Lesson Plan & Implementation:

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 reflect on the experience and analyze its
effectiveness. This part of the process consists of three parts: the reflection, the analysis
and the content-focused questions.

In order to receive full credit your reflection and analysis must include specific references
to the video with time correlations. For this reason, 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/Question: Claim about teaching practice

4:48 At this time I had the students
begin to work on their “application
problem” which was number 3 of
the previous lesson because we
did not get to it on Monday. I made
sure to set a timer of the board to
keep both my students and me on
track. One question I do have is
how can I put a timer in my Google
slideshow, so I do not have to keep
flipping between two screens?
I believe that I was able to
demonstrate FEAP 2A
(organizes, allocates, and
manages the resources if time,
space, and attention) during my
lesson. Setting the timer up
allowed for the students to be
better able to pace themselves
and also learn about time
management. This also allowed
me to manage my time as the
teacher.

6:20 While the students were working
on their problem from the
previous day, I was circulating
around the room making sure I
was available to answer any
questions that my students might
have. During this time I was also
checking to make sure the
students were on task and
working diligently.
I believe that I was able to
demonstrate FEAP 3J (Utilize
student feedback to monitor
instructional needs and to adjust
instruction) at this point in my
lesson. I was walking around the
room answering questions my
students had and also using those
questions to help the whole class
when going over the problem as a
whole group.

10:11 At this time, I was trying to display I believe that I was able to
my Google slide that had the demonstrate FEAP 2A
 problem the students were
working on up on the board.
Technology was not being very
friendly, so instead of displaying
the slide full screen I had to do it
differently to where it would show
up and not be a black screen.
10:27 I had asked the students “okay,
what do we think, yes or no?” I had
multiple students say yes and
multiple say no. At this time I
asked for one student who said
yes and one who said no to stand
up. I wanted the students to take
ownership of their voice and to
have a discussion on how they
came to their answer. The
students did really well with this
and they were able to get their
thoughts out before we began
solving the problem.
15:11 At this time I had pulled a Popsicle
stick with a student’s name that I
know was struggling with the
content. Instead of putting that
student on the spot, I decided to
pair him up with one student who
is above grade level in math that I
knew would not tell him the
answer but help walk him through
the question. This worked out
great and did not make the
students feel put on the spot.
(Organizes, allocates, and
manages the resources of time,
space, and attention) during this
part of my lesson. The slide
show was not working but I
went with the flow and found a
new way to use my technology.
This is very important; because
as teachers we have to be
flexible and work within the
perimeters we are given
sometimes.
I believe that I demonstrated
FEAP 3I (Support, encourage,
and provide immediate and
specific feedback to students to
promote student achievement)
at this point during the lesson. I
wanted to make sure that my
students had their voices heard
and that I was able to promote
student engagement. During
this time I was also able to give
students feedback on their
thinking at that exact moment.
I was able to demonstrate FEAP
3C (Identify gaps in students’
subject matter knowledge) at
this point during my lesson. I
knew that the student I had
called on was not going to be
able to solve the problem in a
reasonable amount of time and
that he would feel very
uncomfortable, so I paired him
with a high achieving math
student who was able to help
explain the problem to him. I
had both students answer the
question, which helped with the

16:59 At this time I was asking the class
various probing questions about
adding fractions. It is very
important that the students
understand that they cannot add
or subtract fractions if they do not
have the same denominator. The
students seemed very comfortable
with the idea that the
denominators had to be the same
in order to add.
17:35 After watching my video I did
realize that there was a lot of
“teacher work” on the board.
Typically I like my students to go
up to the board and work out the
problem, but because they were
struggling so much with the
lesson, I wanted to make sure I
was explaining it the best I could.
One question would be how could
I get more student involvement
even when they are not
comfortable with the lesson
content?
19:20 During this time I had a lot of
students raising their hands to
answer questions. In our
classroom it is the expectation that
students are to stand when they
want to answer or speak. This
would have been a good time to
quickly go over classroom norms
and expectations.
one students math self esteem.
I believe that I was able to
demonstrate FEAP 2H (Adapts
the learning environment to
accommodate the differing needs
and diversity of students) during
my lesson. I had to accommodate
how I was speaking and giving
the students this information to
ensure that the students were
comfortable enough to move on
to new content.
I believe that I was able to
demonstrate FEAP 1B
(Sequences lessons and
concepts to ensure coherence
and required prior knowledge)
at this point during my lesson. I
had to make sure that the
students were comfortable
enough with the content before
I could move on. If I were to
move on to new content this
would only hurt the students. I
had to do a lot of teacher led
work at the beginning of the
lesson, but it was only to ensure
that the students learned what
they needed to in order to move
on.
I believe that I could have
improved on FEAP 2C (Conveys
high expectations to all
students) at this point in the
lesson. The students are well
aware of our classroom norms
at this point in the school year. I
should have taken one second
to remind the students of our
classroom norms. This would
have helped the rest of the
 lesson run more smoothly.

