Lesson Plan & Implementation:

Reflection and Analysis

College of Education
Childhood Education & Literacy Studies

Reflection is a critical process for supporting your growth and development

as a professional. At the end of each lesson, you should reflect on the
experience and analyze its effectiveness. This part of the process consists of
two parts: the reflection and the analysis.

In order to receive full credit your reflection and analysis must include
specific references to the video with time correlations. For this reason, it is
strongly suggested that you complete a chart as you watch your video with
the following headings and focus your viewing on the student learning goal
and/or teacher instructional goal.
Time Celebration/Struggle/Questio Claim about teaching
n: practice

9:42am Reviews Essential Question My CT says that during

lessons and especially
when doing formal
observations from
administration, it is always
important to start with the
essential question and
then refer back to it at the
end of the lesson. This
allows students to have a
focus throughout the
learning.

Throughout lesson Redirects student attention Need to practice behavior

by calling names. management techniques
that do not require taking
time out of daily lessons to
speak to students. Non-
verbal cues during lesson
will help keep
management on track and
also keep the lesson
flowing
You do not have to answer all of these questions, choose 3-4 and
answer thoroughly. They are meant to prompt your thinking. Your
reflection should make sure to address both reflection and analysis.

The Reflection: The reflection component should make you think about your
overall impressions and feelings that you had. You also might address
something that surprised you or something that made you pause.

Questions to consider in your reflection:

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?
3. What surprised you in your lesson?

-When I first read through this problem, given during the Opening of the lesson, I
had to sit down and think about how to solve it. This problem is a multi step word
problem involving elapsed time that requires students to count backwards. With
this only being the second day that students were practicing elapsed time, I
expected them to have a lot of trouble with this problem. From this, I decided to
give students the problem and give them time to work on it independently. After
students had time to try the problem, I planned on going over the problem step
by step with the class as a whole to address any misconceptions. Because this
problem did require a lot of steps, I expected students to struggle. To my
surprise, many of the students were able to either figure it out independently or
with their table groups before going over the answer with the class. I was
pleasantly surprised to see a variety of strategies being used by the students
such as number lines, jumps, and simple addition and subtraction.

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?
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 lessons effectiveness to

what extent did the students meet the objectives stated in your lesson plan
and how do you know? Make a claim about student learning and support it
with evidence that you gathered from the lesson.

General questions to consider in your analysis:

1. To what extend did the students learn what was intended? How do you know? As
part of your answer, please indicate:
a. In what ways were your teaching methods effective? How do you know?
b. In what ways were your activities effective? How do you know?
c. In what ways were the instructional materials effective?
d. How did any special considerations of accommodations affect the lesson?
2. Identify an individual or group of students who had difficulty in todays lesson.
How do you account for this performance? How will you help this (these)
student(s) achieve the learning objectives?
 -Because this lesson was taught to two different blocks of students, I used what I
learned during the first block to help me with the second block. This works very
well with our schedule because our first block of students is our higher-level block
that tends to grasp concepts and move through content quickly. Our second
block of students typically need more support during lessons. Even though the
first block of students understood the word problems, I had the opportunity to
practice questioning techniques with them in order to know which questions
would be appropriate to ask the second block. From some of the students who
did have trouble in the first block, I learned that I needed to review some
concepts and clarify some ideas before giving these problems to the second
block. When the second block of students started this lesson, I decided to review
clockwise and counterclockwise directions as well as the possible strategies. This
seemed to help students know which direction to count in each of these word
problems and how to answer these types of questions.

3. Identify an individual or group of students who did especially well in this lesson
today. How do you account for this performance?
4. Based on what happened in this lesson, what are the next steps? What do you
plan to teach next to this class? Be sure to explain how you will use information
from this evaluation in future lesson planning.
-After this lesson, a performance task on elapsed time was given to the students
to assess how comfortable they are with this concept. We found that even
though students were able to answer the word problems during the lesson, they
had some trouble with the performance task. Using this information, we are
going to review elapsed time again before giving the unit test to make sure that
all misconceptions about elapsed time are addressed before the assessment.