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 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/Question: Claim about teaching practice

0-2:00 Blazer fresh Gonoodle song Students were actively

watching and singing along with
the song to “think like a
scientist”. Also reviewed prior
inquiry skills and knowledge
the students already learned.

All of the lesson
Encouraged students to write
what they know and ask for help
to state what they wanted to write
for their predictions and claims
Get students excited about
writing where they never want
to stop and want to keep
sharing more details with you
as the reader!

During science investigation
Threatened to pull cards to
manage behavior
I do not want to create a power
struggle between me and
students. Create a scoreboard to
manage behavior holistically
and does not single out one
student’s behavior.

45:00 Student shared his claim None of the students were

paying attention. Have students
face the speaker and stop
whatever they are doing to
respect the student speaking
and learn new perspectives and
concepts. Maybe even move the
students from their desks back
to the carpet to have a more
 focused discussion.

47:00 I asked student to share and he did Tell the student to gather their
not respond thoughts and you will come
back to them to have another
chance to share with their
classmates

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?
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 lesson’s 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.

You do not have to answer all of these questions, instead use these questions to prompt
your thinking and make at minimum 2-3 claims about student learning and support your
claims with data (video, student work, methods readings, observation form…).

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 today’s lesson. How do you
account for this performance? How will you help this (these) student(s) achieve the learning
objectives?
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.

Questions to consider specific to differentiated instruction:

1. What specific differentiated instruction strategies and assessments are used in this lesson? Be
specific.
2. Describe how you assessed how the lesson impacted student learning? What worked? What would
you change?
3. Identify an individual or group of students who had difficulty in today’s lesson.
How do you account for this performance?
How will you help this (these) student(s) achieve the learning objectives?
4. Identify an individual or group of students who did especially well in this lesson today.
How do you account for this performance?
5. If you were going to teach this lesson again to the same group of students, what would you do
differently? (Consider: grouping, methods, materials, evaluation, activities) Why? What would you
do the same? Why?
6. Based on what happened in this lesson, 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.

Questions to consider specific to English language learners:

1. In considering the needs of all ELL students in your class, what have you done to ensure that your
ELL students are learning the material and keeping up with the rest of the class?
2. What opportunities have you taken in this lesson to teach specific language to your ELL students
that will be needed for their successful participation in this lesson?
3. How have the lesson objectives been adapted to meet the needs of all of your ELL students?
4. How have the lesson procedures been adapted to meet the needs of all of your ELL students?
5. How has the lesson assessment been adapted to meet the needs of all of your ELL students?

Questions to consider 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.
a. Were you accurate in your discussion of mathematics content?
b. 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.
3. 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?
4. Consider how the mathematics was represented in the class. Were connections made between
representations (verbal, numerical, pictorial, physical etc.)?

Questions to consider 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?
3. 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 consider 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 consider specific to a literacy lesson:

1. What data did you use to determine that the instructional strategies you used were appropriate
for these learners?
2. How did you incorporate the 8 pillars of literacy instruction (Cunningham & Allington, 2011)?
3. If you did not incorporate all 8 pillars of literacy instruction, how might you incorporate those
that were not included in the future?
4. How did you assess whether students learned what you taught in this/these lesson(s)?
5. How will you use that assessment to make further instructional plans?