Taylor Whitney

EDUC 540

Videotaped Lesson Analysis

I have to say, upon completion of my first videotaped lesson, I feel quite proud of what I

have accomplished, knowing I need additional practice and feedback sessions! All of the

students in my PM kindergarten class were very engaged and quite successful in completing the

-ot family worksheet. After reflecting on my lesson and lesson plan, I will analyze how feedback

influences instruction, speculate if the learning goals were met, discuss performance in each

domain, and provide two additional teaching goals in response to my reflection.

Learning Goals

The instructional objective of the phonics lesson was to have students create words from new

word parts (ap/op), using the pipe cleaner lasso to segment each created word. In many ways, I

feel that I was successful in reaching my instructional goal, because all students were highly

engaged throughout the lesson, students utilized instructional materials, students were able to

create words and lasso the word parts with their partner (I was able to observe this), and many

students scored well on the -ot family worksheet solidifying their understanding of the -ot word

part and how to create words from a selected word part. Students’ success is very evident in the

video, as well, as students excitedly contribute to the discussion of constructing words from word

parts! My only concern lies with one particular student that struggled on the worksheet following

the activity; I wish I would have constructed additional support to aid in her understanding. We

had several 6th grade helpers aiding students as they completed the worksheet, and I could have

easily directed one of them to assist the struggling student.

Feedback
After my initial evaluation from my site supervisor (a few days prior to my videotaped lesson),

Mrs. Freeman, her and I set very clear instructional goals for me to focus on. In our discussion,

she thought it wise to plan an enrichment/lesson activity for those that finish early, conclude

lessons by reinforcing important content and details to provide smoother transitions, and look at

ways to stop students from interjecting so much to keep the flow of the lesson. I did strive to

focus on these three areas, but I do feel that I need additional practice, particularly on classroom

management and transitions between subject areas. That said, I worked hard on incorporating

class chants to redirect students, reminding students of appropriate behavior, and including clear

instructions to provide clarity and smooth transitions in my videotaped lesson.

Domain 1

In reference to my planning and preparation, I felt that I accurately answered students’ questions,

provided clear instructions, reviewed concepts used in previous lessons, and constructed a lesson

plan that directly relates to the required curriculum program. In addition, I felt I adequately

prepared for which students would need additional help; this is seen in the video when I meet

briefly with two male students as they work on their worksheet. With additional support, both

students were able to successfully complete their worksheet and articulate important phonics

concepts. Even during the guided practice, I worked hard to include a range of students with

varying academic levels to provide equal learning opportunities for all. I also set high

expectations, included various types of interaction, and created differentiated learning outcomes

that are suitable for specific students. Students were able to articulate their ideas, answer

teacher-directed questions, engage in social interaction, take ownership over instructional

materials, and utilize communication skills to navigate social relationships.

 As a whole, I felt I introduced several resources by utilizing the lassos, easel to model

instructions, magnetic whiteboards with magnetic letters, sticky notes with consonants and word

parts, and paper worksheet for students to fill out. I made an effort to provide different textiles

and manipulatives to reinforce important concepts. Furthermore, I investigated ways to

incorporate student choice by allowing them to choose their partners, switch activities (magnet

board/lasso), and contribute to the class discussion. Throughout my lesson, I was careful to

include diagnostic assessment (the students ability to read the sticky notes and correctly say the

word) and formative assessment through my observations and completed student worksheets.

Domain 2 - Classroom Environment

The classroom environment throughout the lesson was spectacular! Students were engaged,

respectful, and fully participating in the learning activities. As I reflected on the videotaped

lesson, I was overjoyed to see very little disrespectful behavior and that many students were

attentive and easily directed through the memorized chants. It was quite encouraging to see many

students eager to share their thoughts and contribute new words. They were genuinely excited to

help one another learn (really quite fascinating as you realize these students are 5-6 years old). I

do believe that I contributed a passion for learning, as I discussed the superhero, Word Wonder,

and her superpowers!

As a whole, I felt I could have picked up the pace a little more, as I let students interject

here and there during the lesson (this goes back to classroom management). I did feel that the

materials were prepared and used effectively. In regards to student behavior, there is one student

in the afternoon that suffers a lot of trauma and has many emotional needs. I do have trouble

redirecting him at times, as we are still forming a strong connection and building rapport.
Otherwise, I do feel like I have a good handle on student behavior and addressing concerns! In

addition, I feel that I provided adequate physical space with variations (like the tables and chairs

and the carpet). Over the course of the last several weeks, I have built strong relationships with

each student and have come to better understand his/her needs.

Domain 3 - Instruction

As stated previously, I did feel that I explored opportunities for students to explain what

they are learning and use academic language to further contribute to their learning. I corrected as

needed and introduced the content and key concepts clearly. Throughout the lesson, I built upon

student responses; for instance, when I stated that word parts allow us to make all sorts of new

words, several students jumped in at the chance to extend and enrich the discussion! As one

watches the video, the audience can visibly see the journey of discovery. At the beginning, many

of the students are wiggly and energetic, but as the lesson progresses the students take initiative

to fully immerse themselves in the learning environment. Even during the -ot worksheet, many

students were overjoyed to start working right away independently! In many ways, the students

took ownership of their learning! I did manage to maintain flexibility and assist individual

students that need additional help. My only regret was not reaching the last struggling student

that did receive the additional support that she so deserved.

Domain 4 - Professional Responsibilities

Through my reflection, I found key areas for improvement and notable strengths in my

instruction. I believe that I have discovered areas for improvement and growth that will continue

to shape my teaching style and teaching philosophy. I strive to contribute to and maintain records

of student work to indicate progress in learning. Going forward, I would like to share positive
learning experiences with families through Seesaw as I mainly communicate with families

through the daily behavior charts and classroom newsletters. I am very grateful for the

opportunity to receive immediate feedback from my cooperating teacher through verbal

communications and our communication log via Google Docs. As I progress, I do want to focus

on finding regular opportunities for professional development and taking on more of a leadership

role.

Future Teaching Goals

As I conclude my lesson reflection, I have chosen to focus on two distinct areas of teaching; I

want to continue to work on and explore classroom management to find multiple successful ways

to redirect students, and I would like to provide a variety of ways for students to respond (think,

pair, share model, turn and talk sessions, thumbs up/thumbs down, whisper convos, etc.). In

addition to my main instructional goals, I want to continue to investigate various ways to

differentiate my lessons to ensure I support ALL students! Thank you for this wonderful

opportunity to continue my own education!