Lesson Plan & Implementation:
Reflection and Analysis
College of Education
Time Celebration/Struggle/Question:
0:24 Struggle/Question- Not allowing a
child to finish his answer
2:25 Celebration- Is it okay for our
predictions to be wrong guys?
3:33 Struggle – students were excited
and calling out
5:05 Struggle- Not having a teacher
copy and using a student’s copy
instead.
4:30- 8:17 Struggle- I had noticed a student
that struggles with following
directions was completely not
listening and playing with her
hands at her desk.
11:24 Struggle- Having Julia and Daniel
paired together. Recently we have
noticed that Julia is unable to work
effectively when around Daniel as
Claim about teaching practice
I rushed to get to the
conclusion of what a guess is in
an experiment.
Feap- 2f
This shows an open
environment where students
know it is acceptable to be
wrong.
Feap- 2f
Management could have been a
little better if all students were
down at the carpet. I chose to
do otherwise because they had
clipboards and in the past that
meant a distraction.
Feap- 2a
I feel it would have been wiser
for me to have a teacher’s copy
projected to make this part of
the explanation quicker.
Feap- 2e
This is why it is so important
to focus on all of your students
at all times because even just
one may be completely off task.
Feap- 3h
Knowing your students and
setting them up for success
through group placement
needed to be improved here
 she just wants to tease him and Feap- 2h
play around.

12:00 Celebration- Very smooth and This was a celebration for our
quiet transition outside! management of behavior
figuring that they were super
excited.

Feap- 2b

14:47 Struggle- I should have I feel that first- graders need

reexplained our expectations to
entirety again as we went outside.
that constant repetition of
directions in order for things
to be successful for them in a
lesson. They moved to a new
location so in furthering
lessons.

Feap- 2e

16:00 Struggle- A student has a Clear expectations of the

meltdown and decides to slam his
airplanes and clipboard.
objective of the lesson was not
delivered for all students to
understand by this student
getting upset for a reason that
is not relevant to the objective.

Feap- 2g

23:00 Struggle- My groups ended at This would have been an

different times leaving one group appropriate time to have an
there doing nothing. enriching activity to further
along their engagement in the
lesson.

Feap- 2f

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

Questions to consider in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that
happen?
a. During my lesson, I did not expect one of the groups to finish before the
other group had finished. The group that my CT had finished their trials
quicker than my group by 23:00, which I had three students left. This led
to me sending two of my students over to go throw in her “terminal.”
 b. One of my students at 19:46 had realized he had grabbed the wrong
airplanes from the mailboxes that happened to not be his. He realized this
after he had already participated. He was upset and led to my CT taking
him into the classroom to grab his correct planes. This put a hold in my
line of trials with my students because one of my students had to
rethrow.
2. If you were going to teach this lesson to the same group of students, what would you do
differently? Why?
a. The thing I would change about this lesson would be the organization of
the process. I felt the lesson went a little chaotic due to it being the first
time my students had gone outside for a lesson. My deliverance of
expectations would be a little different due to the excitement level of my
students. I feel an appropriate approach would be to deliver expectations
inside the classroom then review and re-deliver once we had gone
outside rather than jumping into our experiment at 14:48.
3. What would you do the same? Why?
a. If I were to do this lesson again, I would keep the idea of differentiated
response sheets as this really helped my student succeed. They were able
to engage in my whole-group conversations because they were not
struggling on responding and spelling, instead they were focusing on
what they were learning and their reflection of the lesson. I felt this really
supported my lower-level students.
4. What surprised you in your lesson?
a. The part of my lesson that surprised me the most was at 6:32 when one of
my ESE students being able to tell me the entire objective as he
completely understood what we were learning. This was a giant
celebration for the ESE specialist, CT and I as a whole.
5. Describe an instance or particular encounter that comes to mind. Why did you pick that
instance? What is so perplexing about that particular moment?
a. At 16:00 after one of my students had thrown his airplanes, he had a
meltdown because he didn’t think his planes went far enough. This to me
stands out because if he understood the purpose of the lesson, he would
have not been upset at how far his planes went but rather which plane
went the furthest of the two he made.
6. What connections can you make to your lesson today from your coursework, the literature,
and any previous lessons or experiences?
a. I connect this lesson with the final assessment of the previous day’s
science lesson. Students had crafted and made predictions of their
experiment the proceeding day. The students had an understanding of
what the lesson was about even before expectations were in place. This
helped with a time management of which I have struggled with in
previous lessons in my engage part of my lesson.

The 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?
a. Based on the data collected, I had realized that moving forward a small group
needed additional support on the concepts of push, pull, and gravity. Overall
from the exit tickets, there was almost a complete mastery of the objective
based on student response. This means that as a class average it was
unnecessary for us to continue into the next week covering this specific topic,
but we were able to move on to the next curriculum topic. Tickets were
differentiated to meet students need. This helped in students being able to
follow along through all of the processes of the science investigation.
CLAIM- Differentiating certain parts of the process allows for maximum potential
participation and understanding of the objective.

2. Based on what happened in this lesson, what are the next steps? What do 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. Given that a select few students needed additional support in mastering the
objective, it furthered my teaching to be able to use this as a background
knowledge lesson for furthering science concepts, such as direction and
movement. For my small group, I would provide them with additional
materials/ mini lessons to assist in the strengthening of their understanding
of push, pull, and gravity.

CLAIM- Small group instruction is important to meet with the students who need
additional support with a concept being taught. Sometimes as a class collective it is
unnecessary to focus on a topic mastered by a majority, this is why small groups would be
an appropriate outlet of time to benefit the specific students as well as other students.

Questions to answer specific to a science lesson:

1. In what ways did you access prior knowledge? What misconceptions were revealed
during this lesson?
a. I used prior knowledge of previous lessons that introduced the concepts of
push and pull. I used a specific experiment to pull procedural connections of
the importance of throwing the planes the same way. The misconception of
how students were to throw the planes to see which was going to furthest
based on the papers weight, to a competition is where students struggled.

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?
a. Students were able to make predictions, participate in an experiment, and fill
out a conclusion. Students prior knowledge of what a push and pull force
was, was incorporated into the discussion of why the plane might and will go
into flight.

3. 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 student, 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.
a. Vocabulary use was appropriate with the science terms of push, pull, and
gravity.

4. Consider how science was represented in the class. What explicit connections were
made to the nature of science?
a. Students kept an accurate record of the distance that their planes had
traveled. They made predictions and followed through with a conclusion.