Lesson Plan & Implementation:

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.
You may add additional rows as needed:
Time Celebration/Struggle/Question: Claim about teaching and FEAP
demonstrated

1:20 During this time I was explaining
to the students the process of
sprints and why we do them. I
believe that I was able to explain
to them how this is important
practice and it will help them with
upcoming lesson as it is additional
practice. I also thought I did a
great job with giving the students
clear verbal and written (on the
slide presentation) directions on
how we were going to handle the
sprints.
I believe that by telling the
students how the sprints are
going to help them in the
upcoming lessons it caught their
attention and they were much
more engaged than they
typically are at the start of math
lessons. When I gave the
student directions I was able to
connect that to FEAP 2E: Models
clear, acceptable oral and
written communication skills.
The students were very
receptive and followed the
directions.

2:56 At this time, I had the students
stand up as we were going over
the sprints and as they got to a
question they haven’t answered
they would sit down. This is
something that my CT does, but I
feel like it could stress some
students out to the point where
they might shutdown or feel bad
about themselves. This is
I was able to see some students
look a but defeated and upset
when they had to sit down once
they got to a question they
didn’t answer. I believe that for
this lesson I could have done
FEAP 2F (maintains a climate of
openness, inquiry, fairness, and
support) better. I will talk with
my CT about this and try and
 something that I would like to
work with and maybe adjust.
11:38 I have one student who is an
incredible reader and is only
interested in academics if it has to
do with reading. I was able to
include his name in the application
problem and relate it to reading.
The student also read the
application to the class. He was
engaged throughout the entire
math lesson, which is very rare for
this student.
18:22 During this time I had one student
read out the lessons I CAN
statement. This is the learning goal
for the lesson. I think it was good
that I provided it to the students,
but I needed to have the whole
class repeat it back or something
similar in order to ensure that all
students know what the learning
goal is.
25:15 One struggle that I had at this
point in the lesson was when I was
explaining to the student’s long
division and how it can also be
represented on a place value chart.
As I was drawing the disks on the
place value chart, I got confused
on how I was supposed to explain
this to the students. Luckily I did
not confuse the students, but my
CT stepped in to help answer some
questions, because she could tell
that I was getting flustered.
figure of a different or modified
way to do a CFA for the sprints.
During this part of my lesson I
was able to successfully
demonstrate FEAP 2F
(Maintains a climate of
openness, inquiry, fairness, and
support). I made the learning
environment open for this
specific student and allowed
him to engage in something that
he enjoys, which kept him
engaged throughout the lesson.
At this point in the lesson I was
able to demonstrate FEAP 2E
(Models clear, acceptable oral
and written communication
skills) with the students. I do
need to work on making sure
that all students understand the
learning goal for the lesson. I
would like to try and
incorporate some type of CFA to
make sure students understand
their goals for the lesson so no
student feels left behind.
I believe that this is something
that comes with more
experience. It is difficult to re-
learn a way to do math,
especially when you were
taught it completely different.
There are things that I have
such as embarc.online that are
helpful in teaching me how to
explain the content to students.
I need to work on FEAP 3C
(Identify gaps in students’
subject matter knowledge). I
believe that if I am able to better
understand what gaps my

33:39 At this time I was engaging in a
whole group lesson. I could see
that most of the students were
grasping the content, but there
were a few that were still
struggling with the content. My
question would be “How can I
differentiate the lesson during
whole group instruction to meet
the needs of all my students?”
35:26 At this point in my lesson, I had
the student’s partner up and one
student had to solve the problem
using the standard algorithm and
the other using the place value
chart. There were two problems,
so each student would be able to
work through the problem in both
ways. I was unsure how this
activity would go, but the
student’s did a great job with it
and I believe it was a great
learning opportunity for not only
the students, but for me as well.
38:30 During this time in my lesson I had
a pair of students come up to the
board and show their thinking. I
thought that this went well, but
after my video I realized that some
of the student’s were not listening
to what the student’s up at the
board were saying. Most of the
students were still working on
students have I will be better
able to reach their needs.
The FEAP that this part of my
lesson connects to is FEAP 3H
(Differentiate instruction based
on assessment of student
learning needs and recognition
of individual differences in
students). I know that not every
student is going to always be on
the same page, but I need to
work on how I can differentiate
instruction when engaging in a
whole group lesson. I am
interested in
learning/researching new
strategies that will help me with
this task.
I was able to accomplish FEAP
3A (Deliver engaging and
challenging lessons) in this
lesson. The students were all
engaged and actively working
together, which has been a
continued struggle with this
group of students. While I was
walking around when the
student’s were working on this
activity, I was hearing a lot of
math discussion and student’s
helping their partner if they
were struggling.
For this part of my lesson I
could have done FEAP 2A
(Organizes, allocates, and
manages the resources of time,
space, and attention) better. I
think I was so focused on
getting this done in order to
move on to the problem set, I
might have rushed the students
 their problems with their
partners.
46:06 At this time in my lesson I had the
second group of students come up
to solve the second problem. One
of the group members could not
figure out how to explain his
thinking process to the class. I was
happy to have one student say that
she would help him and he
responded with “yes I would like
that!” I was very proud of how my
students were working together as
a team.
50:17 During this part of the lesson, I
had students begin to work on
their problem set. I can sometimes
find it challenging to know how
many problem set questions I
should give the students. I want to
make sure that the students are
getting the correct amount of time
to practice what they have
learned, however we do not have a
lot of time to do the concept
development and practice
problems. I am trying to find a
happy medium. During the
problem set, I do work with the
students and go over the entire
problem set questions that they
have done and provide them with
feedback, so I do not want to lose
that.
through their working and
thinking process. Next time, I
will try and do a quick check-in
with the students and ask them
to show how many more
minutes their groups might
need to finish.
I was able to accomplish FEAP
2F (Maintains a climate of
openness, inquiry fairness, and
support) at this point in the
lesson. I have been working
hard alongside my CT to create
a safe learning environment
where students feel comfortable
to share their thinking (even if it
may be different than someone
else’s), work together, and ask
questions. I was very proud of
how the students handled this
situation.
I would like to work with my CT
and figure out how to
incorporate both the concept
development and problem set
without going over time or
skipping out on things that are
important for the students to
learn. However, I was able to
accomplish FEAP 3I (Support,
encourage, and provide
immediate and specific
feedback to students to promote
student achievement) during
this lesson. I believe it is very
important to give students
verbal feedback, because many
times it can help them avoid
making mistakes as they
continue to do their work. I also
think that verbal
encouragement is something

55:07 This was the end of the lesson
when I gave my students an exit
ticket to complete. I think that the
students could have used a little
bit more time to complete the exit
ticket. I do not want them to feel
rushed, but they might have
during this time. It is real
important that we collect these
exit tickets, because we are
working on collecting data to put
these students in various leveled
math groups. I want the students
to be able to show their work
accurately and not be rushed.
that is so important, especially
in math. Students sometimes
need that extra boost of support
to raise their math self-esteem.
I was able to demonstrate FEAP
4B (Designs and aligns
formative and summative
assessments that match
learning objectives and lead to
mastery) during this lesson. I
was able to create a formative
assessment in the form of an
exit ticket to give to the
students in order to see what
students were able to grasp the
material and which ones still
may need some additional
assistance.