Field Experience Video Lesson Reflection Template Fall 2020

Lesson Observation and Reflection

Name: Cortney Hedlund Title: Sociology 11th and 12th

Date Observed:04/22/2021

Directions: Using one of the video lessons available at www.teachforward.com, assess and reflect on the following parts
of the observed lesson. Comment on the degree the lesson reflects these parts of an effective lesson. Feel free to extend
the space available within each cell, but limit your remarks to no more than two pages.

Steps of Effective Instruction Y/N Comments

1. Greeted students by name when they entered the
classroom. Used the students' background information to
connect, personalize, and prepare students for class.
2. Provided an initial task and summarized its
relevance to the lesson. Provided an initial task that
helped the students focus on the content of the lesson.
3. Gained the students’ attention with a motivating
introduction to the lesson. Created an exciting lesson
starter that caused students to want to learn more.
4. Stated the lesson objective(s) and explained their
relevance. Referenced the larger context (Enduring
Understanding) and explained why learning was
important.
5. Uncovered and assessed the students’ prior
knowledge of the lesson’s topic. Learned what students
already knew and adjusted the instruction accordingly.
6. Presented knowledge in new and interesting ways. Y I think that the documentary, paired with a short lecture, and then a
Creatively embraced instruction. The students received
instruction that was engaging and challenging.
7. Checked for student understanding during the
lesson in multiple ways. Used frequent and interactive
checks of student progress to identify learning needs.
8. Involved all students while personalizing
Y It was the first period of the day, so he did not greet students by
name when they walked through the door. He did stand in the
hallway as students were at their lockers and said hello to them.
When the bell was about to about to ring, he stopped by students’
desks and checked in with them. He did use their names when
talking to them. He asked one student if they were having a better
day today.
N He did not have an anticipatory set. Students were completing an
assignment from a previous class. They were watching a social
dilemma documentary and then completing a corresponding web
search.
Y He was showing the end of a documentary about social media. Then
he summarized some of the enduring understandings after the video
and tied it in their lives before they began the corresponding web
search. It was not super exciting, but it was relevant and relatable.
Y After the video was over (within the first 10 minutes) the teacher
explained that he does not agree with everything in the video and
some of the examples were extreme. However, it’s theories, and
messages within the documentary are accurate. Many students, and
people, are addicted to things. Maybe they are addicted to social
media, speeding in their cars (many students had just acquired a
license). He said this was the major focus, was the addictive aspect
of our daily habits.
N The documentary was already started prior to this lesson. He may
have uncovered and assessed for understandings prior to showing it.
He did not ask them what they already knew before walking in.
Instead, he asked them to make connections between their lives and
the documentary.
web search helped the students absorb the information and stay
engaged. By dividing the lesson into 15-minute chunks with
different delivery methods the teacher was able to better hold their
attention. Furthermore, he really emphasized students making
connections so they could better understand and visualize the
concepts.
Y The teacher asked students to share some of their responses with the
class. Some students did this unprompted to their peers. Others did
not share until he explicitly asked the class for their examples. He
also circulated the room to check for progress and understanding,
asking some follow up questions, or asking them to explain their
answer more thoroughly. He answered any questions they had and
helped them arrive at understandings/connections they may not have
realized. “When your stressed out, do you eat sweets? Do you surf
the web? Do you clean your room?”
Y The questions were open response and he encouraged them to
instruction for each student. Differentiated instruction
to match students’ interests and needs. Provided strength-
based equivalent learning activities that held all students to
the same learning objective.
9. Paced instruction. Followed the steps of an effective
lesson, taught bell-to-bell, and provided evidence of lesson
planning.
10. Provided lesson closure. Revisited learning
objectives, prioritized highlights from the lesson, and
connected the learning to future instruction.
provide examples from their lives. Nearly all students had examples
but if they did not then he helped them brainstorm a few things. If
they still struggled to come up with examples, he helped them come
up with hypotheticals. All students were held to the same objective
and had to understand the concepts in order to answer the questions.
If they didn’t have personal examples, they had to come up with one
that demonstrated understanding.
Y He did teach bell to bell and his instruction was paced well. He
divided instruction into three fifteen-minute chunks. The first fifteen
minute were the students watching the video, the next ten to fifteen
minutes involved him recapping the video and explaining the
questions and the final fifteen to twenty minutes involved students
answering the questions and doing a corresponding web search.
Y Some students were still answering their questions so he ended the
lesson by explaining that they would take about ten minutes in the
next class to finish answering their questions. He tells them to focus
today on their habits are and if they want to update any of their
answers tomorrow, he will hang onto their finished papers and give
them back to them at the beginning of class.

