Lesson Plan & Implementation:

Level 3 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.

Part 1: Video Chart

While watching your video, complete this chart with the following headings and focus your
viewing on the student learning goal and/or teacher instructional goal. Complete 7-10
rows. You may add additional rows as needed.
Time Data/evidence from video Make a claim or describe an interpretation,
reflection question, celebration, or struggle; cite FEAP if a
FEAP is demonstrated here
(What happened? What did you see
in your video?)
Example I used a quiet signal when students Using a nonverbal intervention to gain student
started talking while I was reading attention allows the teacher to gain attention
3:30 in order to regain their attention. without interrupting the learning/FEAP 2a
0:00 I borrowed a stopwatch from my FEAP 2a These are all different examples of
CT in order to help myself keep strategies to help myself manage both my own time
track of time during the lesson. I as well as students’ time completing work.
also spoke faster than I usually do,
as well as remind students of how
much time they had to complete
each activity.
6:00 I used hand gestures to emphasize FEAP 2b Using a verbal intervention and positive
“eyes on me,” and thanked students reinforcement encouraged participation and
for participation. reminded students of student expectations.
8:00 I read the chapter with a lot of FEAP 2e This is an example of modeling clear,
expression, articulated my words, acceptable, oral skills.
and reread any sentences that I
misread.
31:00 At one point in the book, there is a FEAP 2d This text is rich with many of the students’
small verse from a song in Spanish. native language, Spanish. I respected the students’
Before I read the verse, one of the cultural and linguistic background by providing
students began singing the verse. I positive reinforcement to students sharing their
expressed excitement and thanked own culture.
the student for singing, stating that
I had never heard the song before,
so I would not have known the
 tune, and I would have struggled
with pronouncing some of the
language as well. I applauded the
student and other classmates
jumped in to applaud as well.
47:00 I provided students with FEAP 3b Through these actions, I deepened and
scaffolding questions whenever I enriched students’ understanding through
recognized that they verbalization of thought.
misinterpreted a metaphor or
theme or expressed to me
confusion.
1:00:00 I pulled students that had not met FEAP 3h I provided extra time and scaffolding for
the learning intentions through students that required it.
their assessment aside for a small
group to go over theme and
metaphors.

Part 2: Reflection & Analysis

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

If I were to teach this lesson again, I would make sure to state my expectations for students
clearly at the beginning of the lesson. There was a lot of calling out by the students, which was
more of my own fault, since I didn’t specify that students needed to raise their hands. I would
also do the stopwatch method next time, just until I am confident in my ability to keep track of
time. Having a visual helped me pace myself. Students were very engaged with this lesson today.
There was a lot of participation, and I think that’s due to positive verbal feedback after each response.
I also think that allowing students to choose their partners and that announcing the consequences and
expectations of partner work was a good idea. Students were focused on the topic because they were
allowed to socialize, and they met expectations because they didn’t want socialization taken away.

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
claims about student learning and support it with artifacts/evidence that you gathered
from the lesson (video, student work, observation notes, etc.).

General Questions: Begin your analysis by responding to questions 1-3:

 1. Describe student outcomes. Which students achieved the learning objective? Which students
partially achieved the learning objective? Which students did not achieve the learning objective?
How do you know? (Be specific – e.g., “10 out of 18 students achieved the objective by scoring
above 70% on the exit ticket.”) Which of the following helped or hindered your students’
learning – teaching methods, activities, instructional materials, planned differentiation
strategies – and in what ways? Include artifacts representing student work that reinforces
your narrative.
2. How did any special considerations of accommodations 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 (or would 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. I believe that I should look into
doing more small group lessons with students that still do not understand theme. Students will
also be doing more writing lessons soon, and I’m wondering if I can create a writing lesson that
requires students to create a piece of writing with a theme in mind, or to include the use of (a)
metaphor(s) in their writing.

Content-Focused Questions: Choose the section that aligns with your lesson content and use
the questions to guide your analysis (content analysis should be 1-2 paragraphs – this may
be going into depth about fewer questions, or answering all of the questions more briefly):

This lesson addressed the pillar of comprehension. Students applied their knowledge of story
structure to determine and understand what part of the story they were currently reading. Students
also interpreted metaphors in order to determine what the theme of the story was. Understanding
theme, metaphors, and story structure improves student comprehension. The lesson was explicit
with modeling, explanation, verbal reasoning, and discussion. Students were kept engaged
through discussion and socialization.

**Include in your reflection/analysis (either at the end or integrated within) references to examples of
how you demonstrated specific FEAPs. Your reflection can serve as an artifact you link to in your FEAPs
portfolio for those specific FEAPs that you describe demonstrating there.