Level 2 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 and
complete the table, and upload to Canvas before your post-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, connect this to a
concept you are learning in one of your courses, a claim that you can make about teaching
and/or a FEAP that you demonstrated in this moment. Please complete 7-10 entries.
*Note: Times in column one should reflect the entirety of the video taken.” You may
add additional rows as needed.
Time Celebration/Struggle/Question:       Connection to coursework,
claim about teaching and/or
FEAP demonstrated

0:00 I establish the expectations and We learned about setting

explain why I have some
expectations. For example, I
explain that other people are
learning so we need to make sure
we are not being too loud.
expectations in EDE 4504, and
since I have worked with these
students before, I am
continuing to enforce these
expectations, which helps
manage their behavior
continually/ FEAP 2b and 2c

0:59 I based this lesson off state
standards, but I focused in more
on the connections between
standard and expanded form
rather than the content of the
whole standard which also
includes word form.
The standards used in this
lesson are MA.2.NSO.1.1 and
MA.2.NSO.1.2/the students in
this small group were selected
because on the assessment for
this unit they needed extra
work on expanded form/ FEAP
1a and 3a

0:15 As I was explaining the Engagement is always

expectations, the students seem important, so students know
very focused on the camera. One both expectations and
thing I wish I could change would content/FEAP 2c
be drawing their attention back to
me. However, the lesson did
progress smoothly, so it is not a
 big concern.
14:55, 16:50, 19:28 I tried to ask more open-ended
questions to promote critical
thinking skills. I feel like the
questions I asked were good, but I
did not give enough time before
asking another question that was
close ended which is not ideal.
5:57, 10:30, 13:05, 13:26, I used words of encouragement to
14:50, 21:22 promote engagement and help
students feel more confident.
4:35 Based on the assessment for the
unit, the students in this group
needed extra help on expanded
form. At this time stamp, I explain
the connection between the
model, expanded form and
standard form.
1:10-13:45 I give students options for the
number that they choose which
helps them take control of their
learning and gives them more
freedom. This also happens
throughout the lesson as each
problem that we do together Has a
section that students choose their
own number.
In MAE 4310, we talk about
inquiry-based learning and
teachers should aim to ask
questions that are open-ended
because they allow students to
explore problems and think
more deeply/FEAP 1a and 3a
We learned about how words
of encouragement can help
students last semester in EDE
4504, EDE 4941 and RED
4312/Words of encouragement
are very important for
students’ success and can help
with behavior management,
increasing participation, and
greater academic success
Since these students needed
extra help with expanded form,
we did a modified version of
the activity. This helps
accommodate for the different
needs of the students both that
the activity was changed and
that this group of students was
chosen for continuation of the
previous unit/FEAP 2h
We learned about offering
choices in EDE 4504 to help
manage student
behaviors/Allowing students to
have more options and choices
generally helps with
engagement and academic
success as a result/FEAP 2b