General Reflective Comments:

Students did not raise hands to answer questions and the classroom management strategies were pretty laxed.

This did not make the room chaotic, however. Students appeared to be able to self-regulate their talking, staying on topic

for the most part and keeping their voices down as to not distract their peers. If they did get off topic while talking to their

peers, they did not stay off topic for long. He rarely had to redirect students but there seemed to be a general feeling of

accountability in the room. I suspect that classroom rules and routines were established prior and practiced. It appeared he

was trusting them to be responsible enough to self-regulate their behavior. They are older students so perhaps he was

trying to teach them this responsibility while giving them room to self-regulate just as would be expected in college or the

workforce. This appeared to work well, at least for this class period. I think students appreciated having this responsibility

and no one took advantage of it.

Field Experience Video Lesson Reflection Template Fall 2020

 Lesson Observation and Reflection

Name: Cortney Hedlund Title: Folklore and Fables Iroquois Senior High School (Grades 11/12)
Date Observed:04/12/2021

Directions: Using one of the video lessons available at www.teachforward.com, assess and reflect on the following parts
of the observed lesson. Comment on the degree the lesson reflects these parts of an effective lesson. Feel free to extend
the space available within each cell, but limit your remarks to no more than two pages.

Steps of Effective Instruction Y/N Comments

1. Greeted students by name when they entered the
classroom. Used the students' background information to
connect, personalize, and prepare students for class.
2. Provided an initial task and summarized its
relevance to the lesson. Provided an initial task that
helped the students focus on the content of the lesson.
3. Gained the students’ attention with a motivating
introduction to the lesson. Created an exciting lesson
starter that caused students to want to learn more.
4. Stated the lesson objective(s) and explained their
relevance. Referenced the larger context (Enduring
Understanding) and explained why learning was
important.
5. Uncovered and assessed the students’ prior
knowledge of the lesson’s topic. Learned what students
already knew and adjusted the instruction accordingly.
6. Presented knowledge in new and interesting ways.
Creatively embraced instruction. The students received
instruction that was engaging and challenging.
7. Checked for student understanding during the
lesson in multiple ways. Used frequent and interactive
checks of student progress to identify learning needs.
8. Involved all students while personalizing
instruction for each student. Differentiated instruction
to match students’ interests and needs. Provided strength-
based equivalent learning activities that held all students to
the same learning objective.
9. Paced instruction. Followed the steps of an effective
lesson, taught bell-to-bell, and provided evidence of lesson
planning.
Y Yes, she asked them how they were doing when they were sitting
down. She also asked them how their college applications were
going. Prior to the lesson starting she explained most of the class
was college bound 11th and 12th grade students.
Y The teacher handed out a previous exercise the class had done in
groups (popcorn writing where one student writes for ten
minutes and passes the story on to the next student to write for
ten minutes) and had all the students read through them. She told
them to use a “complement sandwich” and to look for feedback to
give each other.
Y She used student examples to help open the class. Also, she told that
class that I would be reviewing some of the papers as well. She
explained to the class that I majored in Creative Writing in school.
(this was a creative writing class). They seemed very excited to have
me there to give some feedback (I did not expect this, either, but was
excited myself.)
Y She explained that after they give feedback, they are going to begin
another unit on folklore. She said she was really excited to learn
about folklore and fables because some of the students had already
begun writing folklore-ish pieces. She explained that folklore is
important to understanding culture.
Y After doing the short critique at the beginning of the lesson she
pulled examples from some of the student’s writing to explain what
folklore was. One such example was that sometimes folklore and
fables use animals to tell a story. Two separate groups of students
did that in their writing exercise.
Y I thought the hands-on approach with the student critiques, writing
exercises, then tying it into their new unit was a great way to get
students accustomed to writing frequently, receiving feedback, and
tying that feedback and knowledge into new concepts. Very
practical in nature for what she was teaching.
Y She frequently asked students to answer questions before proceeding
the next slide. She had them complete writing exercises and give
feedback to their peers. All of these ways checked for understanding
formally and informally.
Y All students were participating in the writing exercise, giving
feedback to peers, and answering questions in class. Due to the
nature of creative writing, writing assignments could be
differentiated easily because creative writing is personal and unique
to every individual. Furthermore, for homework students had to find
their own folklore or fable piece of fiction on the internet and read it.
Tomorrow they would be sharing that with the class.
Y The instruction was divided into three portions with different
activities, cognitive demands, and pacing. Students were taught bell
to bell and transitioned quickly from one portion of the lesson to the
next. Learning activities that required a lot of focus and a little

