Lesson Plan & Implementation:

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 each lesson, you should watch the video of your lesson to reflect
on the experience and analyze its effectiveness. You will need to watch your video,
complete this analysis and upload this form to Canvas prior to your post-observation
conference.

While watching your video, use the chart to collect times in your video that represent
celebrations, struggles or questions that arise for you. In the final column write a claim that
you can make about teaching and a FEAP that you may have demonstrated in this moment.
You may add additional rows as needed:
Time Celebration/Struggle/Question: Claim about teaching and FEAP
demonstrated

Pre-Lesson I conducted a quick probe to see where students’
Probe understanding of the scientific process stood. I think this is
a celebration because I was putting what I’ve learned in my
(lasted
teaching science course into action. One struggle is that I
about 5-8
had students close their eyes and raise their hands to show
minutes)
which answer they believed to be correct. This was hard for
students and I neglected to remind them to vote only once.
In regards to teaching, I would claim
that it is good to identify where your
students’ understanding is at before
conducting a lesson. I believe this
connects to FEAP 1.d. which addresses
formative assessments as well as FEAP
3.c. which addresses the identification of
gaps in students’ knowledge.

0:38 I had to stop my read aloud to address student behaviors. I
did this by saying how “Miss Bryan is sad” because I was
excited to read a book in science, when usually we don’t
read a book during science. My question following this
struggle, would be how could I have better addressed this?
As this pertains to the learning
environment, I feel it relates to FEAP 2.f.
because I showed my students that I
could be open with them and FEAP 2.b.
because I was managing class behaviors.

1:25 One student was sitting up in the front, and I asked him to
sit down criss-cross applesauce so his friends behind him
could see. After not following directions, I offered the
option of returning to his seat or sitting down. I tried the
broken record technique, which did not work so I tried
planned ignoring and continued my read aloud.
Sometimes students seem to vie for
power in the classroom and engaging in
a power struggle will end in a way
where no one wins. This situation
related to FEAP 2.c. where I was setting
high expectations for the student.

1:55 The student I previously asked to sit, got up and started to In this situation I decided to allocate my
wonder the classroom, I chose not to correct this as I did attention to the students who were
not want to further interrupt the flow of the lesson. Instead, seated at the carpet, this connects to
my CT and I monitored his movement. FEAP 2.a.

7:20 Looking back, something I wish I had done during the read By reflecting on the effectiveness of my
 aloud was a turn & talk. Due to a lot of behavior managing,
the goal of having a turn & talk slipped my mind.
10:00 Student behavior while on the carpet was all over the place.
I tried strategies such as “class, class,” “Are you listening,”
“show me you’re ready,” and “show me a bubble.” Despite
this, about five students continuously caused anxiety
amongst the rest of the students. I had to move four of
those five back to their seats in attempt to regain control.
11:35 Originally I had planned to show a video that would further
student’s understanding of the scientific process. I decided
to forgo this in reflection of the time remaining before
dismissal.
13:50 I introduced students to a real life problem. This connects
to the teaching science course I am currently taking. I did
this by connecting to something I had previously set up.
“Who saw Miss Bryan eating an apple earlier in the lunch
room?” “Well, my leftover apple has turned brown! I need a
solution for my problem!”
15:00 Due to running out of time, students returned to their seats
but only had time to write their names on the research
packets.
Note: These times are estimates due to a video malfunction. The original video lasted only 2:10
seconds before cutting out. The times in bold are those captured by the video.
read-aloud, I identified a way to improve
on the effectiveness of the lesson, this
connects to FEAP 5.c.
From this I learned that something I
would do better next time is highlight
positive student behavior rather than
focus solely on correction & redirection.
This relates to FEAP 2.f.
As a teacher, I believe it is important to
be flexible and realize when to cut
something from a lesson. I feel that this
is addressed by FEAP 3.j. as I had to
adjust my instruction.
I designed this lesson with the idea in
mind that I wanted to try to make it
applicable to students. Thus, I presented
a problem they may have faced before.
This would require them to demonstrate
problem-solving skills, which related to
FEAP 1.f.
Again, my instruction had to be flexible.
Relating once more to FEAP 3.j.