Lesson Plan & Implementation:

Reflection and Analysis

College of Education
Childhood Education & Literacy Studies

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
two parts: the reflection and the analysis.
In order to receive full credit your reflection and analysis must include
specific references to the video with time correlations. For this reason, it is
strongly suggested that you 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

Entire Lesson

Because this group has all

different students from
different classes, I did not
know all of their names.

Knowing your students

3min 8sec

I am getting better with

managing the behavior of the
class

Behavior management
strategies

5min 37sec

Scaffolding begins when

making word list

Scaffolding to help
students master
material

10min 32sec

Struggled with filling dead

time in between questions

Planning and pacing of

lesson

You do not have to answer all of these questions, choose 3-4 and
answer thoroughly. They are meant to prompt your thinking. Your
reflection should make sure to address both reflection and analysis.
The Reflection: The reflection component should make you think about your
overall impressions and feelings that you had. You also might address
something that surprised you or something that made you pause.

Questions to consider in your reflection:

1. What aspects of your lesson were implemented differently than you planned?
Why did that happen?
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?
3. What surprised you in your lesson?
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?
5. What connections can you make to your lesson today from your coursework, the
literature, and any previous lessons or experiences?

The Analysis: The analysis part addresses the lessons effectiveness to

what extent did the students meet the objectives stated in your lesson plan
and how do you know? Make a claim about student learning and support it
with evidence that you gathered from the lesson.
General questions to consider in your analysis:
1. To what extend did the students learn what was intended? How do you know? As
part of your answer, please indicate:
a. In what ways were your teaching methods effective? How do you know?
b. In what ways were your activities effective? How do you know?
c. In what ways were the instructional materials effective?
d. How did any special considerations of accommodations affect the lesson?
2. Identify an individual or group of students who had difficulty in todays lesson.
How do you account for this performance? How will you help this (these)
student(s) achieve the learning objectives?
3. Identify an individual or group of students who did especially well in this lesson
today. How do you account for this performance?
4. Based on what happened in this lesson, what are the next steps? What do you
plan to teach next to this class? Be sure to explain how you will use information
from this evaluation in future lesson planning.

Reflection/Analysis
Having taught previous MTSS lessons, I knew what to expect before I had taught this
lesson. The student know the procedure of the daily MTSS lessons before the walk into the
classroom, so there was no need to give the student detailed directions since they are already
conditioned to this activity. Overall, I feel like the lesson was successful. Each week my CT lets
me teach MTSS, so now I am getting more and more comfortable teaching these lessons every
time. What surprises me every time I teach a lesson is that the students surpass my expectations.
From this, I need to learn to continue to set very high expectations for students because they will

meet expectations when they are set higher as well. One thing in particular that I need to work
on is filling in that dead time in between questions and activities. By filling this time, students
will be less likely to lose interest and stay engaged. I have also gotten better at behavior
management with the class as a whole. When I first started interning, I was nervous about
disciplining students because I was unsure of boundaries with my CT and I did not want the
students to dislike me. I have learned to be much more comfortable with my CT and my
personal opinions and can now effectively manage the class in the appropriate ways.
There is one student who really caught my attention during this lesson. When I first
began interning with this class, this student was far below level in literacy and was not confident
at all with herself. In weeks since, I have seen this student excel, as she is now on level, is sure
of her answers, and is not afraid to speak we she is called on. Through my observations, I have
seen that this improvement is from constant assurance and encouragement by the teacher. Also,
this student constantly asks for assistance, and my CT informed me that it is important to identify
the different between a student actually needing assistance and a student wanting reassurance for
answers. Working with this student, when she actually needs it, has helped her develop a sense
of self-confidence and independence.
In the future, I will try to give more fun aspects to MTSS lessons. These lessons are
typically very repetitive, and it is obvious now that the students have mastered the skills to
complete this activity successfully. Changing the structure of the lesson may make the student
more excited and engaged. I found, form completing a student interest survey with my class,
that many student do not like MTSS. Changing the structure of these lessons and making them
more relatable and fun may actually help the stunts to enjoy this part of the day.