10. Provided lesson closure. Revisited learning
objectives, prioritized highlights from the lesson, and
connected the learning to future instruction.
talking were divided by an activity that included a lot of class
discussion and student-driven responses.
Y Before the lesson ended, the teacher summarized some important
details about fables and folklore. Then she told them to keep these in
mind as they begin the reading assignment for homework. She told
them to pay special attention to the symbolism in the story and how
it contributes to the overall message. She reminded them that
symbolism is very important in folklore and fables.

General Reflective Comments:

It was clear that the teacher had a good rapport with her students. She joked with the students and they laughed.

When she gave feedback during the critiquing portion of the lesson, she was very positive in nature. She made sure to

specify multiple times that this was a safe space and that they would not get in trouble for writing from experience. This is

so essential, especially in a creative writing course where students are making themselves vulnerable to each other every

day. I don’t think this level of participation could have been accomplished without establishing a good relationship with

students.

Field Experience Video Lesson Reflection Template Fall 2020

 Lesson Observation and Reflection

Name: Cortney Hedlund Title: Grade 8 - ELA: Comparison of Two Passages - Women in Art (V896)
Date Observed: 03/31/2021

Directions: Using one of the video lessons available at www.teachforward.com, assess and reflect on the following parts
of the observed lesson. Comment on the degree the lesson reflects these parts of an effective lesson. Feel free to extend
the space available within each cell, but limit your remarks to no more than two pages.

Steps of Effective Instruction Y/N Comments

3. Greeted students by name when they entered the
classroom. Used the students' background information to
connect, personalize, and prepare students for class.
4. Provided an initial task and summarized its
relevance to the lesson. Provided an initial task that
helped the students focus on the content of the lesson.
Y She stood near the door and greeted students as they came in. I could
not hear any talking to hear what she was saying, but she remained
at the front of the classroom until all students were inside. She
handed a few stacks of papers to students to hand out to others.
During discussion, however, she referred to the students by name
frequently.
Y She had students compare the titles of two of the works they are
going to read in class. Then, she had them link the two titles together
under a common theme to introduce the lesson.

3. Gained the students’ attention with a motivating
introduction to the lesson. Created an exciting lesson
starter that caused students to want to learn more.
4. Stated the lesson objective(s) and explained their
relevance. Referenced the larger context (Enduring
Understanding) and explained why learning was
important.
5. Uncovered and assessed the students’ prior
knowledge of the lesson’s topic. Learned what students
already knew and adjusted the instruction accordingly.
Y She referred to their extended responses and the progress they are
making. She linked the title comparison to something they could use
in writing introductions and conclusion. She also said they are a
good way to get a focus on what they are about to read.
Y She explained that they are focusing on the organization of an essay,
specifically the body paragraphs. She explained that they had really
good intros and conclusions in their last extended response, but their
body paragraphs need more work. She had them read the extended
response that they will be completing at the end of the lesson. Then
students identified key words and phrases in the question to focus on
in their reading.
Y She referenced the extended response that they have written. In
these essays they had strong introductions and conclusions, but their
body paragraphs needed better organization.

