CT Observation Cycle

Lesson Plan & Implementation:

Reflection and Analysis
College of Education

Written Reflection & Analysis (5 pts)

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

Questions to answer in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that happen?
One aspect of my lesson that was implemented differently than planned was the student engagement
with students coming up to write on the board to point or demonstrate something for their classmates.
This encouraged students to remain involved and active learners throughout the entirety of the lesson.
When I provided students the opportunity to be involved with writing on the board, many more students
raised their hand to answer questions and be actively involved in the lesson.
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?
If I was going to teach this lesson to the same group of students, I would break this lesson into 2 days.
This is because the lesson was very long and I felt as the end of the lesson came around, students were
not as engaged as at the beginning of the lesson. Another way to fix this would also pause and have a
brain break where the students could get up and moving. Another thing I would change about this lesson
is for there to be more student engaged in terms of reading. If I taught this again, I would allow students
many more oppurtunies to read aloud whether it be the questions or the passages.
3. What surprised you in your lesson?
One thing I found very surprising during my lesson was my student’s previous knowledge regarding text
features. I knew my students had heard and talked about captions but I did not think they would know
what the table of contents and labels are. I also found it interesting when my students faced
misconceptions regarding the glossary. When I had students explore the glossary in their wonders
textbook many of them turned to the back of the story instead of the back of the textbook, this helped me
to understand this is something I need to address differently when I teach this lesson in the future.
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?
I also found it interesting when my students faced misconceptions regarding the glossary. When I had
students explore the glossary in their wonders textbook many of them turned to the back of the story
instead of the back of the textbook, this helped me to understand this is something I need to address
differently when I teach this lesson in the future. I did not even consider this being a misconception
students would have.
5. What connections can you make to your lesson today from your coursework, the literature, and any
previous lessons or experiences?
I am able to make connections to my classroom management and student expectations connected to EDE
4504. When watching back and reflecting on my lesson, I noticed the I communicated expectations of
students well and also maintained a positive classroom management routine. I utilized table points, and
1-2-3 warnings with my students to keep them on task and to also communicate what was expected
during the lesson. I was able to tie this to my ESOL class as I was able to scaffold this lesson in necessary
areas to further support their learning development.
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 2-3
claims about student learning and support it with evidence that you gathered from the
lesson (video, student work, observation notes, etc.).

Questions to answer in your analysis:

1. Which students achieved the learning objective? Which students did not achieve the learning objective?
How do you know? Which of the following helped or hindered your students’ learning – teaching
methods, activities, instructional materials, planned differentiation strategies?
Check Plus (V+) Check (V) Check Minus (V-)
KJ TD JL
MB RP AA
ZB AT TV
JG LR
JM ST Absent: TE, LR
JA OP

I was able to determine which students achieved the learning objective based on an exit ticket my
students completed as well as the use of informal data I collected during the lesson. Some students had
misconceptions on the exit ticket, did not have the same misconceptions when we were having verbal
discussion. This caused me to stop and think about how I could conduct the assessment differently to
ensure there is no misconceptions in terms of what the students are being asked. Instead of students
being given a text feature, asked to identify it and explain what it means, I would give students 4-5
different text features (just names) as well as a book. I would ask each student in their book to find the
page number these text features are located on. This would be able to show students know what they
mean and where to find them in a text. Text features are something students will continue to learn about
and see throughout the remainder of the school year and on.
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?
During my lesson I was able to meet the needs of my ELL students and my student with a 504 plan. The
students who are ELL had an ELL para in the classroom supporting them and they also had additional
visuals to help with their understand. My student with a 504 plan was redirected back on task multiple
times simply by stating his name or taping his shoulder to redirect him. The accommodations for my ELL
and student with 504 plan were planned for prior and fit the needs of my students well.