Assignment Prompt & Instructions
– ## Activity3_LessonVideoDescriptionandReflectionQuestions-LastingerLearning.pdf
**## Activity3_LessonVideoDescriptionandReflectionQuestions-LastingerLearning.pdf**
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 1 of 19
© 2025 University of Florida Lastinger Center for Learning
Assignment 3: Self Recorded Lesson Video Description and
Reflection Questions
Overview: In Assignment 1, you used the Diagnostic Model to guide you as you analyzed
assessment data for one student who needed supplemental reading instruction. In Assignment 2,
you created a one day instructional plan for your student.
In Assignment 3, you will complete two assignments: the Video Description and Reflection
Questions.
● Video yourself modeling the instructional plan you created.
o Before filming, reflect on potential barriers you would encounter in a classroom and
show how you would address them in your video. Think about what responses students
may give or behaviors they may show and model how you would respond in your
lesson delivery.
o You will then use the video you created to reflect on your use of effective instructional
practices. No students or teachers should be in the video. The model lesson does not
have to take place in an actual classroom.
● Complete the Self-Reflection Scale and the Instructional Reflections sections in
this document.
● Upload your video along with your Lesson Video Description and Reflection document.
Date:Your Name:
Grade(s) You Teach:
Instructions:
Watch a video of your own instruction to find one or more examples of each Instructional Practice.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 2 of 19
© 2025 University of Florida Lastinger Center for Learning
2. Watch your entire Lesson Video to become familiar with its contents.
You will incorporate effective Instructional Practices in your plan.
Explicit Instruction makes skills easier for students to learn by using clear and concise language.
Students do not need to guess or discover the skill. Use an “I Do, We Do, You Do” format to first
model, and then gradually transfer responsibility for learning from the teacher to the student as
they demonstrate their readiness.
● I Do: Model the skill to show exactly how to do what you explained.
● We Do: Provide guided practice with scaffolding. Monitor the student’s progress in acquiring
and mastering the skill. Scaffold instruction as needed by prompting and giving corrective
feedback. Provide multiple opportunities for students to practice the skill with your guidance.
● You Do: Provide independent practice when students are able to do the skill accurately.
Continue to monitor and give feedback.
Systematic Instruction ensures that students learn in a way that gradually increases in difficulty and
follows the scope and sequence for a given skill. Visually and auditorily similar information is
separated when first learning a skill.
Multisensory Strategies use manipulative materials (if applicable) to make abstract concepts
concrete (e.g., highlighting, chart paper, sticky notes, annotations, manipulative letter practice, and
Elkonin boxes).
1. Review the Examples of Instructional Practices.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 3 of 19
© 2025 University of Florida Lastinger Center for Learning
3. Read the instructions for the Lesson Video Description activity:
Lesson Video Description
Instructions:
In your Lesson Video, you will identify at least 1 example of each instructional practice.
Choose an instructional practice to identify. Identify where in your video this instructional practice is
the primary instructional practice.
In the Time Stamp column, write the time stamp where this instructional practice occured in your
video. Include where the video clip starts and ends.
Example: 2:14 – 2:26
Record your reflections and rationale in the My Metacognition Column. Utilize information from the
Instructional Practices included in this assignment (blue box at the top of this form).
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 4 of 19
© 2025 University of Florida Lastinger Center for Learning
4. Fill out the entire Lesson Video Description Table.
Lesson Video Description Table
Instructional Practice
Instructional Practice
that is the primary
focus of the video clip
at the time stamp
you indicated.
Description and Metacognition
1. Write what you said and did to show the
instructional practice.
2. Explain your thinking. Why did you choose
this example?
Be very specific.
Time Stamp
Start/stop time of
video clip.
Example:
Multisensory Instruction
Example:
1. I used multisensory instruction during the Elkonin box
portion of the session. Specifically, when I said “mat”, I
pushed up a token for each sound, and said /m/, /a/, /t/.
