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

3:25 Implemented turn and talk Turn and talks allow for
collaboration between students
and to engage students in the
content they are learning.

4:15 Getting on students level when I used to think this was good
checking in with them at their table and provided the opportunity
groups. for students to open up more
and feel more comfortable, but
now I am wondering if it makes
students too comfortable with
me when they should be
viewing me as their teacher.

4:50 Teacher voice and presence is still
a growth opportunity.
To gain student’s respect and in
order for them to view me as
their teacher, I need to work on
my teacher presence and
teacher voice. I feel as I am
getting more comfortable with
my students and being in front
of them regularly, this will
improve. Right now it’s a slow
improvement.
5:25 Stated the focus of today’s lesson
very explicitly.
14:30 When I asked a student to share
which other similarity they found I student to take ownership of
should have had him come up to
the document camera to show the
class himself instead of me doing it.
16:50 Had a student repeat my directions
back to me and the class to ensure
everyone heard and understood
them.
20:00 Watching my video, I realized how
off balance the projector was on
the screen. I will try to be more
mindful of this as I use the
projector in the future so I can
correct it if needed.
21:50 I asked one student to meet me at
the back table so we could work
together. He agreed but asked to go
to the restroom first. He spent the
remainder of the lesson in the
restroom.
22:00 I did do what I had planned and
was nervous to do which was to
pull a small group to the back table. figuring out how to do it better
This helps students understand
what they are learning that day
and where their focus should
be.
This would have allowed the
his learning.
This helps clarify any
misunderstandings and helps
students to pay attention
knowing that I might call on
them to repeat something I just
said.
This may have contributed to
some student’s confusion or
inability to see.
I should have realized this
sooner and knocked on the
door and asked him to rejoin
us.
It didn’t exactly go as planned
but it was the first step in
the next time.
22:40 The student I was working with at
the back table took so long to copy
down what was already on the
board that we didn't get to move
past what we had already covered.
I probably should have not
worried about copying down
what was on the board and
started in with supporting her
to find three more similarities
on her own.

24:20 One of my students completely fell I need to be more mindful of

out of his chair and onto the floor everyone in the class as I
during my lesson and I had no idea. circulate and support other
students and not get so focused
on one table group that I stop
watching the rest of the class.

I wasn’t there the day before

but I should have asked if there
were any students who were
not there the day before. The
class had been reviewing these
articles and were familiar with
them, but not the students who
had been absent. I should have
had a plan in place for those
students who needed more
time to read the articles in their
entirety first.

I was trying to give my BL

students a chance to work on
their won before I pulled them,
but then I saw my CT start to
pull them so should I have
pulled them sooner?
 I may ask to move some things
that are on the board so I can
use more of the board to write
on. It helps me and the students
to have directions or next steps
written down to reference.
Usually I would create a
powerpoint but having to go
back and forth between the
document camera and laptop
can be challenging.

The Reflection: The reflection component should make you think about your overall impressions
and feelings that you had.

Questions to answer in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that
happen?
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?
3. What surprised you in your lesson?
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?
5. What connections can you make to your lesson today from your coursework, the literature,
and any previous lessons or experiences?

During my lesson, I had planned to pull a small group to better support my struggling
readers during this activity. I had planned to pull them all to the back table, discuss in our group
and similarities, and complete the Venn Diagram together as a small group. Unfortunately, this
did not go as planned. I was able to pull some students but one student told me he did not want
any help and decided to stay at his table while another student agreed to come to the table but
stayed in the bathroom for the remainder of the lesson. The two students who did come to the
table were still working independently, which is okay, but it was difficult to support them both at
the same time. The next day I had the opportunity to teach this lesson again; however, this time
we focused on contrasting. This time I told each student to meet me at the back table rather than
asking them if they wanted to. This ensured that I was supporting my learner’s needs and was
making sure they were actively working. We were able to complete the venn diagram as a small
group team. They were respectful of one another as each shared their thoughts and provided
answers. I created a large venn diagram on a piece of chart paper which we filled out together. I
wrote down the answers the students provided which helped save time and kept the lesson
moving along. I hope to continue practicing this approach and improving it to figure out what
works best for my group of learners and how I can best support their learning needs.
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, planned differentiation
strategies?
2. How did any special considerations of accommodadtions affect the lesson? Discuss the
outcomes you achieved explicitly with any students eligible for ELL support, gifted
instruction or IEP/504 accommodations—did they meet your objectives? Why or why not?
3. 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.
4. Include artifacts representing student work that reinforces your narrative.

I graded the assessment right away to see which students mastered the objective and
which did not. I knew I would be teaching contrasting the next day and that we would be
completing our venn diagram, so I wanted to be sure to see if I needed to readdress anything or
correct their thinking. I was able to see that a handful of students wrote that both climbers
climbed the same mountain, which is untrue. The next day I was able to address this and we were
able to identify in the text how we know this is a difference between the articles. By reviewing
their work I was also able to see how many students were on the right track, but did not have
enough time to finish their work. Based on this observation, my CT and I decided that it would
be appropriate to have students complete their shared reading work during one of their guided
reading rotations. I believe this will be an effective change in the classroom structure.

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?
2. Consider your mathematical explanations. Were you accurate in your discussion of
mathematics content?
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.
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?
5. Consider how the mathematics was represented in the class. Were connections made
between representations (verbal, numerical, pictorial, physical etc.)?
Questions to answer specific to a science lesson:
1. In what ways did you access prior knowledge? What misconceptions were revealed
during this lesson?
2. Consider the extent to which you provided opportunities for your students to ‘do’
science. What process skills/practices were embedded and discussed in the lesson?
Analyze the explain phase. To what extent were the students sharing discoveries from
their exploration?
4. Consider your scientific explanations. Were you accurate in your discussions of science
content? Were you precise in your use of vocabulary? Did you encourage precision in
students’ use of vocabulary? 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.
5. Consider how science was represented in the class. What explicit connections were
made to the nature of science?

Questions to answer specific to a social studies lesson:

1. Describe how your instruction incorporated informed inquiry approaches, such as
developing questions and planning inquiries, applying disciplinary concepts and tools,
evaluating sources and using evidence, and communicating conclusions and taking
informed action.
2. Describe how your instruction promoted the teaching of social studies as a content-rich
discipline that strengthens reading, writing, speaking, and listening skills. How did you
promote social studies disciplinary literacy (e.g., thinking/reading like a historian,
geographer, economist, engaged citizen)?
3. How did you integrate primary sources into your instruction? What did you hope students
would learn from the artifacts you chose? How did you build background or contextual
knowledge in your students before you presented the artifact?
4. Describe how you integrated technology into instruction. Did your instruction actively
engage students in using technology to build their knowledge and creatively express
ideas?

Questions to answer specific to a literacy lesson :

1. How did you address at least one of the 5 pillars of literacy instruction (phonemic awareness,
phonics, fluency, vocabulary, and comprehension) in your lesson?
2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner while
attending to student engagement?

As I reflect on these questions, I do not believe I explicitly addressed any of the pillars of
literacy during my instruction. Students were required to use comprehension skills to compare
and contrast but I did not reference comprehension during my lesson. Our vocabulary word for
this lesson was “compare” which we did discuss but engaging in turn and talk conversation. We
also talked about how we decided to use “S” to text code things that were the SAME or
SIMILAR because that is what “compare” means.
**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.

I intended to implement FEAP 3i but because pulling a small group did not go as
planned, I was not able to implement this FEAP successfully.