and
support). I did so by moving
around the room and giving
students praise for being on the
right track and I maintained a
climate of openness so that the
students felt comfortable asking
me questions related to the
content.
The FEAP that I was able to
demonstrate during this lesson
was 2B (manages individual and
classroom behaviors through a
well-planned management
system). The students know
that they are supposed to
transition “swift and quietly”
and I made sure that the
students were reminded of that
before coming back to their
desks.
The FEAP that I could have
improved on for this part of my
lesson was 2E (models clear,
acceptable, oral and written
communication skills). I had just
told the students that I wanted
them to complete the exit ticket
and then hand in the scoot
activity sheet and exit ticket at
the same time. After reflecting, I
realized that I should have also
written that on the board for my
students who do better with
written directions.
 impressions and feelings that you had.

Questions to consider in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that happen?
One aspect of my lesson that was implemented differently than I expected was that the
students worked through my two teacher directed problems very quickly. Most of the
students were answering my questions very fast and they were answering them
accurately. Since the students have not yet seen conversions with pounds and ounces, I
thought that this would have needed more time to sink in with the students. I am
assuming this is because the students had enough background knowledge from the last
time we went over conversions that they were able to just transfer their knowledge and
look at the conversion sheet for pounds to ounces and then do the math. Although this
was not how I originally planned for the lesson to go, I was pleased with the direction
that the lesson took.
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?
a. If I were going to teach this lesson to the same group of students again there are a few
things that I would do differently. The first thing that I would change would be the level
of difficulty of the teacher lead concept development problems at the beginning of the
lesson. I would like to use words problems, as they are more challenging for the
students, but still are teaching the same standard. The second thing that I would adjust
would be that instead of using the Classroom Dojo randomizer I would like to use old
school popsicle sticks. I think that this would be a better fit for my students, because
when the app took a long time to select a student, I could tell that my students were
getting restless and were just wanting to blurt out the answer. The third thing that I
would like to adjust for this lesson would be to show a timer on the board when the
students are working on the scoot. This would allow them to be better able to know how
much time was left and work on time management along with learning the math
standard. I would also like to use my participation and engagement facilitation grid. I
believe that by doing these things I would have an even stronger lesson that would
benefit my students a great deal.
3. What surprised you in your lesson?
a. One thing that surprised me in my lesson was that the students did as well as they did
with the content. On the student’s last end of module assessment there were a few
questions related to conversions that the majority of the class had struggled with. I was
surprised that we were able to get through the concept development so quickly and also
accurately. The students did have some questions when it came to the scoot, but not as
many as I thought there was going to be.
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?
a. One instance that comes to mind when I think of this lesson was when I had called on a
student (classroom dojo) who had a hard time answering the question and later began
to cry. This is perplexing to me, because although this student is in the lowest 35%, he
normally never gets flustered to the point of tears in other math lessons. It might have
been this way because there was someone else observing him answer the question or
because he was caught off guard because he was randomly selected to answer the
question. I am interested to see what happens the next time this student is randomly
called on.
5. What connections can you make to your lesson today from your coursework, the literature, and any previous
lessons or experiences?
a. I can relate this lesson to a previous experience that I had with this same group of
students. During Rock Your School Day we did a science scoot with the students. The
students seemed to be very engaged with this activity and my CT and I have talked about
using it for other subjects. I think that this was a great lesson to do this with, because my
 students were already slightly familiar with the content. This is not something that I
would do all the time, because I do not want the students to loose the excitement that
they have for this activity, but something to keep them excited about.

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 2-3
claims about student learning and support it with evidence that you gathered from the
lesson (video, student work, observation notes, etc.).