6. Presented knowledge in new and interesting ways.
Creatively embraced instruction. The students received
instruction that was engaging and challenging.
7. Checked for student understanding during the
lesson in multiple ways. Used frequent and interactive
checks of student progress to identify learning needs.
8. Involved all students while personalizing
instruction for each student. Differentiated instruction
to match students’ interests and needs. Provided strength-
Y It wasn’t extremely creative, but it was differentiated, and it did
engage students. At first, they did a shared reading activity with
student input. Then she had students divide into groups, pick
partners, or do the second reading on their own. The vocabulary was
challenging, students had to use context clues to figure out some
words. She made the students explain why they underlined things,
instead of just asking what they underlined. All these things
challenged students while also allowing room for various learning
styles.
Y She asked frequent questions to students and used their responses to
help frame her lesson points. During the shared reading she paused
to ask students to share what they underlined, and then asked
students to explain why they were underlying various details.
Additionally, there was some time spent listening into group
conversations about the text.
She shared what she observed during the group shared readings and
gave feedback on how they were doing, writing in the margins,
underlining their details, and arguing their points.
Y The first reading she did was a shared reading. The second reading
she had students choose to do their reading in groups, with partners,
or by themselves. If students didn’t have a group and they wanted a
based equivalent learning activities that held all students to
the same learning objective.
9. Paced instruction. Followed the steps of an effective
lesson, taught bell-to-bell, and provided evidence of lesson
planning.
10. Provided lesson closure. Revisited learning
objectives, prioritized highlights from the lesson, and
connected the learning to future instruction.
group, she found a group for them. If students didn’t understand
something, she took the time to answer their questions individually.
If they were questions that applied to the entire class, she repeated
the question to the class and then answered it. When students
weren’t sure of an answer, she had other students help them out
instead of answering the question herself.
Y There was a shared reading for the first reading and once there was
no other evidence they could gather from that reading, she stopped
reading it. This prevented them from wasting important class time
on a passage they got all the information they needed from it. Then,
she had students read on their own, with groups, or with a partner.
Y The teacher brought the students back to a whole group discussion.
She referred to the extended response question they had read over at
the begin of class and used as a focus. Then, she had students
answer the questions, making sure they backed their responses with
supporting details. If students weren’t sure about something, she had
other students help them out instead of answering the question
herself.

General Reflective Comments: She did not walk around the room for a whole when students were having their group

readings. Instead, she wrote notes on the board and tried to figure out the projector. I think this was because she had a

technical issue with her projector and couldn’t figure it out. She adjusted accordingly by putting notes on the chalk board

instead of the projector. This cost her some time on her formative assessment. She was able to walk around towards the

end of their discussion to check for understanding but I think she could have gotten a firmer grasp of their understanding

if she hadn’t run into the technical difficulties.

I thought her method of instruction where she had other students help struggling students instead of answering the

questions herself was effective. This allowed students who had a firmer grasp on the assignment to continue to learn while

also accommodating struggling students.

Field Experience Video Lesson Reflection Template Fall 2020

Lesson Observation and Reflection
 Name: Cortney Hedlund Title: Career Exploration ELA ` (Grades 7)

Date Observed:04/21/2021

Directions: Using one of the video lessons available at www.teachforward.com, assess and reflect on the following parts
of the observed lesson. Comment on the degree the lesson reflects these parts of an effective lesson. Feel free to extend
the space available within each cell, but limit your remarks to no more than two pages.