30:12 At this time the students had gone
over the lesson for the day and
were set free to complete specific
numbers of the problem set. While
they were working I was
circulating around and answering
any questions that the students
had regarding the lesson content.
I believe that I was able to
demonstrate FEAP 3B (Deepen
and enrich students’
understanding through content
area literacy strategies,
verbalization of thought, and
application of the subject matter)
at this point in my lesson. The
students began to work
individually on the problem set.
During this time it allowed me to
see what areas my students still
needed some instruction on that I
could go over during the lesson
debrief.

45:22 After about 15 minutes of I believe that I was able to

individual working, I called the
class back together to debrief on
one of the problems they
completed. During this time I was
able to see what students used
different strategies, answer any
questions, ask the students
probing questing, and gauge their
understanding level for the lesson.
demonstrate FEAP 3F (Employ
higher-order questioning
techniques). I was able to ask
the students more difficult
questions during the question
debrief of the lesson. This also
allowed me to see what areas
the students will need to work
on for the upcoming lessons.

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?
The major aspect of my lesson that was implemented differently than I planned was
the application problem section. In my lesson plan, I had the students completing
the application problem that is supposed to be done in conjunction with lesson 7.
However, the lesson that the students did the previous day was a great struggle for
the majority of the class. In response to their struggle instead of having the students
complete the application problem for lesson 7, I had them complete one of the more
challenging word problems that we were unable to get to the day before. I believe
this was a wise decision because the students would not have been successful in this
lesson if they did not have the proper background knowledge.
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 were going to teach this lesson again to the same group of students I would do a
few things differently. The first thing that I would do differently would be to use
fraction models with the students. I believe that if I were to use the models it would
have greatly benefited many of my students, especially my ELL students because it
would give them a visual representation of what we were discussing. Another part
of my lesson that I would do differently is to have the students engage in more turn
and talks with their shoulder partners. I feel like if I were to have them talk more to
their partners they might have heard different strategies that they could have found
helpful.
3. What surprised you in your lesson?
One aspect of my lesson that definitely surprised me was that the problem from the
previous days lesson took as long as it did. I knew that the students struggled with
this content, but I did not realize that this was going to take as long as it did. I do
believe that I needed to take all of that time and go over the lesson though. I knew
that if the students did not feel confident with the previous lesson they would not
feel confident with the following lesson. I might not have planned for this question
to take about twenty-five minutes, but I am glad I was able to go through it and
answer any questions or misconceptions that my students were having.
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?
One particular instance that comes to mind when thinking of this lesson is when I
was using Popsicle sticks to call on students. For some reason I was not a fan of
using this method to call on students. I picked this instance, because I do like the
idea of randomly calling on students, but I do not believe that Popsicle sticks is the
method I want to be using. I would like to try and find a way that I could still call on
students randomly. For every math lesson I use a Google slides presentation that I
create, so I would like to try and find a way that I could put something on my slides
to help with calling on students.
5. What connections can you make to your lesson today from your coursework, the
literature, and any previous lessons or experiences?
One connection that I can make from my lesson to previous coursework is to be able
to understand the needs of your students and to do what is best for the whole group.
In our math methods course, we talked a lot about how some topics might not come
easy to your students as a whole group. We talked about how it is important to stay
on a topic until the majority of your students understand, instead of pushing
through the content. You want your students to be able to make connections and to
have the ability to understand why they are doing what they are doing. With this
specific lesson I had to stay and make sure my students felt comfortable enough
before moving on to more difficult and challenging content.

