Lesson Plan & Implementation:

Level 2 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.
Complete 7-10 rows. You may add additional rows as needed.
0:15 I reminded students of a past activity that they
performed in class which lightly touched on
finding the main topic of different visual details,
and connected it to the present lesson and
reminded students of how to find main topic by
having them do a shortened version of the past
activity.
0:48 I modeled to students how to find the main topic
based on details by verbalizing my thoughts as I
analyzed the different pictures.
2:09 I had students turn and talk to try and figure out
with their partner what they believed the main
topic was. Utilizing turn and talk allowed me to
listen to their conversations to get a general
sense of their thinking.
2:18 One of the students said, “Ms. Boyd, this octopus
looks Gucci,” to which I replied, “Is that what we
should be focusing on right now?”
Connecting prior learning to
present lesson allows for
students to understand lesson
conceptually/FEAP 1b
Verbalizing thought is an
important form of modeling
and teaching, which allows
students to modify their own
thinking based on what they
observe from the instructor’s
thinking/FEAP 3b
Turn and talk is an efficient
form of formative assessment
which implements
collaboration and reasoning
skills/FEAP 1d
Asking students if they are
doing what is expected of them
is an intervention that requires
low level intervention on the
teacher’s part and should be
used on classroom behaviors
that are only mildly
disruptive/FEAP 2b
 3:35 One of the students interrupted the lesson Addressing students’ needs and
momentarily to say, “I’m so hungry, I didn’t eat genuine discomforts is an
breakfast.” I paused the lesson to tell the student example of creating a climate of
that I was sorry to hear that and assured her that support/FEAP 2f
lunch time was coming soon.

4:42 One of the students was beginning to become
disengaged, so I called her name first and then
asked her a question to reengage her thinking. I
did not reprimand her for not listening or call
any attention to her lack of attention. The
purpose of calling her name was to reengage the
student with the lesson.
Calling on students and having
them answer low level
questions is an efficient way to
bring back their attention to
the activity at hand/FEAP 2a

7:09 I brought out two sets of texts for the students to Differentiation in the classroom
read, one text was a lower level text and the is a necessity in each lesson,
other was a higher level text. I gave each student especially if students are
a text that met their reading ability level. One of widely diverse in ability/FEAP
the students expressed an interest in reading a 3h
book that is higher than his reading level. I asked
if he was sure at first, because the book is
complex. After he confirmed that he wanted to
read the text, I paused the lesson to have him
read one page from the book aloud. After
observing that he was not fluent enough for the
higher-leveled text, I requested him to read the
lower-level text for me, and that if he finished
early, I would let him read another book.

9:40 One of the students interrupted his partner’s
reading, and I asked him, “Do you remember one
of the three classroom expectations I told you at
the beginning of the lesson?” I instructed
students at the beginning of the lesson to not
interrupt myself or another classmate if they
were talking.
Establishing high expectations
is a necessity if one expects to
create a classroom climate of
openness and support/ FEAP
2c

13:44 Two of the students believed that the main topic Rather than give the answer
of the chapter was animals, when the main topic immediately, asking students
was specifically about baby animals. I first said, “I questions that lead them to the
think you’re very close, but let’s look at these correct answer is a form of
animals. Is that a kitten or a cat? Is that a chicken higher order thinking/FEAP 3f
or a chick?” The student correctly responded
both times. “So, what do these two animals have
in common?” The students responded, “They’re
babies.” I then asked, “So, do we think this book
is about animals, or do we think the book is
about…?” The students correctly answered,
“Baby animals.”

Respond to the following questions:

1. What are the two most impactful lessons you have learned about your teaching practices as
a result of this lesson? I’ve learned just how important it is to lead students to the correct
answer by probing them with connected higher order thinking questions, as well as how
important it is to focus student grouping on collaboration rather than ability level.

2. What aspects of your lesson were implemented differently than you planned? Why did that
happen? I had to improvise at one point and give a student a book to read while he waited for
the rest of the group to finish their portion of the task. I didn’t expect the student to finish
much faster than the other students, I expected students to finish before one another, but not
too early.

3. If you were going to teach this lesson to the same group of students, what would you do
differently? I would tell them at the beginning that reading to one another is very much more
preferred, but if issues are occurring, to let me know, and that they may then begin reading
individually. Why? Two of the students kept interrupting one another’s reading or became
frustrated by the pace that their partner was reading at. What would you do the same? I
would group students the same way and introduce the same warm-up activity. Why? The
collaboration among students was exceptional, and the warm-up activity assisted students in
remembering what they’ve learned in the past.

4. What connections can you make to your lesson today from your coursework, the
literature/course readings, and any previous lessons or experiences? When it came to
behaviors, most of the interventions required low level actions on my part from the hierarchy
of interventions scale. Most behaviors were not attention-getting or intentionally disruptive.
I’ve also been learning a lot about formative assessments in my instructional planning course,
and I was able to use multiple forms of formative assessment during this period.