Nicole O’Brien

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.
Complete 7-10 rows. You may add additional rows as needed.
Time Data/evidence from video reflection
(What happened? What did you see in your
video?)
Example I used a quiet signal when students started
talking while I was reading in order to regain
3:30 their attention.
11:03 I explained the directions to have the students
write the signs and tell me which signed they
used 9greater than, less than, or equal to).
11:09 Talking with student through a misconception
on how when they right their symbol it is how
they say it in a sentence. Ex: 212<245, student
said “245 is greater than 212”
11:12 I reviewed with the whole small group of
students on the misconception on which way
each sign faces, and the signs correct name
11:24 Student changed his answer when originally, he
was correct
Claim about teaching or
interpretation of event; cite
FEAP if FEAP is demonstrated
here
Using a nonverbal intervention
to gain student attention allows
the teacher to gain attention
without interrupting the
learning/FEAP 2a
I explained what I should see
from the students and expect
them to demonstrate their
understanding of the different
signs//FEAP 1a
Discussed with the student
how to say the correct
numbers with the signs//
FEAP 3d
I discussed with all the
students the correct way each
sign faces and the correct
name// FEAP 3d
I need to find more efficient
ways on how to explain
different methods to help them
understand why it was
originally correct and how to
think through a problem
 11:30 I told a student to sit next to me so I could be an
easy access to help him
11:35 I demonstrated a quick tip on how to recognize
the different signs the students are using and
how this tip can help them match the correct
word.
11:48 I asked another student to sit next to me and
praised him for writing and showing his work. I
also explained to the group again how the less
than (<) symbol looks like an ‘L’ so that is how
we know
I pick certain students I know
have misconceptions to sit next
to me so I can keep a close eye
on their thinking through the
work.
Explaining effective tips can
benefit the students learning
because they will remember
rhymes, songs, or symbols.
I used the example to relate to
students and their different
thought processes and made
connections between the
symbols and words// FEAP 2h

Respond to the following questions:

1. What are the two most impactful lessons you have learned about your teaching practices as
a result of this lesson?
• One lesson I learned is that I need to be more flexible. It’s okay to backtrack with the students
if they do not understand the lesson. Not being flexible can lead to bigger misconceptions and
trouble figuring out problems.
• Another lesson I learned is that I need I am very attentive to the students and what they are all
doing. I like to keep kids on track and focused. I am willing to help everyone and be a helpful
resource to all students.

2. What aspects of your lesson were implemented differently than you planned? Why did that
happen?
• I had two problems on the whiteboard that I referenced to with the students for
misconceptions of greater than and less than signs, my CT also gave me note cards with the
sign’s names written on them so the students could write what sign they used. I put the
notecards in because I decided I wanted the students to practice writing the proper name of
the sign they used.

3. 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?
• I would take a step back with one group and change what I focused on. I would have done
more of a collaborative group mini lesson to review the signs. I would have redone my
worksheet because students were confused with the layout. I would keep the numbers the
same on the worksheet. They were the perfect level of rigor for the students and my
instructions were clear, I would not change the order in which I did things as well.

4. What connections can you make to your lesson today from your coursework, the
literature/course readings, and any previous lessons or experiences?
• I made sure to make my small groups equitable for all learners and differentiate my
instruction based on my learners. I gave multiple resources for multiple types of learners. I
also gained control over the students and took any frustrations and let the students relax and
think for a second instead of giving up on them and their frustrations. I added more
background knowledge and review when working with the students on their worksheet.