CT #2 Video Reflection Chart
Time Celebration/Struggle/Questi
on:
Celebration:
One student that does not
typically speak out during
4:13
lessons raised their hand to
read the objective and look
fors for the day.
Celebration:
For the engage portion of the
lesson, I had students figure
6:23 out what division problem
my base-ten blocks were
modeling.
Struggle:
Some students had trouble
with finding the equation
10:43 that matched my modeled
problem, and I had to spend
more time than planned on
explaining how to come up
with that answer.
Celebration:
One student came to the
front of the room and shared
how they came up with their
16:38 equation to the modeled
problem after I explained
how to find the answer.
Claim about teaching
practice
It is crucial to create a safe
environment for all students
to feel comfortable with
interacting in a positive
space. This was a huge step
for this particular student
that was discussed with her
teachers at the end of the
day.
By taking a strategy that
students are familiar with,
and modifying what it is that
they need to do to solve the
posed question, students are
able to approach the
problem with a different
perspective heading towards
mastery.
Always be prepared to
modify instruction based on
students lack of
understanding or
misconceptions about the
content being taught. It is
very important that they
understand the concrete
concept before moving on to
an abstract one.
Students learn best from
other students. Once I
explained how I found the
equation, I asked if there
was a student who found it
another way and wouldn’t
mind sharing about it. The
students listened attentively
as the student shared how
they found the equation.
 Celebration: When teaching a new
concept, it is crucial for
Once students had time to
students to be given
solve a problem using the
adequate time to apply the
newly taught strategy, they
new strategy and solve the
were asked to explain it to
problem. Explaining strategy
their classmates and one
23: 54 to students in a different
student was strategically
way will help to make sense
selected to share how he
for more students.
found his answer with the
other students using the new
strategy.
Struggle: For future lessons, I will use
One student came to the better questioning
front of the room to share techniques for facilitating a
30:14 how they used the strategy to student-led lesson whenever
solve, but the students were they may get stuck. That way
not following along. the student is still explaining
the concept, but it is moving
through efficiently.
Celebration: Having students explain
concepts to other students
There was one student in
not only helps the other
particular who caught on to
students understand the
the material quickly, so he
material better, but it also
38:12 was asked to help other
helps the student teaching
students in his group until it
the material to understand it
was time to come together to
better.
solve the problem.
Struggle: It is important not to let
discipline affect a lesson. If
One student was being
one student is being
extremely disruptive, and
disrespectful, pull that
when asked to move her clip
student aside once students
43:19 she answered with “no”. This
are instructed to begin
resulted with me writing her
independent work. Do not
number down and making
let the misbehavior go
note of how she was having
unrecognized because it will
difficulty respecting
be more likely to occur
authority.
again.
Celebration: It is essential to determine
which students would
I was able to pull a small
benefit from a quick
group aside to practice an
small-group before they
 additional problem with
before they were asked to
complete an exit ticket.
47:54
Struggle:
For the exit tickets, I was
unable to have the students
solve the problems on the
anchor charts independently
because they were not there
52:19 yet in regard to
understanding the material
well enough to view the
problems from a different
perspective. Instead I had
them complete two 2-digit
problems that they turned
back in to me.
moved on to a formative
assessment throughout a
lesson. This will help them in
the long run by developing
foundational skills relating
to the concept being taught.
Also, approach teaching the
strategy somewhat
differently than you were
teaching it whole group
because students may
understand it more.
Modifying instruction to
meet student needs is
essential in providing a
quality education to
students.

FEAPs
1b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

This place value strategy was taught before area model was introduced to ensure that

students had an understanding of how to regroup and create a “fair share” ensuring that each

group had an equal amount. This was also an excellent way to demonstrate remainders.

Information from this lesson was built upon in the following math lesson using area models.

Division is a tricky topic to teach, so starting with the basics and moving on from there is

essential.
1d. Selects appropriate formative assessments to monitor learning;

The formative assessments used to monitor the learning of the students during and after

this lesson were appropriate for the lesson that was taught because they required that students

demonstrated an understanding of the content that they were just taught either through finding

the quotient of a division equation using that strategy or finding the error in an incorrectly solved

problem using that strategy.

1e. Uses variety of data, independently and in collaboration with colleagues, to evaluate student

learning outcomes, adjust planning and continuously improve the effectiveness of lessons.

The exit tickets from this lesson were evaluated by myself, my CT, and the gifted teacher

that comes into our classroom at various times throughout the day. Our analysis focused on

misconceptions that students may have had, leading them to solving the problem incorrectly. We

also looked to figure out where students made an error in their strategies to solve division

problems.