Component I: Classroom Teaching

Task C: Lesson Analysis and Reflection

Intern Name: KTIP Date: 2/24 Cycle: 2
To ensure that your lesson analysis and reflection inform instruction, this task must be completed no later than two days after each
observed lesson.
1. Explain how you determined the levels of student performance on your objective(s)/learning targets. Refer to rubrics or criteria
used in this determination. (What was effective? What was not effective? What would you keep? What would you change?)
I informally assessed their learning throughout class on group work, activities, etc. I gave an exit slip with 4 multiple choice
questions and a short answer to determine if students met the objective. I found this to be effective in measuring their mastery.
However, there was no way to determine if students were exceeding the criteria.
2. For each lesson objective/learning target, sort the student performance into three categories
a)

Below criteria 0 # of students

b) Meeting criteria 25 # of students

c)

Exceeding criteria 0 # of students

3. For each category, describe the students strengths and learning needs.
a)

Below criteria
N/A

b) Meeting criteria
These students demonstrated that they could analyze how imagery achieves special effects AND shapes meaning in a
challenging text.
c)

Exceeding criteria
N/A

4. Reflect on the following:

a)

How effective was your instruction based on analysis of student performance indentified in number 2 above?
I celebrated when I analyzed the results for this lesson because it showed me that every student mastered the learning target for
the day. This tells me that my instruction was effective for the day. I still could try to find ways to see how students exceed criteria.
b) What new professional learning and resources could help you increase your instructional effectiveness?
N/A
c)

Describe patterns in student performance. How will these patterns be used in planning and instruction
The students were engaged throughout the lesson and had little to no freetime. Their success shows me that my new
classroom management system is effective.

5. For each category of students, how will you differentiate instruction?

a)

Below criteria
Students that are below criteria are placed in a group of students that are high criteria so that they can get assistance from their
peers. Interventions will also occur.

b) Meeting criteria
The instruction will continue in the same way.
c)

Exceeding criteria
N/A

6. Describe how you communicate continuous progress with students and parents/caregivers (other than school grade reporting).
I have a return system with students where I place their graded assignments in a folder. I communicate with parents by entering grades
into Infinite Campus and allowing them to contact me by phone or email with questions. I upload all assignments to my class website.
Additionally, if a student is struggling, I will reach out to their parent to see what I can do to help them. I have met with several
students after school for ESS.