Lesson Plan & Implementation:

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 three parts: the reflection, the analysis
and the content-focused questions.

In order to receive full credit your reflection and analysis must include specific references
to the video with time correlations.  For this reason, complete a chart as you watch your
video with the following headings and focus your viewing on the student learning goal
and/or teacher instructional goal. 
Time Celebration/Struggle/Question:       Claim about teaching practice

1:00 I was so incredibly impressed with how The FEAP that this most closely relates to
my student reacted to me leading is 2C, because my students know that
instruction in the other classroom for while I do enjoy having fun, when it is
the first time. They surprised me with time to get to work, I make sure that we
how they took it in stride, and I was so stay on task and get things done.
proud of them.

2:00 I wish that I had put the objective on the This would go along with FEAP 2A,
board beforehand. The only reason that because I had forgotten about the fact
I did not do that was because I am that I would be in that room on that day,
normally not in that room, and honestly so I did not think about writing the
did not even know where the objectives objective on the board. I did not manage
were listed in that room. the space in that way.

3:00-8:00 I think I took a good amount of time to This would also go along with FEAP 2A
hear what students already knew about because of the management of time, it
plants. This allowed me to see what also goes with 3C and 3D because I
some misconceptions were, and also worked to see what students already
allowed me to see what points I knew as well as found out possible
definitely needed to hit during the misconceptions.
lesson.

10:00-21:00 Having my co-CT walking around with This is another example of FEAP 2A,
the clipboard that had my checklist was because having my co-CT walk and
absolutely the correct way to go about observe students made it easier for me to
splitting them up. Not only did it allow focus on my group and give them the
for me to spend the right amount of time time and attention they needed to have
with my group, but it also let me know success with the lesson.
 about who was using their time wisely,
and who was understanding the content.

17:00 Having my students in my small group The FEAP that this relates to would be
answer the HOT questions prior to 3h, because I noticed the differing needs
returning to whole group instruction. of my students, and changed my lesson to
This definitely helped them to better better fit them. This also goes with FEAP
understand the content, and I saw that 3F because of the HOT questions.
with their scores on the exit ticket.

29:00-36:00 I feel like the video that I used for The FEAP that this goes with is 3G
supplemental teaching was effective, because I utilized an outside resource
and I made sure to watch it multiple that fit the lesson very well. I used it in a
times so I was aware of what parts to way that helped enrich the learning in a
skip over, and when to stop the video for fun and different way.
questioning.

37:00-41:00 Doing the student model of a plant I believe that the FEAP that this goes
structure was incredibly engaging for along the closest with is 2H, because I
my students. Even those who were not used the student modelling as a way to
participating in the model were actively engage hesitant learners with the lesson.
engaged, and students were incredibly These students benefited highly from
eager to direct their peers into the their participation in the model.
correct areas.

42:00 I wish I had left a bit more time for the This FEAP would be 1C, because all of my
exit ticket. Most of my students got it students were able to master the
done, but my students that are lower objective for the lesson, with everyone
level readers struggled to finish the scoring higher than a 67%.
boxes. Every student did end up with a
passing score however.

The Reflection: The reflection component should make you think about your overall
impressions and feelings that you had.

Questions to answer in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that happen?
Nothing was actually implemented differently than I had planned for. If there was anything
that I did differently from the plan, I am not aware of it. I think that this happened because
of my confidence in the class to meet the learning objective.
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?
What I would do differently if I were to teach this lesson again would be to provide more
time for an exit ticket. I would also love more time to do another student model example
where students are grouped up and have to create their own models.
3. What surprised you in your lesson?
 As I already stated in the earlier part of the reflection, the thing that surprised me the most
was how well my students responded to a new situation that they had not seen before. I
was also impressed that some of my more reluctant students such as HM and ZC were
actively participating in the class discussion.
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?
Right at the beginning when I walked in, students reacted as if this had been happening
every day. I feel as though my students respect the time for learning, as well as seeing me
as their teacher who they should pay attention to. I don’t have any issues with this class
ever, but I thought it was an interesting dynamic at the time.
5. What connections can you make to your lesson today from your coursework, the literature, and any previous
lessons or experiences?
I connected this lesson to our teaching science course from last semester. I implemented
some components of the 5E’s, with more to be implemented later. This was incredibly
effective in meeting the learning objective for the day.

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 2-3
claims about student learning and support it with evidence that you gathered from the
lesson (video, student work, observation notes, etc.).

Questions to answer in your analysis:

1. Which students achieved the learning objective? Which students did not achieve the learning objective? How
do you know? Which of the following helped or hindered your students’ learning – teaching methods,
activities, instructional materials, planned differentiation strategies?
Almost all of the students achieved the learning objective. The only students that did not
achieve the learning objective, which was not scoring above a 5/8 on the exit ticket were
KRu, DH, CF, and ZT. I know this by looking at the exit tickets, as well as hearing what these
students said in small group and during class discussion. My teaching methods helped
these students, despite the lower scores. They all got a 5/8, which showed me that they
understood a majority of the content, but either did not finish or chose a wrong description.
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?
My students that I pulled definitely benefited as I stated above. I wish that my learner that
is ELL was there, because I would have liked to see if my ESOL strategies were effective.
3. Based on what happened in this lesson, what are the next steps? What do 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.
My next steps are to first see how my co-CT continues with the unit, and then I will
hopefully be able to go back over and teach some more science.
4. Include artifacts representing student work that reinforces your narrative.
Content-Focused Questions: Choose the section that aligns with your lesson content and
answer the questions accordingly.

Questions to answer specific to a science lesson:

1. In what ways did you access prior knowledge? What misconceptions were
revealed
during this lesson?
I started this lesson by asking students to share their prior knowledge about plants with
me. I wrote down their answers, and listened closely to make sure that there were no
misconceptions. For the misconceptions that I did have, I heard that students were
unaware that fruits and vegetables were actually coming from plants.
2. Consider the extent to which you provided opportunities for your students to ‘do’
science. What process skills/practices were embedded and discussed in the lesson?
Analyze the explain phase. To what extent were the students sharing discoveries
from
their exploration?
I gave my students the opportunity to create their own model of a plant through a human
model. Students had to share what new information they found out throughout the lesson
through discussion, where they were sharing their findings.
4. Consider your scientific explanations. Were you accurate in your discussions of
science
content? Were you precise in your use of vocabulary? Did you encourage precision
in
students’ use of vocabulary? Did you support student accuracy (in other words, did
you
correctly identify student work as accurate or inaccurate)? This does not mean that
you
necessarily told a student they were wrong, but that you recognized their lack of
accuracy and took steps to support their further learning.
I feel that I made sure that my students were using the vocabulary specific to the lesson.
I corrected students when they used a different word other than the vocabulary word, as
well as using the vocabulary word in their writing.
5. Consider how science was represented in the class. What explicit connections
were
made to the nature of science?
Unfortunately, NOS was not utilized heavily in this lesson. It will instead be implemented
during future lessons on this subject, with more interactive pieces where students examine
plants and think like scientists. Science was very creative in this lesson during the
modeling.

**Include in your reflection either at the end or integrated within, references to

times where you demonstrated applicable FEAPs. Your reflection can serve as the
artifact you link to in your FEAPs portfolio for those specific FEAPs that you describe
demonstrating there.