2. I chose this example because Elkonin boxes was my
chosen multisensory strategy for modeling each of the
sounds in the word “mat”. This allowed students to both
listen for the sounds in the word and use manipulatives to
represent each of the individual sounds they heard.
Example:
Time Stamp: 2:34-2:42
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 5 of 19
© 2025 University of Florida Lastinger Center for Learning
Lesson Video Description Table
Instructional Practice
Instructional Practice
that is the primary
focus of the video clip
at the time stamp
you indicated.
Description and Metacognition
1. Write what you said and did to show the
instructional practice.
2. Explain your thinking. Why did you choose
this example?
Be very specific.
Time Stamp
Start/stop time of
video clip.
Explicit Instruction
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 6 of 19
© 2025 University of Florida Lastinger Center for Learning
Lesson Video Description Table
Instructional Practice
Instructional Practice
that is the primary
focus of the video clip
at the time stamp
you indicated.
Description and Metacognition
1. Write what you said and did to show the
instructional practice.
2. Explain your thinking. Why did you choose
this example?
Be very specific.
Time Stamp
Start/stop time of
video clip.
Systematic Instruction
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 7 of 19
© 2025 University of Florida Lastinger Center for Learning
Lesson Video Description Table
Instructional Practice
Instructional Practice
that is the primary
focus of the video clip
at the time stamp
you indicated.
Description and Metacognition
1. Write what you said and did to show the
instructional practice.
2. Explain your thinking. Why did you choose
this example?
Be very specific.
Time Stamp
Start/stop time of
video clip.
Multisensory Instruction
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 8 of 19
© 2025 University of Florida Lastinger Center for Learning
5. Complete the Self-Reflective Scale.
Completing the Self-Reflective Scale
● For each instructional practice, mark a circle on the continuum to indicate where you think you
are in your development.
● Then, use the comments section to journal your self-reflections (see example below).
o Reflect on each instructional practice—what you knew, what you know now, and how
your new knowledge will affect your instructional practices. Give specific examples!
*Remember, you are not expected to be “Accomplished” in all areas of your development. Use this as
a time to reflect on how far you’ve come and where you would like to focus your attention next.
Accomplished Emerging Not Yet Evidenced
Reflection: Before participating in this module, I felt like I had proficiency to teach systematically. This
module gave me lots to think about. For instance, my mindset was that my students have difficulties with
comprehension and that they just are not getting it. I wasn’t thinking about all of the factors that might be
interfering with comprehension. I learned that low oral reading fluency or decoding –or even phonological
awareness– can be the problem!! This was kind of a revelation to me, because I teach 8th graders, and it
almost seems impossible that decoding could still be a problem after all this time—or that they just need
practice to learn to read at a higher rate. The Diagnostic Model was really helpful for “getting to the root of
the problem” so I could teach more systematically. After analyzing the assessment data using the model, I
now have a clearer understanding of when students are actually ready to develop a skill. Comprehension is
always my ultimate goal with everything we do in the classroom, but I now know to figure out what subskills
might be missing. I think this model will be something I continue to use in my classroom going forward.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 9 of 19
© 2025 University of Florida Lastinger Center for Learning
Demonstrate research-based instructional practices for developing students’ reading skills.
I have the skills to provide Explicit Instruction.
I can do, and I can identify examples of the following:
● Use the “I Do, We Do, You Do” sequence.
● Use clear and concise language.
● Use instructional strategies that ensure that students do not rely on guessing or discovering
the skill.
● Provide a brief purpose for instruction.
● Fluency example: “Learning to read words at a good rate helps us understand what
we are reading.”
● Comprehension example: “Today we’ll be learning how the Generating Questions
strategy will help us better comprehend what we’re reading.”
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 10 of 19
© 2025 University of Florida Lastinger Center for Learning
I have the skills to provide Systematic Instruction.
(e.g., consider levels of skill development; when students are ready for an intervention targeting a
particular skill)
I can do, and I can identify examples of the following:
● Considers levels of fluency instruction.
● Sets goals in a progression from easy to more difficult based on pre-assessment data (i.e.,
accuracy develops first, then automaticity, then prosody).
