Supervisor Observation #1 Reflection
Lesson Plan & Implementation:
Reflection and Analysis
College of Education
Time Celebration/Struggle/Question: Claim about teaching practice
1:02 Connected the lesson to the star Involving the students in the
chart and celebrated moving up to objective will deeper their
star 3, and then had a student read understanding. Students learn
the objective of the day to the well from each other so having
class. the students read the objective
to their peers also allows the
students to hear it from
someone other than me.
FEAPS 1c; I know my students
learn well by listening to each
other so I have them read the
objectives.
2:03 CT began giving a repeat of what I I should have continued asking
said during downtime as projector comprehension questions
was warming up. from the previous day so the
students stay engaged during
the lesson. I don’t want to give
them too much time in silence
because they will forget what
they were supposed to be
focusing on so my CT stepped
in to reiterate those things.
3:30 As I am introducing inferring using I should have utilized
the red crayon as a model using discussion such as a turn and
the final picture, I was asking the talk more during this time to
students what they noticed in the leave the question more open
picture. ended for the students to all
have a chance to talk and
discuss over.
Supervisor Observation #1 Reflection
3:48 Student raises hand but then does This was a good way to handle
not know what to say when she is a student not knowing the
called on. I say “oh did you lose answer. Instead of making the
your thought, it is okay, who can student feel passed over on or
help her out” made to feel dumb, you can act
like it is okay to “forget” and
we will see if a friend knows.
This also demonstrates
FEAPS 2f; to create a climate of
openness, inquiry, fairness,
and support for all my
students to feel safe learning.
5:10 Explaining instructions before Instructions sounded very
breaking into groups to discuss confusing and out of order.
their personal crayon. Instructions Should put myself in their
sound very confusing. Told them mind and explain simpler such
the amount of time they have after as; What they need to do, what
I had already sent them off. they need to do it, who they
are going to do it with, and
how long they have to do.
7:20 Set timer during lesson and told This is important when
students the amount of time they teaching to keep yourself at a
had to work on every assignment good pace, and to ensure
done during lesson. everything has time to get
done. FEAPS 2a; organizes,
allocates, and manages the
resources of time, space, and
attention. This is important so
there is no wasted time during
the day.
10:05 Used this time to circulate through During this time, I was able to
the crayon groups one by one formatively assess (FEAPS 1D)
asking them what they notice from the students understanding so
the picture, what their crayon was far on inferring from a picture.
doing, and if Duncan gave their All groups had a strong grasp
crayon what it wanted. This was on the material so I knew it
an easy way to formatively assess was time to move onto
the students to gage if they need planning a letter to our
more instruction on infer from the crayons.
picture or if they were ready to
move on.
11:23 Timer went off, and I told students I instructed a certain student
to place their hands on their head. so there was no arguing over
I had also instructed one student who held the papers. I know
Supervisor Observation #1 Reflection
from each group to be the one to students make small
bring the papers to the carpet with transitions difficult so to cut
them. down on time I pre thought
out how to eliminate that
problem. FEAPS 2b; knowing
my students and using a good
management system
15:06 Had students repeat back to me Keeping the students engaged
“do we write full sentences when during instruction and having
making a plan” “NOOOO” and had them repeat things that are
them repeat it again a little louder. important for them to
remember.
17:10 Gave student a bobcat buck on the I did this to hopefully redirect
carpet because she raised her my other students who were
hand quietly and was listening to talking and were off task. For
instructions. them to see someone get
rewarded for doing what they
should be doing.
20:48 Before sending students off to I model clear instructions and
their seats to begin their own plan, tell the students all their
I remind them of all the resources resources multiple times so
they can use to help them. EX: when they get stuck they will
chart, writing from previous day, use a resource to help them
color picture, the letter, or even before asking for help.
my model plan off the red crayon.
FEAPS 2e: explained the
instructions in a way that
makes sense to the kids.
21:33 Telling students, I want them to do Having the students repeat
the solution first because that is back what they are supposed
what I plan to use for their to do gives a better chance of
formative assessment for the day. the students exactly doing
Have the students repeat back to what they are supposed to
me that they are doing the without being told.
solution box first.
24:30 Begin walking around with iPad FEAPS 1d, FEAPS 4b, FEAPS 4f
and formatively assessing
I use my technology to
students using (+,=,-)
organize the student’s data so
I am looking at their solution and we are able to view their
assessing it by the amount of progression through the entire
things they inferred from the lesson. I also assess them using
picture. the same scale so they are
Supervisor Observation #1 Reflection
familiar with the grading and
can self-assess.
The Reflection:
Questions to consider in your reflection:
1. What aspects of your lesson were implemented differently than you planned? Why did that happen?
A few things were implemented differently than planned in my lesson. I changed a few of my transitions
and I changed my wording to the students. I feel like these things change automatically every time I
teach. I write out how it should go but then once I begin teaching, I become flexible and spend more or
less time on things depending on what my students need. Also the main thing during my lesson that was
implemented differently was at 7:20 in my video; I had anticipated myself reviewing each colored letter
and then sent the students off in groups. After a few review comments of the lesson, I realized the
students remembered a lot from the previous day and it was going to better from them to explore the
picture with their groups without rereading the letter. This cut back on time, and did not hinder the
students in anyway.
