Lesson analysis, reflection, and revision

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Lesson Plan for kindergarten

Overview

In this exercise, you will make revisions to your lesson plan and teaching based on peer feedback, self-reflection, and analysis. Recording your classroom (either an audio or a video recording) is helpful as part of the reflective process.

These activities are designed to help you targets areas where improvement is needed in professional practice.

Lesson plans should be constructed applying research-based practices to meet the needs of a diverse group of learners. When appropriate, technology should be incorporated but only for the betterment of instruction and to benefit the students.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competency and assessment criteria:

· Competency 1: Evaluate instruction for professional development.

. Analyze the lesson plan with respect to the key elements that resulted in improved learning for K-12 students.

· Competency 2: Improve instruction and professional learning.

. Revise the lesson plan according to the feedback, analysis, and reflection.

· Competency 3: Demonstrate the dispositions expected of a professional educator and self-directed learner.

. Describe the impact that periodic analysis, self- reflection, and lesson plan revision can have on instructional practice.

Assignment Description

Submit the Lesson Analysis, Reflection, and Revision Form and your revised lesson plan to the assignment area. Refer to the Lesson Analysis, Reflection, and Revision Form for more details on completing this assignment.

Individual Option: View your videotape. Based on the videotape, your self-assessment, and the feedback from at least one colleague, you will revise the lesson that you taught for future re-teaching, part of the Plan-Analyze-Reflect process. You are not required to re-teach the revised lesson during this course but are encouraged to do so independently.

Collaborative Team Option: Based on the self-assessment and the feedback from your colleagues, the team will collaboratively revise the lesson for future re-teaching. You are not required to re-teach the revised lesson during this course but are encouraged to do so independently. (The pilot lesson should be videotaped.)



Lesson Analysis, Reflection, and Revision Scoring Guide

Due Date: End of Unit 7
Percentage of Course Grade: 10%.

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

Analyze the lesson plan with respect to key elements that resulted in improved learning for K-12 students.
33%

Does not analyze the lesson plan with respect to the key elements that resulted in improved learning for K-12 students.

Describes the lesson plan but does not identify the key elements that resulted in improved influence on K-12 student learning.

Analyzes the lesson plan with respect to the key elements that resulted in improved learning for K-12 students.

Analyzes the lesson plan with respect to the key elements that resulted in improved learning for K-12 students. Supports analysis with examples from research-based practices.

Revise a lesson plan according to feedback, analysis, and reflection.
33%

Does not revise the lesson plan according to the feedback analysis and reflection.

Revises the lesson plan but does not make the connection to the feedback, analysis, or reflection.

Revises the lesson plan according to the feedback, analysis, and reflection.

Revises the lesson plan according to the feedback, analysis, and reflection and identifies a professional development activity that may be helpful for growth.

Describe the impact that periodic analysis, self-reflection, and lesson plan revision can have on instructional practice.
34%

Does not describe the impact that periodic analysis, self-reflection, and lesson plan revision can have on instructional practice.

Describes periodic analysis, self-reflection, and lesson plan revision activities, but does not make the connection with instructional practice.

Describes the impact that periodic analysis, self-reflection, and lesson plan revision can have on instructional practice.

Describes the impact that periodic analysis, self-reflection, and lesson plan revision can have on instructional practice. Includes personal examples of how to improve professional development practices.



Instructor:

Date:

Grade:

Subject:

Size of Class or Arrangement:

Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan.

This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501.

Goal Statement and Rationale

Instructional Goal (or goals) from Professional Growth Plan:

Describe how this goal will impact learner performance.

Learning Goal for Lesson:



Lesson Analysis

· Analysis of evidence for learner learning.

In preparation for analysis:

· View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior.

· Review feedback from observer.

· Study artifacts and evidence of student learning.

· Gather feedback from learners by informal conversation, survey, or questionnaire.

Guiding Questions

Responses

1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources?

2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions?

3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes?

4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions?

5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan.

6. Given all the evidence related to learner learning, how will you proceed toward your goal?

· Analysis of evidence for instructional practices.

In preparation for analysis:

· Review lesson plan (desired results, assessment, learning plan).

· View videotape.

· Review feedback from observer.

· Review completed self-assessment.

Guiding Questions

Responses

1. Referencing the evidence you have gathered, how does what happened in the lesson compare with what you had planned? To what do you attribute these changes?

2. Related to the above question, what instructional opportunities did you take advantage of and why? What instructional opportunities did you not take advantage of and why?

3. Explain how your design and execution of this lesson affected the achievement of your instructional goals.

4. Regarding the videotape: What roles (such as expert, facilitator, or co-learner) did you play in the videotape? Was each role appropriate for the situation?

5. Does your viewing of the videotape of the lesson change how you would assess yourself? If so, in what ways? What have you found to be the value of video analysis of your teaching?

6. Describe the evidence you have acquired from your instructional practice of progress toward your instructional goal as set forth in your Professional Growth Plan.

7. Given this evidence, what are next steps you will take toward your goal?

Questions adapted from the National Board for Professional Teaching Standards (tips provided across certificate areas).

Lesson Reflection

Describe what you have learned about your own instructional practice and your students’ learning through teaching and analyzing this lesson. How did the structured feedback of 2+2 and the Framework advance your understanding of your practice? What is a specific area of your practice that the video made you want to improve or develop? In what ways have you come to value the Plan-Analyze-Reflect cycle for improving instruction through this experience? How will what you have learned impact your future practice generally and your improvement goal, specifically?


Lesson Revision

Directions: You will revise and resubmit your lesson using this form. Alternatively, you may use the Understanding by Design template or your own form as long as it addresses all the points outlined below. Submit in Unit 7 in partial fulfillment of the course project for ED5501.

Given all that you have learned through an analysis of this lesson and the reflection afterwards, what would you change about this lesson if you were to teach it again to this same group of learners?

Stage 1- Desired Results (revisions)

Stage 2 – Assessment Evidence (revisions)

Stage 3 – Learning Plan (revisions)

What notes would you make for yourself to refer to when you teach this lesson again to another group of learners?

1

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