Level 1 CT Observation #1 Reflection

Guiding questions to reflect upon from your video & other data collected (supervisor or CT
observational notes/feedback, artifacts, etc.):
Question Time in Evidence Claim(s) You Might Make from
Video/Other this Evidence
Data Source

What impact 21:50- 33:00 I feel that the students think These students see me as
did your (start and of me more as another another educator and will be
performance end of educator now that I began the looking for me to help facilitate
activity) Number of the Day activity their learning more now that
of the task
and started the class off for theyve seem me in action.
have on your
31:18 the day. They understand that
students? (the student I am still learning and one
correcting student helped me remember
my mistake) what I still needed to finish
(not completing the picture on
problem number 6).

Did you get 27:40 I was happy with the fact that When I give firm instructions on
your desired (students I had a large amount of the how I want the students to
results? What counted with class involved in this activity. answer, they can deliver the
me to get Many students had their information needed.
do you think
answer) hands raised, wanting to
led to your
participate. I had to ask for I am learning alongside these
success or lack 28:35 the class to help me count the students so it is okay to make
of success in (student said first couple times, but they mistakes as long as they are
getting your the answer continued to help me acknowledged and corrected.
desired and throughout the remainder of
results? explained the activity. Whenever I asked
What went how they got the students to express their
well? Why? that answer) thoughts, they were mostly in
the form of complete
31:18 sentences and understood by
(the student the whole class. The one
correcting mistake I made was corrected
my mistake) by the student in the front and
was a part of my learning
experience doing the
Number of the Day activity.
 Level 1 CT Observation #1 Reflection

What didnt go
as well? Why? 28:39 (not The biggest thing I need to Knowing the students names is
knowing the work on when talking to my personable and helps build the
students students is learning all of their classroom community of family
names) names. Many of the students more to life.
that raised their hands/ were
called on were students from
the other class that recently
joined ours. I had to ask for
multiple students names
because I wanted to give them
a chance to participate but I
did not remember all of their
names.

How did the

developmental 31:18 My students are at an Knowing each students level of
level of your (the student interesting stage in their understanding for each part of
students correcting development. Many students the activity is important in order
my mistake) are fully capable of to move to more difficult
impact how
completing all 7 questions of concepts (like negative numbers).
you planned
the Number of the Day
the task or the activity because the skills used
results that have been taught and
you observed? retaught over many months.
There are still students who
do not fully understand all the
concepts that go into solving
each question. Thankfully, one
student pointed out when
some other students were not
completely sure on how we
got to the answer for number
6.

FEAPs From This Task:

FEAP 4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students
 Level 1 CT Observation #1 Reflection

learning needs, informs instruction based on those needs, and drives the learning process;

d. Modifies assessments and testing conditions to accommodate learning styles and varying
levels of knowledge;

f. Applies technology to organize and integrate assessment information.

Questions to consider in your reflection (complete 3-4 of the questions below):

1. What aspects of your lesson/task were implemented differently than you planned? Why did that
happen?

At the end of the activity, I did not realize that my instructions were not totally clear for all the
students. For number 6 of the activity, the directions are to Subtract 17. Since the number to
start with was 17, I asked the students as a whole if they understood that 17 subtracted from 17
was 0. Most students understood what that meant and why that was the answer. After I was
finished, one student brought up the fact that number 6 was not complete because I did not cross
out all the ones and tens from the T-chart. The student went on to say that they needed to see the
picture as to how 17 subtracted from 17 was 0. I completed this and then the students were
content.

2. If you were going to teach this lesson/engage in this task with the same group of students, what
would you do differently? Why? What would you do the same? Why?

If I were to facilitate this activity again, I would like to have more student involvement. I would
like to still use the overhead projector, but perhaps also have the students come to the board to
draw the T-charts and answer the questions at the front of the class instead of just at their desks. I
could then write and project their work after they complete that problem.

3. What surprised you?

It surprised me how many students knew what the odd numbers were and where they could find
them in the room. Weeks earlier, the students were having a difficult time differentiating
between odd and even numbers. I am happy and proud that they used classroom clues to look
around the room and find the number line displayed above the board at the front of the room.
 Level 1 CT Observation #1 Reflection

4. Describe an instance or particular moment in the video 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?

6. What connections can you make to your beliefs as an educator?

I believe that this activity is a great warmup for math and for the start of the day. This activity is
built so that the students only need small amounts of structured help to complete it. They have
been building upon these skills needed to complete this assignment and are now demonstrating
their understandings, which is something I am proud of.

The Analysis: The analysis part addresses the lessons effectiveness to what extent did the
students meet the objectives stated in your lesson/action plan and how do you know? State one to
two beliefs you hold about engaging in the management task and support it with data (observation,
or video) collected during the teaching action.

General questions to consider in your analysis (these questions are to help you craft teaching
beliefs):
1. To what extend did the students learn/do what was intended? How do you know? As
part of your answer, please indicate:
a. In what ways were your teaching actions effective? How do you know?
b. In what ways were the instructional materials effective?
c. How did any special considerations of accommodations affect the lesson?

Since the activity itself was self-explanitory, I feel like I did a good job at moving through the
questions in a timely manner while also stopping to ask students for help. The use of the
overhead was good for me as well as the students so we could all check our work to see if we
used the same methods and got the same results. Since I only received one question about my
methods of solving number 6, I think most students understood the steps we all took to solve the
different questions for Number of the Day.

2. Identify an individual or group of students who had difficulty in todays lesson/task?

How will you help this (these) student(s) achieve the objectives? In what ways might
the learning environment play a role in the response of (these) student(s)?

Although the student that pointed out my questionable method for solving number 6 is very
bright and did have the correct answer, she made it a point to tell me that I did not finish the
problem to get the correct answer in the manner in which they could all understand. Next time, I
 Level 1 CT Observation #1 Reflection

will be sure to show all of my work on how I achieved each answer and to talk through each step
to ensure all of the students understand each part of my problem-solving methods.

3. Identify an individual or group of students who did especially well in this lesson today.
How do you account for this performance?

The student that pointed out my mistake on solving number 6 had chorus in the morning, helped
put away the coloring baskets left from the day before, and still had enough time in the morning
to complete the activity. I walked by her desk right before going to the front of the room to go
over the answers and she had everything complete and done correctly. She always had her hand
raised to answer the questions and was engaged throughout the entirety of the activity.

4. Based on what happened with this task, what are the next steps? Be sure to explain how
you will use information from this action in the future?

After completing this activity for the first time on my own, I learned that these students are very
capable of answering these questions correctly with a gentle guiding hand to help them go through
all the necessary steps to answer each question. Using odd numbers seems to be slightly more
difficult so next time we should try to have another odd number to normalize the students
interactions with them. Maybe in the future, I could propose changing up the 7 designated
questions that are usually used to slightly more challenging while having them perfecting skills that
they already have.