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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
2:24 At this time during my lesson, in The FEAP that I believe I was
order to save on instructional time able to demonstrate at this
I had one of my more reliable point in this lesson was 2A
students pass out the conversion (organizes, allocates, and
scoot and conversion chart to her manages the resources of time,
peers. While she was passing out space, and attention). I did this
the paper I was able to show the by having a student pass out the
student’s my example and explain papers so that I could start
to them what was being passed giving the students instructions
out and how that would be used in on what we would be doing that
the lesson. day. This allowed me to save on
instructional time in order to
give the students more time to
work on the activity later in the
lesson.
3:56 I was able to use the Classroom The FEAP that I believe I
Dojo app to call on students to demonstrated at this point in
read the I CAN statement for the the lesson was 2G (integrates
lesson. One student did mention to current information and
me that he was not on classroom communication technologies). I
dojo and I had to make was able to use technology in
adjustments to be inclusive of him order to make sure that I was
as well. Using the app allowed me calling on all student’s
to call on more of a variety of regardless of their level. This
students. ensured that all students were
able to receive the chance to be
called on during the lesson.
7:46 One struggle that I did encounter The FEAP that I realized I
while using the Classroom Dojo needed to work on during this
randomizer was that it does take a lesson, using this piece of
while to filter through the names technology, is 2A (organizes,
and select one. I noticed that while allocates, and manages the
it was searching for a name my resources of time, space, and
students were getting antsy. Old attention). Using this app was a
school popsicle sticks might be a good idea, but it was taking too
better decision for this set of long to generate a student to
students. call on, which was taking away
from instructional time. I would
like to use this type of process
but maybe with old school
popsicle sticks.
16:32 While using the Classroom Dojo The FEAP that I needed to work
randomizer it had selected a on at this point in the lesson is
student who struggles with 3C (identify gaps in students’
mathematics. I was trying to get subject matter knowledge). I
the student to give me the answer should have done something
and when I noticed how much he where I had this student work
was struggling I asked another with his shoulder partner and
student if he could help us out. I then give us the answer so that
later noticed that the first student he did not feel ostracized by not
was quietly crying at his desk, knowing basic math facts. This
because he did not get the answer. also showed me that this
student needs tiered math
instruction and memorization of
basic facts.
17:24 At this time we were multiply the I was able to demonstrate FEAP
number 1 X 3. I had the students 1B (sequences lessons and
refer back to the math manual that concepts to ensure coherence
we made a few weeks ago that and required prior knowledge)
contained various properties during this lesson. I was able to
(including the identity property) call on my students’ prior
and PEMDAS. I felt that this was a knowledge by having them take
moment where I was able to use out their manuals and look back
strong mathematic vocabulary and at what we had done a few
connect it to things we have lessons prior. This ensured that
already done in the class. the students were seeing this
content again and they did not
just do a knowledge dump after
that lesson.
20:41 During this time the students were I was able to demonstrate FEAP
asked to quietly transition to the 2C (conveys high expectations
scoot activity. I was very happy to to all students) during this
see that the students were not lesson. I made sure to tell the
overtly loud and they found their students beforehand that the
partners and moved right to the transition needed to be “swift
first question of the scoot activity. and quiet” and the students
were able to do so. I was very
proud that they all followed the
classroom norms.
35:21 During this time in my lesson I had At this point in my lesson I was
just completed going over the able to demonstrate FEAP 2F
teacher guided question with my (maintains a climate of
small group and I began to move openness, inquiry, fairness, and
around the room to monitor and support). I did so by moving
help students with any scoot around the room and giving
problems that they were students praise for being on the
struggling with. I was sure to not right track and I maintained a
give them the answer but to ask climate of openness so that the
them probing questions in order students felt comfortable asking
to stimulate their thinking and me questions related to the
bring them to realize the answer. content.
41:50 The students were asked to The FEAP that I was able to
transition back to their desks to demonstrate during this lesson
complete the exit ticket. The was 2B (manages individual and
students were all very well classroom behaviors through a
behaved when moving back to well-planned management
their desks and they followed our system). The students know
classroom norm of “transitions are that they are supposed to
swift and quiet.” transition “swift and quietly”
and I made sure that the
students were reminded of that
before coming back to their
desks.
56:12 The students were directed to turn The FEAP that I could have
in both their scoot activity sheet improved on for this part of my
and their exit ticket together when lesson was 2E (models clear,
they were finished with the exit acceptable, oral and written
ticket. The students were not communication skills). I had just
following expectations and were told the students that I wanted
handing sheets in at random times them to complete the exit ticket
and not working on their exit and then hand in the scoot
ticket. activity sheet and exit ticket at
the same time. After reflecting, I
realized that I should have also
written that on the board for my
students who do better with
written directions.
The Reflection: The reflection component should make you think about your overall
impressions and feelings that you had.
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.).