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 coding, 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. 
Part 1: GoReact Video Coding (5 pts)
You will upload your video into GoReact through the Video Reflection assignment in
Canvas. Once in the assignment, you will use the FEAPs markers to mark places in your
video where you believe you demonstrated a specific FEAP. In addition, in the comments,
add which indicator in that domain you demonstrated and what you did to demonstrate it.

Part 2: Written Reflection & Analysis (5 pts)

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

Questions to answer in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that happen?
a. The only thing that happened differently in my lesson was the amount of questions the
students did for four corners. Time was a bit constricted that day, so we managed to get
through 1.
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 have given myself more time to do at least 2 questions for four corners, so the
students had more movement time with their learning. I would do this by shortening my
review of the coding of the text and the review of it. I would choose to cut this time
because the students need to be more independent in their learning and understand
how to read and code on their own with not as much help.
3. What surprised you in your lesson?
a. I was surprised by how smooth the lesson went and how much the partner/ triad talk
made students very engaged. The sharing of examples of comparing and contrasting 2
items in the beginning set the stage for the group to talk amongst their peers and get
into noticing the differences and similarities of our texts.
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?
a. When the students were collaborating for the before lesson compare and contrast
example and the partner/ triad text read are two instances that stuck out to me the most
 because students were very engaged and learning from one another and also providing
feedback to one another about what comparing and contrasting is and providing
accurate information about the text they were reading. The students worked well
together and stayed on track and really listened to one another.
5. What connections can you make to your lesson today from your coursework, the literature, and any previous
lessons or experiences?
a. My lesson included different learning strategies to make the content more interesting
and to help the students comprehend it better. The students made a stronger connection
to the story because they were listening to my example, then the students collaborated
with one another and coded their text together which was used as a way for students to
lead the conversation about the text and educate one another. After, the students were
able to move in a 4 corners activity which allowed them to use their knowledge of the
previously discussed text to answer the question and move to their corner and make
them excited to find the right answer.

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, planned differentiation strategies?
a. All students achieved the learning objective except one (NQ). I know this because as I was
walking around and asking each partner or triad questions, almost all of my students could
answer our leading questions about the characters, setting, and plot of the story. NQ had
difficulty identifying these characteristics and was choosing to not focus on what their
partner was talking about. For this student, I would like to have her moved closer to the
front so monitoring her efforts can be more easily recognizable. My teaching methods helped
all of the students because all of them were included in conversation and able to participate
due to the help of partners leading the reading or helping them comprehend the text with
productive conversation. All of these methods (turn and talks, 4 corners) allowed students to
really enjoy the lesson and the content of the lesson.
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?
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.
a. From this lesson, the students are still working with comparisons, but now they are trying to
connect paragraphs and sentences together to find both similarities and differences in the
text. I plan to teach logical connections between particular sentences and paragraphs in a
text to the class to have students recognize specific details in a text and make those
connections. Based on the data I collected, I know the students all may need more
clarification of texts as a whole and finding specific details that match what comparing is and
signal words that can help them identify comparisons.
4. Include artifacts representing student work that reinforces your narrative.

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?
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?
In this lesson, I addressed comprehension and fluency. I displayed correct fluency skills when I
read the text to the students. With comprehension, I made sure to ask students questions about the
text I just read, and they coded with me. I then had students read and code their other text to show
me they are making connections in the story. I went around asking students to explain what
setting, plot, and characters they have identified in the story to check. Afterwards, an exit ticket
was given to check mastery of the content.
2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner while attending
to student engagement?
I explicitly read and coded the text with the students and honed in on all of them coding correctly
with me. I asked thorough questions regarding the stories and my questions connected the events
in the story as well. I used talking, underlining, and movement with four corners to have students
answer textbook questions about the texts so they could have different ways to absorb the
material.

**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.