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.
Time Data/evidence from video reflection
(What happened? What did you see in your
video?)
Example I used a quiet signal when students started
talking while I was reading in order to regain
3:30 their attention.
11:14 I did not put out the manipulatives beforehand
so I had to get them out then pass them around
for the students who may needed them.
11:16 I reminded the students of what problem they
needed to be doing and read the instructions
and pointed to each column while putting out
their manipulatives.
11:30 Student tries to leave the small group, but I
redirect them into staying. He also does not start
working so I tell him to get started and
specifically tell him what he will be doing
11:31 Student made a rude remark towards another
Claim about teaching or
interpretation of event; cite
FEAP if FEAP is demonstrated
here
Using a nonverbal intervention
to gain student attention allows
the teacher to gain attention
without interrupting the
learning/FEAP 2a
I provided materials for the
students if they wanted to feel
and see the numbers they were
writing out.
I went from just passing out
the paper to explaining it
because I saw the confusion
some students were having/
FEAP 3h.
I gave expectations to the
student to have them work in
the small group and do the
problems I asked then they can
do the rest/ FEAP 5a.
I corrected the behavior
immediately and told the
student it was not nice and to
lets just focus and do our work.
 11:33 I explain expanded form to the students and
give manipulatives and different explanations of
what expanded form is like.
11:40 Student asked ‘is this for a grade”
11:42 The timer went off to show a rotation
11:43 I kept a student at the table longer to make sure
he fully understood what we were reviewing
I created different ways to
explain the standard of
expanded form and promote
the students to use their
manipulatives/ FEAP 1a & 3a.
I was taken aback by that
questions but expressed that
this is a time to help grow our
brains and learn and do our
work/ FEAP 2c.
I allocated for time by having
my CT set a timer for our
centers and created a rotation
plan and each area had
something different/ FEAP 2a.
I incorporated many examples
and worked through the
problem(s) step by step with
models and examples/ FEAP
3h.

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 first learned that I need to learn how to delegate my time to the whole group
and small group at the same time. I need to be able to become more flexible in
stopping and going comfortably to be available to all students.
 I also learned that I need to be able to differentiate between students and be ready
for any answer the students may give.

2. What aspects of your lesson were implemented differently than you planned? Why did that
happen?
 I decided to have the students do a ‘true and false’ activity in front of me instead
of bringing it back to their seat because of problems they were getting confused
with. I used this as a teachable moment for the students. I also changed the
problem that was for the students who received a check plus because I noticed
the other one was too simple.

3. If you were going to teach this lesson to the same group of students, what would you do
differently? Why? What would you do the same? Why?
 I would make the problems harder to challenge the students. I would also want to
incorporate more of a teachable moment all around rather than individually. I
would keep most of what I did the same. I liked how I could see how each
individual student was thinking through the problems, so I could make notes
about who I needed to see again.
4. What connections can you make to your lesson today from your coursework, the
literature/course readings, and any previous lessons or experiences?
 My lesson was created for equitable learning because I had many different sheets
and problems for all different types of learners and levels. I differentiated for the
students and had multiple resources for them to use while they were working
through their problems.