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?
If I was going to teach this lesson differently I would include more open ended questions and more turn
and talks, especially during 2:30-5:04 in my video. I felt as if I did not allow them enough time on the
carpet to talk with their peers, and instead I was asking single answer questions and calling on a single
student to answer them. Including more discussion time allows all students the chance for their idea to
be heard. If I was to teach the lesson the same I would keep many things the same. The differentiating
that I did for the planning templates was great and I plan to use those in all my lessons in the future. I
also would utilize the same forms of assessing. For example, at 24:00 in my video, I was able to
formatively assess all students in about 2 minutes, and the data is saved on my iPad for me to view and
use later.
3. What surprised you in your lesson?
I was very surprised during my lesson by how engaged my students were. I felt as if after every question
I asked all my students hands went up wanting to engage with the question I asked. At 13:28 in my
video, I had all student’s hands in the air wanting to answer my question being asked. This is the exact
reason I need to include more turn and talks and Kagan strategies into my teaching. I felt as if the
students were connected to this topic and interested so they wanted to engage and find out what we were
going to do next. This connects to FEAPS 3a because I am delivering engaging and challenging lessons
to enrich my students but also to keep them wanting to learn.
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?
One particular encounter that comes to mind was at 19:20 during my video, and it is where one of my
students with behavioral issues did his entire writing plan. This student rarely will do his work, and
often will do anything to get himself out of doing his work. During this lesson, he was very engaged the
entire time and even did his writing. This is very unusual for this student and it was very rewarding to
see that he actually knows what to do, and it is simply him choosing not to participate. I choose this
moment as a reminder to myself that I can push him to doing his work, and I just have to find ways that
he wants to engage with the material. This also connects to FEAPS 2c because I must convey high
expectations to this student at all times, he needs to know that he IS capable of doing the work and he
WILL be held to those high standards too. Many times I feel as if we push him to the side when he
refuses to work but really we need to give him more motivation telling him he is capable.
5. What connections can you make to your lesson today from your coursework, the literature, and any
previous lessons or experiences?
During this lesson, I am able to make connections to a previous lesson I did in first grade. I did a similar
Supervisor Observation #1 Reflection
lesson with the same book but the objective to the lesson was different. When doing that lesson I did not
read the book under the ELMO and I did not give the students copies of the letters themselves. I feel as
if it is so important for the students to have the text in front of them for them to be able to see and
understand the material. During the lesson in 1st grade, I felt as if the students had many misconceptions
about the story where this lesson went so much smoother, and I had more engagement during this
lesson.
The Analysis:
Questions to answer in your analysis:
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?
All students but 2 achieved the learning objective of the lesson which was how does a main character
respond to a challenge in a story. The 2 students that did not achieve that learning objective are Spanish
dominant and cannot write well in English. These students get very discouraged but they were able to answer
picture clue comprehension questions at 26:03 in video for me to be able to assess the students understanding.
The rest of the students achieved the learning objective because of formative assessments. The students were
formatively assessed on 9/18 based on their understanding and then they were placed in groups on 9/19 from
their previous days’ formative assessment. This was good for the students because they were able to work with
students on the same level as them as well as receive the differentiated planning template for their individual
needs. Pictured below is their formative assessment from 9/18 and 9/19 showing their achievement and then
also the differentiated planning templates that helped them achieve their objective based on their own learning
needs.
CLAIM: Formatively assessing students during a lesson allows you to see how the student reached their
learning objective or not.
Supervisor Observation #1 Reflection
CLAIM: Differentiating instruction allows all students to achieve their learning objective even if the process is
different.
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.
Moving forward in my teaching, I plan to differentiate all writing plans. Pictured above, I included the
writing templates the students planned on during the lesson. At 18:29 in my video, I gave the students
differentiated writing plans that fit their needs. The above level students are writing a plan that the boxes are
blank, the on level students have information that needs to be in each box, and the below level students have
sentence starters. All students are meeting their learning objectives but they are using different processes to
achieve those goals.
Supervisor Observation #1 Reflection
Content-Focused Questions:
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?
During this lesson I address many aspects of comprehension of the story. I asked many comprehension
questions, as well as having them turn and talk with buddies to discuss comprehension events in the story. I did
this because in order for them to infer the final picture in the story, the students needed a good grasp on what
the crayons were feeling and asking for in the story. I also made comprehension questions with picture clues for
my ELL students that know little English. This allowed them to answers the questions in a small group and
allows me to have a way to assess their understanding of the story.
2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner while attending
to student engagement?
I addressed the pillar of comprehension by asking questions related to the story that called for the
students to infer from text features. I had them discuss with a partner and then share what their partner said.
This is allowing all students to have time to discuss those questions, and it also makes them listen to their peer
and then repeat it. They are using many modes of comprehension in hopes for the students to really remember
the material. The students are always more engaged when they are doing turn and talks because it gives them
something to do.