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, and
planned differentiation strategies?
In regards to this lesson, all of my students were able to achieve the learning
objective. I know this because after the lesson, I had students complete the exit
ticket for lesson seven. After colleting the exit tickets and going through them all
students had passing scores for this exit ticket. The students did have a lot of review
before actually starting lesson seven, which I believe is one of the reasons the
students did so well. I spent a lot of extra time going over material, but it was what
the students needed in order to succeed. One teaching method that I could have
done better with to help my students was to do more differentiation strategies.
Using actual fraction tiles would have been very helpful for my ELL students who
struggle with the conceptualization aspect of fractions.
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?
All of my students (gifted and students with 504’s) were able to meet the objectives.
There were no instances in this lesson where a student’s educational plan affected
the lesson. The student who has a 504 and requires “cool down time” did not need
this during the lesson, which allowed her to be in the classroom for the whole
lesson. This allowed her to hear everything that was being said and time to engage
in mathematic practices. I also had the gifted student’s who are working on their
enrichment project complete the hardest problem in the problem set and show it to
me to check before they went on to work on the Bowling Alley Project. This allowed
me to make sure that the students were able to grasp the lesson and see if they truly
had an understanding of the content, because the problem they did was very
abstract.
3. 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.
Based on what happened during this lesson the next step that I will be looking at is
how the students preformed on their mid-module assessment. Lesson seven was the
last lesson before the students took their assessment. After I grade the mid-module
this will allow me to gain information on what students need more help in what
content areas. I will then be able to incorporate more differentiation in the
remainder of the lessons before the end of module assessment. I will also be able to
give the students additional, individualized practice before the end of module
assessment.
4. Include artifacts representing student work that reinforces your narrative.
This is an example of the problem set that the students were working on for lesson
 seven which was solving two-step word problems that contained fractions. This
image of my student’s work reinforces my narrative of how spending extra time on
the previous lesson really helped them grasp what they needed to lesson seven.

Content-Focused Questions: Choose the section that aligns with your lesson content
and answer the questions accordingly.

Questions to answer specific to a mathematics lesson:

1. Analyze your use of mathematics vocabulary. Were you precise in your use of
vocabulary? Did you encourage precision in students' use of vocabulary?
Overall, I believe that I do a great job of making sure I am using mathematic
vocabulary throughout my lessons. The students do not have traditional
homework books that reinforce vocabulary (some of which they will see on their
FSA) so I try my hardest to be using those words in class and have my students
use them as well. In this lesson I was able to make sure we were using numerator,
denominator, part of the whole, simplify, and equivalent. Also when the students
 are answering or discussing with each other, I make sure that they are using the
proper vocabulary words to help reinforce their meaning.

2. Consider your mathematical explanations. Were you accurate in your discussion of

mathematics content?
I do believe that my mathematical explanations were accurate and helped my
students succeed with the lessons content. I made sure that the night before I
taught the lesson I watched all of the videos that went along with it for teachers
and made sure I wrote out/ worked through all of the problems I was going to give
my students beforehand so that I could see if there were any misconceptions that
needed to be addressed during the lesson.
3. 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.
In my lesson I do believe that I was able to support student accuracy. Whenever
we would go over problems I would always encourage students to keep trying
even if they felt like they were defeated. I would praise the students for any little
part of the question they did get right. I did not ever flat out tell a student that they
were wrong; because I am trying to build up their math esteem, not break it down.
I also would continuously probe the students for more information when they
were answering questions. By probing them for more information I was able to
deepen their mathematical thinking, which will greatly benefit them as they
continue in their schooling.
4. Consider the extent to which you provided opportunities for your students to "do
mathematics." Which of the mathematical practices did you PLAN to facilitate and
which of those practices are OBSERVABLE in student behavior?
During my lesson, I did give the students multiple times to “do mathematics.” I
believe that it is very important to allow students time to work through the
problems. This is especially true for students who learn better by doing the
specific task, and we have a lot of these students in the class. The students also
had opportunities to solve problems with their shoulder partner. Since this lesson
structure was a guided release style, we started as a whole group, then the students
worked with their shoulder partners through problems, and then it was individual
work. I believe that it is important to allow the students time to work
collaboratively with their peers and not just sit in a lecture style class for an hour,
as that would not benefit these students. While the students were completing the
problem set, I was circulating around the room assisting the students with
questions that they had.
5. Consider how the mathematics was represented in the class. Were connections made
between representations (verbal, numerical, pictorial, physical etc.)?
There were only a couple of connections made between representations during my
lesson. I used verbal and pictorial representations by explain the process of the
problems and pictorial by drawing diagrams to help the students visualize what
we were discussing. I wish that I had used some sort of physical model to help
make deeper connections throughout the lesson.
**Include in your reflection either at the end or integrated within, references to
times where you demonstrated applicable FEAPs. Your reflection can serve as the
artifact you link to in your FEAPs portfolio for those specific FEAPs that you describe
demonstrating there.