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

3:06 Celebration- Great sharing of their 2f- Students felt comfortable

hypothesis! Allowing students to
know that it is alright to be wrong
is important in a classroom
culture.
being wrong in response, to
keep trying to work through
the answer. Using support of
friends, along with
participating not concerned if
they were wrong.

7:45 Struggle- Realizing the chart only 3d- Being able to modify the
had room for 3 materials. chart to accommodate to the
student’s experiment was a
 I had students create another
good save from not having a
box on the bottom of their
chart pre-created correctly.
page to make a place for the
4th material.

8:12 Struggle- Having students copy 2a- Having students write

down their materials down their material list before
the experiment it would have
 If I were to do this lesson
saved a lot of time.
again I would have them
copy the materials down the
previous day and make this
a review instead of copying
it down before the trail.
9:54 Struggle- Realizing there were 2b- Making sure that I am able
students not on task during my to check-in or have an
first trial. accountability system for
student to be on task.

13:09 Celebration- Transition was 3h- Having the shortened list

smooth from group 1 to group 2. for this group of students was
very beneficial.
 My second group of
students- helped a lot
shortening the materials list
for them to copy down.

15:37 Struggle- Student was not writing 2e- Making sure to model and
results down in the correct box. repeat instructions so ALL
students hear and understand
 Would it be beneficial to
the expectations.
have student copy results in
a partner work way?

19:15 Struggle- My last group still 2h- Being able to differentiate

needed more time to copy the to meet individual students’
procedures of the experiment needs.

Should I have provided pre- What is the limit of too much

created packets for those students help?
to support them?

23:24 Celebration- Students engagement 2a- Having materials pre-

throughout their trial was very prepared and ready to access
high! They even got a different led to a smooth transition.
result then the rest of the groups
with the aluminum foil!

31:50 Celebration- Students were about 4b- Students were able to meet
to tell me their trial results- the objective and analyze their
meaning they kept accurate data. results based on the data
collected.

Whole- Lesson If I were to do a science lesson 3b- Deepening this lesson to be

again, introducing science student led would result in a
experiments, how can I deeper understanding of the
incorporate a student led lesson? objective. Along with being
more interactive ad engaging
for the students.