Steps of Effective Instruction Y/N Comments

5. Greeted students by name when they entered the
classroom. Used the students' background information to
connect, personalize, and prepare students for class.
6. Provided an initial task and summarized its
relevance to the lesson. Provided an initial task that
helped the students focus on the content of the lesson.
3. Gained the students’ attention with a motivating
introduction to the lesson. Created an exciting lesson
starter that caused students to want to learn more.
4. Stated the lesson objective(s) and explained their
relevance. Referenced the larger context (Enduring
Understanding) and explained why learning was
important.
5. Uncovered and assessed the students’ prior
knowledge of the lesson’s topic. Learned what students
already knew and adjusted the instruction accordingly.
6. Presented knowledge in new and interesting ways. Y Students were raising their hands often for help. We circulated the
Creatively embraced instruction. The students received
instruction that was engaging and challenging.
7. Checked for student understanding during the
lesson in multiple ways. Used frequent and interactive
checks of student progress to identify learning needs.
Y Yes. She asked them how they were doing and followed up with a
student on her vacation that she was just returning from. There was
also a new student in class. The teacher introduced the students to a
few girls who would be her helpers for the class period.
Y The teacher explained that an idea needs a plan for it to do anything.
Then she had students turn towards a partner and tell them an idea
they have for what they might want to do. Explaining that it doesn’t
have to be specific. Then, there partner will give them three possible
professions that encapsulate that idea. She told students to write
down their partners suggestions.
Y The teacher started the lesson by asking who has all been asked by
adults “what do you want to do when you grow up” and everyone
raised their hand. Followed by asking, “how many of you have no
idea what you want to do?” and “how many of you have an idea,
like ‘I want to work with children’ or ‘I want to help people’ but you
don’t know what to do with your idea?’
Y I could not find the lesson objectives, but she did reference the
enduring understandings. The teacher told a story about her friend
who was adamant that she wanted to be a lawyer. She went to school
for four years and then went on to law school and one day she
became a lawyer. She hated it. She thought that being a lawyer
meant that you get to negotiate, work with people, and argue.
Unfortunately, being a lawyer also meant reading, writing,
analyzing, and working long hours alone. They may change over the
years and have different interests and skills when they graduate in
five years, but it will always be helpful to have resources to help
them understand where they would be good working.
Y The teacher asked students to give each other suggestions and
possible career paths. She mentioned that for homework they had to
answer the question “what do you want to do when you grow up”
the night before. It appeared no student was familiar with the
websites that were used for the students to do their career
inventories.
room as students completed their quizzes and worked on their
worksheets. Other times they weren’t sure how to navigate the cite.
The worksheet wasn’t particularly challenging. It had students
examine their inventories and identify some of the key details.
Students were engaged and focused throughout the lesson.
Y Most of the lesson involved us circulating the room and answering
one on one questions with the students. Only the first part of the
lesson consisted of whole group instruction. During the first lesson
(I came in part way into the first class), the teacher was sitting at her
desk. Only a few minutes into that class had we begun to have to
circulate the room because students were struggling with the
technology so much. We didn’t sit down until the day was done after

8. Involved all students while personalizing
instruction for each student. Differentiated instruction
to match students’ interests and needs. Provided strength-
based equivalent learning activities that held all students to
the same learning objective.
that.
Y All students had to identify key details from their career inventory.
Some students required more direction throughout this, but all
students were given the same assignment. We provided extra
support to any student that needed it throughout the lesson.

