Lesson Plan &

Implementation:
Reflection and Analysis
College of
Educati
on
Childhood Education & Literacy
Studies

The Reflection
1. What aspects of your lesson were implemented differently than

you planned? Why did that happen?

I thought that when I pulled the students with autism, they were not going to speak

as much and really comprehend what I was trying to teach them, but they did. I

have been working with these students for some time and when they were talking

and trying, it made me feel better.

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 were going to teach the same lesson to the same group of students, I would be more

specific with my directions for when I was with my individual groups, so they wouldnt

yell out questions or answers. In the video for 00:15:13, I really liked that I was able to

very specific with my directions for the students so they know exactly what to do.

3. What surprised you in your lesson?

I was surprised when I looked upon my video and saw that my students were so

well behaved and really focused on the problems to get the right answer. I

differentiated for two of my students because they understood balancing out two

equations, one side has to balance the other side. I gave them three equations to

balance out and they were struggling a bit, which made me see that they are

learning.
Time Celebration/Struggle/Question: Claim about teaching practice
0:28:2 The four students that I was working Working one-on-one with the
5 with were really trying to understand the students are helping so they can
concept and getting the answers. stay on track and learn the
concepts that wont go over their
head.
The 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?

I was focusing on how specific I was being when giving instructions to complete

the lesson. I made sure that all students knew what they were doing. Breaking my

students into groups of 3 and have them work in pairs really help because they

have a low attention span. They need to be engaged and active. I passed out the

materials and the students knew what their jobs were. They materials for the

lesson were equations for all students but different equations for all. I used

enrichment when giving three equations to a pair of students so they can balance

out each. All students had to use accountable talk and use stems such as: I agree

with you because, I disagree with you because, the statement is true/false because.

This makes sure that all students remain on task.

2. Identify an individual or group of students who had difficulty in

today's lesson. How do you account for this performance? How

 will you help this (these) student(s) achieve the learning

objectives?

Not a lot of students were struggling because we were on the same topic for a

week and we used balance scales to help students see that one side of the

equation is the same as the other side. We also used manipulatives to show

the balance between equations. The students that struggled were students that

have autism and a processing disorder where they cant process what they see

or hear fully. These students need one-on-one instructional time to grasp the

concept.

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.

For my next lesson, the curriculum guide is calling for place value. So showing

students how to count by 1s and 10s is first. Then I will teach them to count in the

middle. For example: students will have a number, 94 and then count onward, 95, 96,

97, etc. Incorporating group work, speaking into a pretend microphone and then

shouting the answer, picking students that were not paying attention are all ways to

differentiate and engage students. Also, using the same concept of balancing out two

equations, find the missing number in one of the equations, and balance and find the

missing number in three equations were my differentiated groups.

Questions to consider specific to a mathematics lesson:

1. Consider the extent to which you provided opportunities for your

students to "do mathematics." Which of the Common Core mathematical

 practices did you PLAN to facilitate and which of those practices are

OBSERVABLE in student behavior?

I incorporated SMP 3 and 4. CCSS.MATH.PRACTICE.MP3 Construct viable arguments

and critique the reasoning of others. Students had to use accountable talk. This means

that students had to use stems like: I agree/disagree with Johnny because___, or How

can you show your problem a different way? These help students speak to each other and

stay on task. CCSS.MATH.PRACTICE.MP4 Model with mathematics. Also, students

had to model with mathematics using a number line, linking cubes, students could use

their fingers, and draw circles to help solve the math problem. These were some ways

that students could visualize their thinking and show their work.