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

0:10 and I ask students to log into their
3:27 Nearpod, then explain that we will
be creating a PowerPoint together
to show our information about
Thailand.
3:30 I had a student read the learning
targets and explained how we will
be creating a PowerPoint together
to demonstrate our information.
6:18 As I was monitoring the student’s
responses, I was recognizing their
efforts and giving them
compliments.
7:00 I start to explain how the students
should be thinking about the
prompts and answering the first
question
16:59 I go up to two students and ask
them “Who are the people we are
talking about? Who is it?” and point
Integrating technology into the lesson and current
information collected from the text. / FEAP 2g
Connecting to the standards through the learning
targets and our product creating. / FEAP 1a
Compliments students based on their actions and
participation efforts to promote positive feedback
to those who are working. / FEAP 3i
I use clues to guide the students into posting
correct responses based off of a misunderstanding
that was brought to my attention based off of
previous answers and a discussion with one
student. / FEAP 3h
I get the students to think more deeply by asking
them specific questions and showing them a way to
 to the line where the information
is.
27:50 I repeat that I need/ want student
to post a written response first,
then a picture to support their
response.
39:40 From me monitoring Nearpod
responses I am able to ask
questions and relate back to the
students’ chart to help guide their
thinking. I see students responding
with only pictures, so I take that
information and clearly state that I
want to see just written responses
first.
gather their information. / FEAP 3b
Verbalizing my expectations to have a written
response and a picture that correlates to the
prompt. / FEAP 2c
Monitoring the Nearpod responses and walking
around the room to track student learning and to
help me recognize when I need to clear any
misconceptions or establish a new expectation for
the collaboration board. / FEAP 4a.

Part 2: Reflection & Analysis

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

Questions to consider in your reflection (choose at least 2):

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?
a. If I were to teach this lesson again, I would explain the
questions more explicitly rather than after the students
have already began typing and finding their responses.
The students seemed to become confused or mess
around on the Nearpod because they thought I couldn’t
see their responses. I would establish more clear
expectations next time and make sure the students fully
comprehend what is being asked of them.
3. What surprised you in your lesson?
a. I was surprised by my students’ responses in the second
block. A lot of the students were going through their text
and reading quotes to me and also bringing up points we
did not include in the note catcher. I also saw a lot of
pictures that helped support the students’ responses.
The engagement of this lesson was extremely high all
around the classroom, which I was not expecting as well.
 Overall, I think the lesson went well.
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? What did this moment help you
understand or think differently about teaching/learning?
5. What connections can you make to your lesson today from your coursework, the literature, and
any previous lessons or experiences?

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.
a. The picture inserted below is a chart I made that shows which students
either did not participate in the open ended question or did not answer
the collaboration board question ( - ), those who answered the question
and answered the question on the collaboration board ( ), or those
who put two well organized open ended questions (. ). What
hindered those who did not participate or those who did not post
thoughtful responses is the freedom to post whatever they like without
approval. Some students did not have their charts or did not have
enough information on their charts to participate, but they still had their
text to look into. The students had help from their text to support any
confusion form their note catcher and were allowed to sue images after
their written post. I think the Nearpod helped with the high success of
students being engaged in the lesson because it was interactive, and the
students were able to express their thought in different forms.
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?
a. My IEP, ELL, and 504 students had nothing wrong with this lesson, some
did need more time to write their responses, which was given to them,
or the picture option was there and I allowed those students to just post
a picture as long as it was relatable to the prompt.
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.
a. My next step is to review the open-ended question responses with the
students and have a mini discussion about forming quiz questions. My
CT and I have not reviewed exactly how we want to go about the
situation yet, but we do want to go over the answers with the students. I
would want to explain what makes a good questions and what elements
are involved within a question.
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):

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?
a. I demonstrated comprehension because the students were reflecting on the story
again. They were having to write about the details we discussed from Thailand and
give me their responses.
2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner while
attending to student engagement?
a. I addressed comprehension by having students recall the information about Thailand
and write the information they remember about each topic. The students went into the
text and explicitly looked into their text and note catcher, then they were looking at
images to support their written example. The students were engaging in their
technology and into their text throughout the lesson. They were collaborating with
one another and discussing their information amongst their peers.

**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.