9. Paced instruction. Followed the steps of an effective
lesson, taught bell-to-bell, and provided evidence of lesson
planning.
10. Provided lesson closure. Revisited learning
objectives, prioritized highlights from the lesson, and
connected the learning to future instruction.
Y We taught bell to bell. The beginning of the lesson was planned and
thought through ahead of time. There was a clear structure at the
beginning of her lesson. Towards the end of her lesson things
seemed to not go as planned but we adjusted accordingly. The main
portion of the lesson was self-paced, and students were at all
different points in their work but no student had finished early.
Y The teacher made everyone stand behind their desks until she
dismissed them and listen quietly. She explained what was going to
happen tomorrow in class (I am substituting for her), and they are
going to be working on their inventory. When they’re done, they’re
going to be starting a new book (this was the original lesson plan
until she realized that her soon-to-be ELA student teacher, and
substitute for tomorrow would be helping in that day’s lesson)

General Reflective Comments:

In the first class, which was taught to 8th graders (I only got to watch the second half) students did not get as far
on the assignment as the next class. Without complete context, I thought it was interesting that more students got further
in the next class’s lesson which was a 7th grade class. This may be due to her having an extra set of hands to help students
out, and how she adapted to answering questions. In the first lesson I observed, when I came into the classroom students
were taking the career surveys. If they had questions they were lining up at her desk. Midway through the lesson she was
able to get downtime to talk to me where I was able to introduce myself as her student teacher. Within a few minutes
many more students had needed help and she asked me if I was good with technology and we started to circulate the room
and answer questions.
I had nowhere to include this, but she handed out small candy bars to students when they completed part 1 of the
assignment. Some students seemed very happy about this.

Field Experience Video Lesson Reflection Template Fall 2020

 Lesson Observation and Reflection

Name: Cortney Hedlund Title: Grades 10-12 - ELA: Socratic Discussion with Feedback-
Still I Rise by May Angelou
Date Observed: 03/20/2021

Directions: Using one of the video lessons available at www.teachforward.com, assess and reflect on the following parts
of the observed lesson. Comment on the degree the lesson reflects these parts of an effective lesson. Feel free to extend
the space available within each cell, but limit your remarks to no more than two pages.

Steps of Effective Instruction Y/N Comments

7. Greeted students by name when they entered the
classroom. Used the students' background information to
connect, personalize, and prepare students for class.
8. Provided an initial task and summarized its
relevance to the lesson. Provided an initial task that
helped the students focus on the content of the lesson.
3. Gained the students’ attention with a motivating
introduction to the lesson. Created an exciting lesson
starter that caused students to want to learn more.
4. Stated the lesson objective(s) and explained their
relevance. Referenced the larger context (Enduring
Understanding) and explained why learning was
important.
N The video started after students were already sat in their seats. The
teacher did not refer to any of them by name at the beginning of the
lesson. She did not refer to the student’s background information, or
did she personalize the information to them explicitly during the
introduction.
N There was no initial task that summarized the relevance of the
lesson. The instructor introduced the lesson by discussing with
students what they have done so far with the Maya Angelou’s “Still
I Rise” before delving into the activity for the day. After explaining
how the seminar would be conducted, she did tell students that at the
end of the lesson will be an independent activity where students will
write an analysis of the poem. She told them that throughout todays
lesson they should be keeping in mind what they plan on writing
later for their analysis.
N There was no exciting starter to the lesson. The instructor began the
lesson by summarizing what they have worked on thus far and what
to focus on today as their moving forward with their Socratic
seminar. Students have already created a rubric for collaborative
conversations as well as drafted their own questions to discuss
during the seminar. She introduces the lessons by bringing these up
and explaining they’ll be using both today.
N The instructor told students to keep in mind the overarching theme
of the unit which is how women are portrayed in literature. She told
them to keep in mind a few other poems that they have already
analyzed in the unit as they move forward.

