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
1:48 Struggle/Question- A child was I would like to develop a sense
having a meltdown from having to of control and understanding
end the previous activity. My CT of what I can do in that
conferenced with him in the back. situation.
2:00 Celebration- Getting our wiggles This helps with attention and
out focus. Figuring that they were
sitting they needed a little
movement to get engaged.
6:52 Celebration- Introduction of their I had noticed my students
objective. Kid friendly objective of struggled with remembering
a mission objectives, so I found a way to
make it more engaging for
them Feap- 2c, 1e
8:44-10:40 Celebration- Introducing groups Allowing students to see who
their teammates are. This help
when they add visuals to
instruction does it help.
17:58 Celebration- Student giving a Introducing group work for the
motivational speech. first time earlier in the week,
we found that he went on a
long motivational speech to
motivate his classmates. I
figured it was a good action of
classroom community. Feap
3a
24:38 Struggle- Students were unaware Giving students individual job
of their jobs in the beginning. cards would have helped with
the confusion
26:38 Struggle- A student who had the Being aware of what is
job of checklist was hogging the happening in the classroom
dice not allowing students to do allows for redirection of
their job. expectations.
34:37 Struggle- A student was playing on Having groups meet in a
the carpet while I as conferencing general area such as a cluster
with another group in the back of of desks or a table to allow for
the room. better management of
behavior and attention.
40:01 Celebration- students that were I felt memory would have led
checking off of their list were very to dishonest checks due to
adamant about doing it. Adding students just wanting to do it.
where they had to bring up their Being flexible to change or
group clipboard for verification modify something during the
helped with students lesson helps support students
understanding what they had to in a lesson.
check.
23:34-41:28 Celebration- Students were overall For the first time introducing
very engaged and had really this form of writing to them
creative ideas! they responded really well.
Next time I will introduce new
activities in a little more of a
controlled setting until those
expectations and foundations
are there.
The Reflection: The reflection component should make you think about your overall
impressions and feelings that you had.
Questions to consider in your reflection:
1. What aspects of your lesson were implemented differently than you planned? Why did that happen?
a. When presenting my lesson plan, I did not originally include my extended time that I
usually incorporate in my lessons. I like to prepare a window of time to allow for an
extension of working opportunity or instructional guidance. I am glad that was already a
consideration because my students did need that extra window of 10 minutes!
b. During the previous days lesson, one of my students that struggles behaviorally from
time to time gave our classmates a “motivational speech” on group work. My CT and I
decided to give him the chance to do it again before the actual groups had to work
together. It gave a sense of support, community, and morale.
2. If you were going to teach this lesson to the same group of students, what would you do differently? Why?
a. The thing I would change about this lesson would be the arrangement of the writing
groups around the classroom. I feel it would have made the writing conferencing
smoother. Along with my students were working in a collaborative group project for
their first time, an unstructured “creative” writing space was not the appropriate choice
for management reasons. Furthering with activities like this I will include creative
spaces.
3. What would you do the same? Why?
a. If I were to do this lesson again, I would keep the idea of group writing and working to
collaborate. I feel it helped strengthen their narrative thinking which was something I
noticed they were struggling with. Having the pre-set ideas to write about is something I
would keep the same. I felt it supported the needs of all of my writers.
4. What surprised you in your lesson?
a. The student’s excitement to actually write was a huge success! The student’s enjoyment
of writing was also a huge success, which has been a struggle all year so far.
5. Describe an instance or particular encounter that comes to mind. Why did you pick that instance? What is so
perplexing about that particular moment?
a. During the previous days lesson, one of my students that struggles behaviorally from
time to time gave our classmates a “motivational speech” on group work. My CT and I
decided to give him the chance to do it again before the actual groups had to work
together. It gave a sense of support, community, and morale. The student overall
worked very hard in his group and I feel that his words of encouragement helped in that
aspect.
6. What connections can you make to your lesson today from your coursework, the literature, and any previous
lessons or experiences?
a. The connection I really made was to my other internships regarding group work.
Previously, I had been in a fifth-grade classroom, where group work was a very normal
practice for them. For my class, this was their first time working together in a group
setting. It made for a huge reflection along with lesson!
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?
a. All groups besides one achieved the learning goal. The group that didn’t only had a little bit
to finish but I felt if I gave them more support they may have finished with the rest of the
groups. Differentiated strategies helped my students in support levels. I feel teaching method
of group placement of classroom would have improved misconceptions and students focus.
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?
a. For my ELL student I added pictures for support on the ROLL-A-STORY game board. I ended
up making a class set for all of my students which ended up supporting more students than I
thought. I realized that most of my students couldn’t read the names and the pictures helped
them reference and piece it together.
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.
a. The following lesson is for students to begin crafting their group stories together. They
worked on the plan during this lesson, furthering to the next day they are adding detail
making specific parts of their stories more elaborate then working on creating their
sentences.
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?
a. Vocabulary-Setting, characters, problem, solution- This was addressed through the
assignment being created around these four vocabulary terms.
b. Comprehension- I would know the students comprehended the task if they were able to
complete it.
2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner while
attending to student engagement?
a. I addressed vocabulary in a systematic sense with having a controlled lesson prompting
how they needed to build from their vocabulary. Regarding comprehension, I allowed for
multiple ways of support for the students to be able to complete their task.
