Lesson Plan & Implementation:

Level 3 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 your formal observation lesson, begin by completing the Video
Reflection Assignment (using GoReact). Then, write a reflection and analysis using the
guiding questions below. Post your reflection on your webspace and submit this
assignment as a link to your webspace where this reflection is located.

Part 1: Video Reflection (separate assignment on Canvas – GoReact)

Part 2: Written Reflection & Analysis

The Reflection: The reflection component should make you think about your overall
impressions and feelings that you had. Be sure to tag and explain any FEAPs you
addressed.

Questions to consider in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that
happen?
a. I had the teaching guiding book next to me to help me
with my pacing and what to talk about next, which I did
not plan. I thought it would benefit me after the first
lesson I gave to the first block.
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?
a. I would ask for more participation or use the popsicle
sticks to call on students so everyone has a more equal or
fair chance of being called on for participation, which
could promote more student engagement. I would also
decide to figure out a quicker way for students to write
down the information. For my IEP, ELL, and 504
students, I would copy my writing already into their note
catcher and have them fill in the blanks so they are
engaged and paying attention, but they do not have to
write as much or write words that do not make sense.
3. What surprised you in your lesson?
a. I was surprised on how many students participated and
gave me specific quotations from the text to support their
answers. They were looking closely into the text, which
was the goal.
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? What did this moment help you
understand or think differently about teaching/learning?
a. There was a moment when we were discussing the
 challenges in the story and William asked if he could
share his quote that was jumping ahead to the solution to
our problem. I paused for a moment because I did not
want to shut him out, I wanted to welcome his perfect
explanation, but I needed to address his misconception
on what we were focusing on. This helped me realize it is
okay to take a moment to think about a situation. What I
did was, I listened to his idea, complemented it and
thanked him for pointing it out, then I told him to hold
onto his quote because he is thinking ahead, which I love,
but we are focusing on challenges right now, what he
gave was a solution. Then when we approached the
solution portion, I immediately called upon William and
asked him to repeat his quote and explain that solution
ties to.
5. What connections can you make to your lesson today from your coursework, the literature, and
any previous lessons or experiences?
a. This lesson connected to a lesson I had before on
discussing more sensitive situations in the classroom. We
talked about children on Thailand who are homeless and
do not have resources, which can be relatable to some
students at that school. No one showed any signs of
distress on the subject, and no one was insulting toward
the children who are different in Thailand.

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
claims about student learning and support it with artifacts/evidence that you gathered
from the lesson (video, student work, observation notes, etc.). Also tag and explain any
FEAPs you addressed.

General Questions: Begin your analysis by responding to questions 1-3:

1. Describe student outcomes. Which students achieved the learning objective? Which students
partially achieved the learning objective? Which students did not achieve the learning objective?
How do you know? (Be specific.) Which of the following helped or hindered your students’
learning – teaching methods, activities, instructional materials, planned differentiation
strategies – and in what ways? Include artifacts representing student work that reinforces
your narrative.
a. The students in my first block class during the lesson did not get it as
much. I feel as though those students did not understand the concept
with their own thoughts. My help was more than necessary. For my
second block class (the video) was more independent on this lesson.
The students were almost all able to explicitly look into their text and
even give me direct quotations as a source for their reasoning. For
example, Allyson, William, Isabella, Ivette, Alexis, Briden, and Ian, were
the majority of the students who fully comprehended picking apart the
key details and what challenges were faced in the story and the
solutions to them. Students like Da’nae, joseph, Pryncis, Kara, Eli, Jonah
 and Grecia did not fully participate even when called upon or when I
went around the room and prompted them to write. Most of those
students did write what I wrote, but they did not contribute to whole
class research into the text.
b. My ability to write on the board on what specific challenges benefited
the students greatly because some have issues with spelling and
punctuation, so I was able to demonstrate the proper tools on how to
spell and write the information collected. Allowing the students to bring
clipboards and go to the carpet at the front helped with their ability to
complete the task quicker and to be involved in the front with me to
gain more interaction with the lesson. I had many conversations to
scaffold the students to the right path when writing and gauged a time,
while also prompting them to keep going or write smaller to enhance
their writing skills. (I do not have pictures of their work at this time).
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?
a. The accommodations I made was writing on the board to help those
who cannot spell to the best of their ability. The clipboards were a
helpful tool for those with sight issues, and my constant repetition of
what I was writing and how I was writing helped the students keep
spatial awareness on their own papers. These students met my
objectives because they were listening and writing down the sentences.
Some of these students still did not participate or write because they
simply did not want to. I would like to work more in small group with
these students: Liany, Grecia, Joseph.
3. Based on what happened in this lesson, what are the next steps? What do you (or would 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. Next, I am going to be collecting all of their information from the chart
we have done and we are creating a PowerPoint presentation about
Thailand and using the text and information to articulate what to put
onto our slides to present our information to those who did not read our
country in the book. I want to call on more of the students who did not
participate so their input is well known and so I can see if they
understand the concepts of looking back to their notes for help or if they
can work on the note catcher by looking back in their story from last
time. I will use the new pictures of the students work to collect data on
how their writing is and how they demonstrate their thoughts.

Content-Focused Questions: Choose the section that aligns with your lesson content and use
the questions to guide your content-focused analysis.

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?
2. Consider your mathematical explanations. Were you accurate in your discussion of
mathematics content?
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.
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?
5. Consider how the mathematics was represented in the class. Were connections made
between representations (verbal, numerical, pictorial, physical etc.)?

Questions to answer specific to a science lesson:

1. In what ways did you access prior knowledge? What misconceptions were revealed
during this lesson?
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?
4. 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
students’ 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.
5. Consider how science was represented in the class. What explicit connections were
made to the nature of science?

Questions to answer specific to a social studies lesson:

1. Describe how your instruction incorporated informed inquiry approaches, such as
developing questions and planning inquiries, applying disciplinary concepts and tools,
evaluating sources and using evidence, and communicating conclusions and taking
informed action.
2. Describe how your instruction promoted the teaching of social studies as a content-rich
discipline that strengthens reading, writing, speaking, and listening skills. How did you
promote social studies disciplinary literacy (e.g., thinking/reading like a historian,
geographer, economist, engaged citizen)?
3. How did you integrate primary sources into your instruction? What did you hope
students
would learn from the artifacts you chose? How did you build background or contextual
knowledge in your students before you presented the artifact?
4. Describe how you integrated technology into instruction. Did your instruction actively
engage students in using technology to build their knowledge and creatively express
ideas?

Questions to answer specific to a literacy lesson :

1. How did you address at least one of the 5 pillars of literacy instruction (phonemic
awareness, phonics, fluency, vocabulary, and comprehension) in your lesson?
a. I demonstrated proper reading and had the students follow along when
reviewing the challenges in the story. This showed students proper fluency
while reading and how they should sound. I had to sound out different names
and chunked my words together to grasp the proper pronunciation of the word,
which was another technique for the students to use while they are reading.
Comprehension was introduced when we had to reflect back into the story
 because the students had to understand what was read to them and what they
read in the story to gather details and to support their details.
2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner
while attending to student engagement?
a. I kept the students engaged by having the words up on the board and making
sure everything I wrote was spelled properly and made sense. They were paying
attention to my writing and checking their own by using what I wrote to guide
them. Some used it as support, others used it as their main stand on what to
write. The discussion the students and I had demonstrated their comprehension
and I used their thoughts and built on it by incorporating more specific language
when writing the notes on the note catcher.

FEAPS Portfolio Website: https://nicoleobrienblog.weebly.com/feaps.html