5. Uncovered and assessed the students’ prior
knowledge of the lesson’s topic. Learned what students
already knew and adjusted the instruction accordingly.
6. Presented knowledge in new and interesting ways.
Creatively embraced instruction. The students received
instruction that was engaging and challenging.
7. Checked for student understanding during the
lesson in multiple ways. Used frequent and interactive
checks of student progress to identify learning needs.
Y The instructor opened the lesson explaining to students that they will
be working on Maya Angelou’s “Still I Rise” which they’ve been
working on for a few classes now. Students have already read
independently, worked in groups, identified various literary devices,
and they created their own questions about the poem.
The instructor also reviewed a few other poems in the unit that the
students already discussed that tie into the larger theme of the
portrayal of women in poetry.
Y Prior to this lesson, students have read and discussed the poem in
various formats. I think it’s effective that they’re answering the
same questions they’ve already posed within a group setting.
Furthermore, the culmination of a days-long focus on this poem
ending with a discussion can help students tie together everything
they’ve been learning about the poem.
Y The instructor constantly circulated the room and listened into
conversations to check for understandings. Prior to the lesson, she
had students create their own questions for the poem that they are
asking and answering in this current lesson. I believe these questions
were also used as a formative assessment but by the time the

8. Involved all students while personalizing
instruction for each student. Differentiated instruction
to match students’ interests and needs. Provided strength-
based equivalent learning activities that held all students to
the same learning objective.
9. Paced instruction. Followed the steps of an effective
lesson, taught bell-to-bell, and provided evidence of lesson
planning.
10. Provided lesson closure. Revisited learning
objectives, prioritized highlights from the lesson, and
connected the learning to future instruction.
students entered the lesson, they already had these completed.
Checks for understanding were frequent but they were not done in
multiple ways. The instructor did seminar part of the way through
and gave feedback on how the students were doing, what was
working, and what they needed to improve upon.
Y All students participated in the seminar in group discussions.
Students entered the lesson with their own questions prepared about
the poem. These questions were answered by their group mates,
individualizing the lesson. Students were also measured against a
rubric during the collaboration that the students created themselves.
During the seminar, every student a role and rotated their roles/ This
ensured that all students were active members of the activity and
fulfilling learning objectives. Most notably, students were given
time during the seminar to give feedback on each other’s questions
and responses. Feedback was specific, actionable, and backed with
evidence. At the end of the seminar, students completed a short
analysis in which they chose the most challenging question their
group had discussed and answer it.
Y Every minute of the lesson appeared to be utilized. Students were
constantly engaged in the discussion. The teacher gave feedback
roughly every five minutes before students switched roles. When
switched, students appeared to of had enough time to fulfill their
assigned role, without having too much time left over to get off
topic. The lessons prior to this seminar were planned to prepare for
this mode of delivery as students had prepared questions, and a
rubric they worked on together.
Y The teacher gave feedback on the individual seminar as well as
the progress they have made in seminars since they first began
them at the beginning of the year. The teacher closed out the
lesson by summarizing that they were able to listen to other
perspectives and interpretations of the poem. The summative
assessment was a short analysis in which students selected the most
challenging question and attempted to answer that question. The
instructor provided a rubric she used.

General Reflective Comments: The lesson was effective despite not having an opening with an anticipatory set

and a more targeted introduction. Yet, there was a clear preparation made to ensure the success of the seminar.

Students were familiar with this mode of instruction, and they had spent days analyzing the poem in different

ways. As a result, the teacher did a wonderful job engaging students in the lesson. A particular strength was the

depth of discussion, and the level of feedback students were willing to give and receive. These are invaluable

skills for students.

Field Experience Video Lesson Reflection Template Fall 2020

 Lesson Observation and Reflection

Name: Cortney Hedlund Title: 9th grade ELA Honors Concluding Historical Fiction Novel
(in person at Iroquois High School)
Lesson objectives: analyze plot and conflict: identify the resolution
Date Observed: 03/29/2021

Directions: Using one of the video lessons available at www.teachforward.com, assess and reflect on the following parts
of the observed lesson. Comment on the degree the lesson reflects these parts of an effective lesson. Feel free to extend
the space available within each cell, but limit your remarks to no more than two pages.

