LESSON REFLECTION (4a)

Name: ___________________________________________________ Date: _________

This form provides the structure for a critically important phase in the observation
process the act of reflection (4a). It should either be submitted in writing within two
days following the observed lesson or you may schedule an appointment to discuss it
with your evaluator. The information on this form will contribute to your overall
evaluation.
1. In general, how successful was the lesson? Did the students learn what you
intended for them to learn? How do you know?
Overall, I think that my math lesson was very successful! The lesson required students to
use place value to subtract. Students were attentive throughout the lesson and they were
participating in whole group instruction and math centers. I was very pleased at how hard
students were working throughout the lesson. I believe that my students did learn what
was intended for them to learn. Through my own observations during small group
instruction, I could see that most of my students understood how to subtract using place
value. They were making few mistakes, and if they were making mistakes they were able
to fix them. I also used the homework that I assigned to check for understanding. After
reviewing the homework that was assigned, I was able to see that the majority of students
understood how to subtract using place value.
2. Please provide samples of student work. What do they reveal about the students
levels of engagement and understanding? Do they suggest modifications in how
you might teach this lesson in the future?
The student work that I have shows that students understood the lesson that was being
taught. I can tell that my students were engaged and understood the lesson because most
of their homework is correct. I can see that some students are still making little mistakes
in their subtraction, such as forgetting to regroup or regrouping incorrectly. This could be
due to trying to finish quickly or not looking over their work closely. By looking at the
student work, I can improve how I teach this lesson in the future. I will make sure to
focus on regrouping and checking to make sure that the answer is correct. Many students
did this, but I would reteach this skill to those students who are still struggling with this
concept.
3. Comment on your classroom procedures, student conduct, and your use of
physical space. To what extent did these contribute to student learning?
The classroom procedures that I have set into place this year seem to be working great.
During the lesson, I felt that students were aware of the classroom procedures and
routines. They have done a great job learning these procedures and sticking to them! I

thought that most students were very well behaved and engaged during this lesson. There
were times when some students were a little distracted, and I had to redirect one student
many times. I tried to give him a reward to work towards to keep him on track. It seemed
to work pretty well! I love to have my students spread around the room during centers.
During this lesson, I had students at tables, at their desks, and working on the carpet. I
think that spreading out and moving to different spots around the room helps students to
be comfortable in their learning environment. I do not think that this use of physical
space caused any distractions to students. All of these factors contribute to student
learning. My students understand the classroom expectations and procedures; therefore,
they are able to complete assigned tasks and activities freely around the room. I think that
they did a great job!
4. Did you depart from your plan? If so, how and why?
I did not really depart from my lesson plan during this lesson. The whole group lesson
ran as I had planned it out, and centers also went how I had planned them out. Students
were also given time to work on homework at the end. I did not complete all the
problems in the book like I noted in my lesson plan, but that was because I saw that
students were understanding the lesson and I did not believe that they need to complete
every single problem.
5. Comment on different aspects of your instructional delivery (e.g. activities, grouping
of students, materials, and resources). To what extent were they effective?
When planning activities for math centers, I try to plan activities that focus on the skills
that students are learning during whole group instruction. Chapter 1 focuses on addition
and subtraction within 1000, so most of my centers have had students adding and
subtracting. I try to vary these activities as much as I can. I also have students use their
Ipads to do Xtramath. This helps students practice basic math facts that they need to
know and master. I also have students begin working on multiplication flash cards so that
when I start teaching multiplication they already know some of their facts! I use many
different materials and resources in my centers to engage students in learning. I love
using task cards, hot dots, and any technology that will get students excited about
learning!
I usually tend to group my students by their ability level; however, this year I grouped
students a little differently. I tried to compose heterogeneous groups. I did this for both
the students, and myself. Low and high students are grouped together. Higher students are
able to help lower students when they are struggling. I love to see students helping one
another and learning from their peers. This also allows me to focus on helping that
student who really struggles. I really like how this has worked so far and I hope that it
continues to work! I believe that these different aspects of my instructional delivery
greatly impact my classroom. I work hard to create engaging and meaningful learning for
my students, and I believe that I show this through these aspects of instructional delivery.

6. If you had an opportunity to teach this lesson again to the same group of students,
what would you do differently?
If I had the opportunity to teach this lesson again, I would give students more time to
work after assigning a problem during whole-group instruction. While reading through
the notes, it seemed that I rushed them sometimes. I like to keep instruction moving, but I
need to remember to slow down and give those students who work slowly more time to
complete their work. I would also fix the QR station. I liked this station a lot, but I would
find a way for students to record their actual work from the problem on a sheet where I
can check their work to make sure that they understand the concept.