Lesson Plan & Implementation:

Level 3 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 your formal observation lesson, begin by completing the Video
Reflection Assignment (using GoReact). Then, write a reflection and analysis using the
guiding questions below. Post your reflection on your webspace, and submit this
assignment as a link to your webspace where this reflection is located.

Part 1: Video Reflection (separate assignment on Canvas – GoReact)

Part 2: Written Reflection & Analysis

The Reflection: The reflection component should make you think about your overall
impressions and feelings that you had. Be sure to tag and explain any FEAPs you
addressed.

Questions to consider in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that
happen? I was planning to have students separated into breakout rooms at one point in the
lesson as we were going over different metaphors from the book. The purpose was to have one
group of students respond to the prompt with teacher guidance, and the other group to do it
individually. I was planning to base the groups on prior responses from the previous slide.
However, I would say that during this lesson, time management was my weakest trait, and I did
not have time to separate them into breakout rooms and give students more guidance.
2. 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? My CT mentioned this to me after the
lesson, but I definitely noticed it as well when I was re-watching the recording, and that is that I
say “um” and “uh” way too much, and that can come across to students as me not being
competent or confidant in my teaching ability. Something I would also change is the amount of
time I gave to each section. A lot of times, I would give students a minute to take something out
when it should really only take a few seconds, or I would wait a couple of minutes for student
responses instead of moving on.
3. What surprised you in your lesson? I suppose I was surprised that more students than usual
were able to correctly identify the themes of the chapter. Eight of the twelve students
responded, and half of those students answered correctly. Usually there’s only one or two
correct answers. I’m not sure if participation was higher or lower than usual. The Nearpod data
says that there was 50% student participation. Participation from this class is usually very low.
4. Describe an instance or particular encounter that comes to mind. Why did you pick that
instance? What is so perplexing about that particular moment? What did this moment help you
understand or think differently about teaching/learning? Some of the students typed in
question marks or “I don’t know.” Usually they just don’t respond if they don’t know. I want to
emphasize next time that “I don’t know” is an acceptable response, as well as guessing, because
it gives me more information about the student’s understanding than no response at all.
5. What connections can you make to your lesson today from your coursework, the literature, and
 any previous lessons or experiences? I’ve been thinking about my spring semester inquiry
which was about student engagement, and I think what would greatly improve participation
and engagement in these lessons is socialization among students. Students are only able to type
in the chatbox to the teacher. Students aren’t allowed to be in breakout rooms without a teacher
due to school policy. There’s not really a morning meeting because it’s more difficult to do a
morning meeting over Zoom. But, as shown through our past seminars, it is possible to hold a
morning meeting, and I think students should be allowed to chat to everyone in the box.

The Analysis: The analysis part addresses the lesson’s effectiveness – to what extent did the
students meet the objectives stated in your lesson plan, and how do you know? Make
claims about student learning and support it with artifacts/evidence that you gathered
from the lesson (video, student work, observation notes, etc.). Also tag and explain any
FEAPs you addressed.

General Questions: Begin your analysis by responding to questions 1-3:

1. Describe student outcomes. Which students achieved the learning objective? Which students
partially achieved the learning objective? Which students did not achieve the learning objective?
How do you know? (Be specific.) Which of the following helped or hindered your students’
learning – teaching methods, activities, instructional materials, planned differentiation
strategies – and in what ways? Include artifacts representing student work that reinforces
your narrative. I have a PDF of the student responses to the Nearpod. Three students were able
to make connections to the UDHR and Esperanza Rising. Three students were able to interpret
at least one metaphor. Four students were able to correctly identify the theme.
2. How did any special considerations of accommodations affect the lesson? Discuss the outcomes
you achieved explicitly with any students eligible for ELL support, gifted instruction or IEP/504
accommodations—did they meet your objectives? Why or why not? They did not meet my
objectives. I gave more scaffolding to some of the metaphors than for the other class. However,
on Zoom, it’s hard to differentiate or do small group lessons with students. All instruction is
either one on one or whole group. I would love some advice for how to differentiate better for
whole group instruction.
3. Based on what happened in this lesson, what are the next steps? What do you (or would you)
plan to teach next to this class based on the data you collected? Be sure to explain how you will
use information from this evaluation in future lesson planning. I would definitely incorporate
more socialization into the lessons. I would also spend more time teaching metaphors.

Content-Focused Questions: Choose the section that aligns with your lesson content and use
the questions to guide your content-focused analysis.

Questions to answer specific to a social studies lesson:

1. Describe how your instruction incorporated informed inquiry approaches, such as
developing questions and planning inquiries, applying disciplinary concepts and tools,
evaluating sources and using evidence, and communicating conclusions and taking
informed action. Students evaluated sources (the UDHR), used evidence (the chapter Las
Papas) and communicated conclusions (which human right is being violated and why).
2. Describe how your instruction promoted the teaching of social studies as a content-rich
discipline that strengthens reading, writing, speaking, and listening skills. How did you
promote social studies disciplinary literacy (e.g., thinking/reading like a historian,
geographer, economist, engaged citizen)? The lesson was about the Universal Declaration of
Human Rights. Students are thinking like an engaged citizen by observing a situation,
applying their knowledge of human rights, and determining which human rights are being
violated and who is the victim of the violation.
3. How did you integrate primary sources into your instruction? What did you hope
students would learn from the artifacts you chose? How did you build background or
contextual knowledge in your students before you presented the artifact? The primary
source I integrated was the UDHR articles. The goal was for students to learn about their
rights and be able to identify when the rights of others are being infringed. Students are
already familiar with the artifact, so it’s more of a review.
4. Describe how you integrated technology into instruction. Did your instruction actively
engage students in using technology to build their knowledge and creatively express
ideas? I used a Nearpod for virtual instruction. The Nearpod engaged the students by 50%.
A creative aspect of the lesson was students’ ability to add pictures to the collaborate board
to express their ideas.

Questions to answer specific to a literacy lesson :

1. How did you address at least one of the 5 pillars of literacy instruction (phonemic
awareness, phonics, fluency, vocabulary, and comprehension) in your lesson? I addressed
comprehension, as the lesson was about interpreting metaphors and themes of a text.
2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner
while attending to student engagement? Comprehension was addressed explicitly by going
over what a theme and a metaphor are. The presentation was textual and audio heavy, but I
think that what could have greatly helped the presentation is visual aids, especially for the
ELLs.