Steps of Effective Instruction Y/N Comments

9. Greeted students by name when they entered the
classroom. Used the students' background information to
connect, personalize, and prepare students for class.
10. Provided an initial task and summarized its Y Students began the lesson with a short journal assignment for the
relevance to the lesson. Provided an initial task that
helped the students focus on the content of the lesson.
3. Gained the students’ attention with a motivating
introduction to the lesson. Created an exciting lesson
starter that caused students to want to learn more.
4. Stated the lesson objective(s) and explained their
relevance. Referenced the larger context (Enduring
Understanding) and explained why learning was
important.
Y The teacher stood outside the door and said hello to the students,
some of them by name, she asked them how they were. Before class
began students had a few initial questions about the assignment that
she answered promptly
bellringer. Many students began working on the bellringer as soon
as they sat down for class and before the bell rang. She gave a 2-
minute heads up before she ended the bellringer assignment.
N Gave a brief opening about where they were at in the lesson, which
was the end of a novel that they were reading for class. Then she
began her lesson by reading a passage from the story as the students
followed along. Not necessarily exciting or motivating, but students
appeared focused.
N She did state the lesson objectives on the schoology itinerary,
accessible to all students but did not explain relevance or enduring
understanding.

5. Uncovered and assessed the students’ prior
knowledge of the lesson’s topic. Learned what students
already knew and adjusted the instruction accordingly.
6. Presented knowledge in new and interesting ways.
Creatively embraced instruction. The students received
instruction that was engaging and challenging.
7. Checked for student understanding during the
lesson in multiple ways. Used frequent and interactive
checks of student progress to identify learning needs.
8. Involved all students while personalizing
instruction for each student. Differentiated instruction
to match students’ interests and needs. Provided strength-
based equivalent learning activities that held all students to
the same learning objective.
9. Paced instruction. Followed the steps of an effective
lesson, taught bell-to-bell, and provided evidence of lesson
Y The teacher discussed that the events were true in the story, which
they’ve already discussed before. She checked some of the
bellringers as students were submitting them. Touched on a previous
assignment that involved the Ballad of Harry Moore by Langston
Hughes, before bringing up students next assignment which would
be their own ballad.
Y Ballad assignment which involves a previous assignment that they
did involving Langston Hughes Ballad of Harry Moore, as well as
the culmination of the book they have just completed. Students were
told to create their own ballad that summarizes an event in the book,
or a particular character.
Y The teacher checked some bellringers that were submitted. She
frequently looked around the room to check body language for
understanding. Assigned evening homework due that evening that
was a set of questions based on the book’s reading and to check for
understanding. Also asked a few times if students had any questions
about the assignment but did not ask specific questions to assess for
understanding.
Y Students read the chapters before class, and the teacher did a shared
reading with the class as well. Creative assignment—ballad on some
person or event from the book. Retelling a part of the book that they
found significant. Provided example of her own ballad based off the
book. Gave some possible examples that they could use for their
lesson.
Y The instruction was paced well with the first 5-10 minutes devoted
to the bellringer, the following 10-15 minutes to the shared reading
planning.
10. Provided lesson closure. Revisited learning
objectives, prioritized highlights from the lesson, and
connected the learning to future instruction.
activity. Then she spend 10 minutes going over the culminating
assignment of the ballad before letting students spend the last 5
minutes brainstorming ideas for their ballad and asking follow up
questions.
Y There was a quick lesson closure introducing the new assignment of
the ballad and how it ties into both past assignments and the
culmination of the one they completed today (reading of the novel).
The teacher provided some examples that they could write their
ballad on based off of the book and gave a short example of her own
ballad she created for the assignment. Did not explicitly revisit
lesson objectives but did passively touch on them as she was
explaining the culminating assessment.

General Reflective Comments: The teacher knew her stuff and did a good job teaching to all kinds of students. I

think she should have asked a few more questions involving the students, but it was the end of the book and she

was introducing the final project. She did ask if they had any questions about the ballad assignment as she

explained what she was looking for. Students all appeared to be focused on the lesson at hand and no one seemed

distracted. This may be because she was discussing a major assignment with the class and the students were honors

students. She did warn ahead of time that she didn’t have to manage classroom behavior much in the class because

they were all focused students. She did have good command of the classroom.