Lesson Plan & Implementation:

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.
You may add additional rows as needed:
Time Celebration/Struggle/Question: Claim about teaching and FEAP
demonstrated

Pre As I developed this lesson I made This connects to FEAP 1b.

sure that the students were going
to finish learning numbers to 20
by the time I did this. This was a
celebration because my CT and I
collaborated and she introduced
two numbers a day to make sure
the students would be prepared.
because this lesson is being
taught in the middle of a unit,
as a review for the students. It
is important to make sure that
the students have the prior
knowledge and concepts of
numbers to 20.

0:32-1:52 Before beginning the lesson, I This connects to FEAP 2b.

went over the classroom rules and
math norms with the class. The
students echo both the rules and
norms, this would help hold the
students responsible. Throughout
the lesson, if students were not
listening or following directions I
would redirect them. I also used
these rules when I was
transitioning the students
between activities.
because this management
system is something that has
been implemented throughout
the school year, so they are
expected to know how to act. If
students are misbehaving and I
correct or redirect the
behavior I am holding the
students responsible. This
connects to EDE 4504 because
we discussed the importance of
creating rules with the class
and reviewing them because it
holds the students responsible.
The students are held to an

2:58 I introduced a new website to the
students on Starfall.com which
was used as an introduction to the
lesson (a warm-up). The activity
on the website was interactive for
the students and we were able to
work together on building the
numbers.
34:30 I had four learning zones that I had
assigned each student too. If
students needed more support
they would work on a learning
zone in small group. If there were
students who demonstrated an
understanding, they would work
together in a learning zone. Each
learning zone activity varies based
on the ability level. As I was
working with the small group, I
feel like they were able to get the
support they needed to help them
understand the unit.
53:32 This formative assessment was
used to help determine which
students needed more support
with number to 20 before they
took the summative assessment.
The formative assessment was
compiled of two questions: one
which had the students represent
a number to 20 and the other that
had the students count and write a
number to 20. Both of these skills
were used during the learning
zones and will be assessed at the
end of the unit. Overall, the
students did very well on the
formative assessment.
expectation on how they
should behave and act.
This connects to FEAP 2i.
because the computer activity
was used as an assistive
technology that allowed the
students to participate while
meeting the lessons objectives.
The students were telling me
how we should build the
number.
This connects to FEAP 3h.
because the students were
placed in the learning zones
based on how well they
understand the unit. I had
worked with the students the
week before on this unit and
knew which students needed
support. Hence, I was able to
differentiate my learning zones
to meet all of the students
learning needs.
This connects to FEAP 1d.
because the formative
assessment was used to gauge
the students understanding of
the unit before giving the
summative assessment. If
students struggled in the
learning zones and on the exit
ticket, then we would work
more on review before giving
the end of unit test.