CT OBSERVATION 2 REFLECTION 1

Lesson Plan & Implementation:

Level 2 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.

Time Celebration/Struggle/Question: Claim about teaching

0:18 Tell students “Get your brain Engaging students by

into science” making them wonder what
type of science we will be
getting into.
FEAPS 3a: Deliver engaging
and challenging lessons; I
left the statement open
ended, the students were
engaged and ready for
science.

0:57 Began “I am, Who has” activity
and I give students a few
seconds to read their paper and
“become comfortable with
their word and definition”
I did this so none of the
students felt as if they were
put on the spot to answer,
and I gave them a chance to
process what they would be
saying aloud.

1:16 Student N.A. rarely speaks out
loud and is very quiet so I
repeated her definition so
everyone could hear.
N.A. rarely will speak out
loud so since she did,
instead of placing her on the
spot to talk louder, I
repeated her to celebrate
the fact that she spoke out
loud at all.
FEAPS 3h: Differentiating
instruction based on
individual student needs
and recognize differences in
CT OBSERVATION 2 REFLECTION
1:39 During “I am, Who has” student This is ensuring the students
knows she is last to speak so
she cuts off student prior to her
to read her definition. I stop respect our peers when they
instruction tell her to hold on,
have student repeat his
definition, then have her go.
After I remind students to have
respect when others are
speaking.
2:40 Student challenged me to ‘be
funny’ by answering my
question “Can you separate salt
& pepper?” he answered “yes
with your fingers” I gave him
the plate and said “let’s see”
3:20 We reviewed the science
experiment the students had
done prior in the week and
explain how science isn’t
always proven to work, and
there are many factors to it.
4:10-6:00 Students are engaging and we
are discussing possible
2
students; I repeated N.A.
because I was already so
proud she spoke out loud
even if she was hard to
hear.
know the expectations and
in the classroom we will
are talking. This is setting
high expectations for my
students at all times, and
holding them accountable
for their actions.
FEAPS 2f: Maintaining a
climate of openness,
inquiry, fairness, and
support; reminding
students of expectations as
whole and not singling out
a student.
This was allowing this
student to not feel like he
was shot down for being
funny, but still keeping the
students focused and on
topic. It proved that it could
not be separated and that I
was interacting with my
students in a fun respectful
way instead of getting mad
for him trying to be funny.
I did this to remind students
this has a possibility that it
will not work, also I wanted
to engage the students in
their previous knowledge on
the same topic.
Students still do not know
what the experiment is
CT OBSERVATION 2 REFLECTION
predictions about what we are
going to do with the salt,
pepper, towel, spoons, and
plates. They are writing down
their predictions on their
worksheets.
6:15-6:55 Students think-pair-share their
predictions with the student
next to them. Then share whole
group what their partner said.
7:05 I begin to show students how
the experiment is going to
work. I have them explain what
I am doing and why.
7:30-9:15 Give students free range to
explore and investigate
themselves how they are going
to separate the salt and pepper
on the plates.
9:25 Student is obnoxiously rubbing
spoon on the table
10:21 Student M.F. begins mixing the
salt and pepper more with his
spoon.
3
going to be and I am not
telling them, we have simply
engaged in prior knowledge
about static electricity. This
is keeping them engaged to
find out more.
This is allowing students to
collaborate with each other,
and then remember and
share their partners answer
too. This is making them
good listeners.
Instead of just explaining to
the students, I engage them
by having them talk out the
actions I am doing.
I am allowing students to
think and investigate
themselves instead of me
always explaining. I give
them the materials and let
them explore, this is part of
the fun of science.
I did not notice student
moving crazy rubbing the
spoon all over the table, he
was playing and not
focusing. I should have
addressed this and
complimented someone
who was on task.
I remind the table that we
are experimenting and we
must use our materials as
tools not toys. This is
repeating my expectations
for students to clarify.
FEAPS 2c: conveying high
expectations for all
CT OBSERVATION 2 REFLECTION
10:33 Students begin writing their
observations on their individual
papers
11:41 Begin to collect plates and
spoons because students could
not focus on writing their
observations when they still
had the experiment in front of
them.
12:32 I had the students share their
observations with a partner
other than the person they
experimented with. The
students had different
observations because they
charged the spoon on different
materials.
13:03 I tell the students “scientists
never just experiment and
move on, they must reflect on
the investigations they have
done”
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students. Reminding them
of the rules in an open and
respectful way.
This is tracking individual
progress because although
the students worked in
partners they observed
things in a different set of
eyes.
This is adapting the
environment to my
student’s needs. They could
not handle the materials still
being out therefore I put
them away to get them to
focus.
I had the students share
with someone else to build
more openness and
communication within the
group as well as
collaboration from hearing
their peer’s observations.
Building those listening skills
too.
I say this to remind students
why we are doing this
reflection and how in the
real world you always
reflect on what it is you’ve
done.
FEAPS 3e: relating and
integrating real life with
subject matter; I wanted to
connect the science lesson
to real world scientists to
help keep the students
engaged as well as remind
them the why of the
reflection.
CT OBSERVATION 2 REFLECTION
13:52 Remind students they must use
key words in their reflections,
then I place the definitions and
key words in the middle of the
table for them all to see.
Remind students “I want 5th
grade work”
15:02-18:36 Students are writing their
reflections and once they have
finished, they read it to me and
justify their thinking. I thank
them and release them back to
their seats.
16:48 Ask student to elaborate more
on his reflection and give me
more of the ‘why’ this
happened. I give him a hint by
reminding him of the balloon
experiment.
5
This is important to set high
expectations for the
students and also provide
them with the key words so
they do not have to think
about if they are missing
any.
This is having the student
keep repeating the same
information in different
ways to help ensure they
remember it.
This is to focus students and
redirect them when they
are stuck, providing HOT
questions for them to
proceed on with their work.