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.
You may add additional rows as needed:
Time Celebration/Struggle/Question: Claim about teaching and FEAP
demonstrated

This connects to FEAP 2h

Throughout the whole lesson
I used the FM for the DHH
because I am aware of the
students and had the interpreters
students’ needs within the
work with each DHH student
classroom. I was able to
when they would transition to
accommodate by utilizing both
tables.
the FM and interpreters to help
the DHH students.

0:57-2:02 I incorporated the school’s This connects with FEAP 2c

CHAMPS rules. I was able to
customize it to fit with lesson. I
used the CHAMPS to set the
student’s expectations. I also
went over the math norms. I also
went over the math objective.
because I am holding the
students to certain standards
and behaviors. By going over
the math norms, I am setting
the language for how students
should talk and interact with
one another. I reviewed the
math objective so the students
can keep in mind the purpose
of the lesson. The students
should be thinking about the

3:38 I was reinforcing a
tool/technique the students
should be using when they are
counting objects. At first, the
students were not understanding
what I was saying; “What are
some tools we can use while we
are counting? (I was making
movements with my hand to help
jog their memory)” The students
just responded by saying
counting. Then I said, “We know
we are counting with numbers.
But what can we physically do as
we are counting to help us? So, I
know I’m not going to count the
same pumpkin twice.” As I was
saying this, it made the children
think and more hands were being
raised. Then one of the students
said crossing-off.
7:09 I acknowledged the students who
were listening and following my
directions. This helped get other
students on task. I continued this
technique throughout the lesson.
“I see (blank) has their hand up,
they are showing me that they
are ready.”
“Thank you (blank) for putting
you hand up, I know you have
your name written down.”
15:27 As the students started their first
(out of four) table rotations, I
noticed they got a little confused.
Although, I labeled the table
names on their answer sheets,
the students were still going to
objective throughout the
lesson.
This connects to MAE 4310—
we had discussed and read
about the various techniques
students can do in math to help
them understand and solve a
problem. For kindergarten,
crossing-off items as they are
counting is a great tool to keep
them from miscounting.
This connects to EDE 4504 and
FEAP 2a because I am
reinforcing the behaviors and
directions. By praising/ calling
out the students who are
following directions, others
who are off task are hinted at
what they should be doing. I am
acknowledging the positive
behavior instead of calling out
the negative behavior.
This connects to FEAP 3g
because I need to apply better
varied instructional strategies
for the students to understand.
Although the students are
grouped by table colors, it can
 different tables. I labeled the
tables by their table names which
were colors (orange, red, blue,
and purple). I made the words
the color of the table too. So next
time, I could use an image for
each table to help the students’
transition.
30:17 The students moved to the rug
for whole group discussion.
Before going over what the
students recorded at each table, I
went over the vocabulary I
wanted to hear the students use.
Because they are going to
compare their answers to the
number 10. Throughout the
discussion, I had the students put
a thumbs up if they agreed with
the answer or a thumbs down if
they had a different answer
be confusing for them to know
where to write their answers
on the paper. Next time I can
use images for each table and
have the image on the answer
sheet.
This connects to FEAP 2g
because while we were using
the PowerPoint (which
displayed the images that were
at each table) students were
reviewing their math content.
The students were comparing
the number of pumpkin and
candy corns to the number 10
(greater than, less than, or
equal to). As this was
happening students were
communicating through non-
verbal gestures to show
whether they got the same
information or not.