Questions to answer in your analysis:

1. Which students achieved the learning objective? Which students did not achieve the learning objective? How
do you know? Which of the following helped or hindered your students’ learning – teaching methods,
activities, instructional materials, and planned differentiation strategies?
a. I believe that most of my students did achieve the learning objective for this lesson. When I
was scoring the conversion scoot activity, I only scored it out of the numbers the student
completed. For example, if the student completed 6 total questions and got 5 of them correct
they would have received a score of 5/6. Based on this, the majority of my students received
passing scores for the scoot. There were only 4 students who did not receive passing scores
on the scoot, but they did earn passing scores on their exit ticket. To me, this shows that they
were able to understand the content, and maybe just did not understand the wording on my
scoot questions. I do believe that one thing that could have hindered my students would
have been the partner that they had for this activity. Some of the partnerships that I had
included one student who shows the need for enrichment and one student who shows the
need for tiered math practice, so they were not necessarily on the same page when working
together.
2. Based on what happened in this lesson, what are the next steps? What do 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.
a. Based on what happened in this lesson, I have a few steps that I would like to take for the
future. The first thing would be to use some of the questions that the majority of the class
missed on the conversion scoot activity and make that the application problem for the
following day. This will allow the students another chance to work through the problem and
see if they can catch their mistake the second time around. I also would like to do this so that
I get the chance to go over the problem with the class as a whole and answer any questions
that they might have. The next thing that I would do is to use the information that I have and
create study guides for the students to use before they take their quarterly assessment. This
information will all be valuable for me to assess where my students are and what they need
more individualized practice on.
3. The following image is a copy of one of my student’s conversion scoot page. This shows that this
student was able to meet my expectations and achieved mastery of the content. This specific student
received a 5/6, which is an 83%.
Content-Focused Questions: Choose the section that aligns with your lesson content and
answer the questions accordingly.
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?
a. I believe that throughout the lesson I had a strong use of academic vocabulary related to
mathematics. When going over the second concept development problem, instead of saying “1
time any number is that number” I made sure that I asked the students what that property was
called. I had the students pull out their math manual and find that definition. The students quickly
found and told me that this was called the identity property. I made sure that the students were
using this vocabulary throughout the lesson. I also made sure that when I was explaining the
multiplication steps I was carrying over 1 ten or 2 hundreds not just saying I was carrying those
numbers. This way it allows the students the ability to envision the place value chart. I also made
sure that I was saying product and not answer when talking about multiplication, as the students
sometimes struggle with questions that ask, “What is the product of____.”
2. Consider your mathematical explanations. Were you accurate in your discussion of mathematics content?
a. I believe that overall my mathematical explanations were detailed and accurate. I was very
confident in this lesson and I feel like I portrayed that when teaching. I was able to use a lot of
mathematical vocabulary and give detailed explanations to my students when they asked. I also
feel like I was able to really have good math conversations with my students, especially because
they were able to understand the content easily. I believe that I was accurate in the discussion of
mathematics content; because the students were very receptive and showed that they understood
what I was teaching and more importantly how I was teaching it to them.
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.
a. I believe that I was supporting students’ accuracy during this lesson. When students were giving
me the answer if it was correct I would give them praise for it and still have them explain to me
why that is the answer. If the student gave an answer that was incorrect, I did not just tell them the
answer, but I asked them probing questions to see if they could come to the answer themselves. If
the student could not, again I would not tell them the answer, but I got the students to help each
other out. If I noticed that students were struggling with specific content, I had made it a point to
dive deeper into the problem and have the students and myself work through the problem together
to close any gaps in knowledge that the students might have. Together we would work through the
problems to gain more information and come up with the correct answer. It is very important to
my CT and I that we are always building up our students’ math-esteem, as that can be something
that many students this age struggle with.
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?
a. I believe that I gave the students a lot of time to “do mathematics” during this lesson. The whole
lesson was centered on students working collaboratively together to answer problems that were
placed around the room. I quickly went over two concept development problems, because I
wanted the students to have enough time to engage in the solving process with their peers. I
planned for the students to be working with their partner around the room, however that does not
mean that all students were going to actually be working. I was able to observe my students all
working hard and participating in the scoot activity, which I believe greatly benefited my students
for this lesson and it was evident in their scores.
5. Consider how the mathematics was represented in the class. Were connections made between
representations (verbal, numerical, pictorial, physical etc.)?
a. I believe that the only ways that math was represented in my classroom was through words and
verbal numbers. The students were working on conversions and that would have been a great way
to include pictorial and physical representations. That is something that I definitely would like to
add the next time I teach a lesson like this.
**Include in your reflection either at the end or integrated within, references to times where you
demonstrated applicable FEAPs. Your reflection can serve as the artifact you link to in your FEAPs portfolio
for those specific FEAPs that you describe demonstrating there.