● Considers the usefulness of information (high frequency before low frequency).
● Chooses text at an appropriate level for students.
● Assists students in developing an appropriate rate while reading aloud.
● Uses strategies for gradual release of responsibility (i.e. shift from teacher to student
over time).
● PA example: Mixing words with /b/ and /p/, and /d/ and /t/
● Decoding example: Mixing words with /b/ and /p/, and /d/ and /t/, or letters b, p, d, q)
when students are not yet ready for that level of complexity
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 11 of 19
© 2025 University of Florida Lastinger Center for Learning
I have the skills to engage students with Multisensory Instruction.
I can do, and I can identify examples of the following:
● PA example: Counting phonemes on fingers or pushing chips into Elkonin/Sound Boxes.
● Phonics example: Manipulative letter practice, skywriting, using a mirror to produce difficult
sounds, etc.
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 12 of 19
© 2025 University of Florida Lastinger Center for Learning
Use assessment and data analysis to monitor student progress and guide instruction over time
to ensure an increase in student learning.
I have the skills to teach lessons that are directly linked to assessment.
I can do, and I can identify examples of teaching lessons that are directly linked to
assessment data.
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 13 of 19
© 2025 University of Florida Lastinger Center for Learning
Use a variety of instructional practices to motivate and engage students in reading.
The length of time I teach is appropriate for the target skill and allows for student mastery.
I can do, and I can identify examples of teaching an appropriate length of time.
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 14 of 19
© 2025 University of Florida Lastinger Center for Learning
In my practice, I implement targeted instruction individually or in a small group. I don’t rely on large
group teaching alone.
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 15 of 19
© 2025 University of Florida Lastinger Center for Learning
I have the skills to provide students with various opportunities to respond.
I can do, and I can identify examples of providing various opportunities to respond.
● I use choral and individual responses.
● All students respond during choral responding; if not, I correct and redirect and engage
the student.
● I provide students with individual turns.
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 16 of 19
© 2025 University of Florida Lastinger Center for Learning
6. Answer the Reflection Questions.
Instructional Reflections
Consider your experiences in the practicum.
Reflect on one practice that you believe ensures
that students receive equitable instruction. Provide
a detailed example.
Examples:
● The data tell me that Dani will need more
fluency practice than the other students in
her group.
● During one of my classroom observations,
my literacy coach collected data on my
questioning during my intervention group.
I realized that I was asking some students
much higher-level questions than
other students.
● My formative assessment shows that Raul is
mastering the content quickly. I’m planning
to move him to a more advanced group.
Equality and Equity are not the same. Equality
is about dividing resources (instructional time,
targeted assessing and planning, scaffolding,
practice opportunities, etc.) evenly so all students
get the same thing. Equity is about dividing
resources proportionally to achieve a fair
outcome for all.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 17 of 19
© 2025 University of Florida Lastinger Center for Learning
What aspects of your teaching went well in the video?
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 18 of 19
© 2025 University of Florida Lastinger Center for Learning
What would you do in future lessons to improve your instruction?
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 19 of 19
© 2025 University of Florida Lastinger Center for Learning
Consider the assess, plan, implement cycle you just completed. How will you incorporate this process
into your ongoing practice?
**## Activity3_LessonVideoDescriptionandReflectionQuestions-LastingerLearning.pdf**
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 1 of 19
© 2025 University of Florida Lastinger Center for Learning
Assignment 3: Self Recorded Lesson Video Description and
Reflection Questions
Overview: In Assignment 1, you used the Diagnostic Model to guide you as you analyzed
assessment data for one student who needed supplemental reading instruction. In Assignment 2,
you created a one day instructional plan for your student.
In Assignment 3, you will complete two assignments: the Video Description and Reflection
Questions.
● Video yourself modeling the instructional plan you created.
o Before filming, reflect on potential barriers you would encounter in a classroom and
show how you would address them in your video. Think about what responses students
may give or behaviors they may show and model how you would respond in your
lesson delivery.
o You will then use the video you created to reflect on your use of effective instructional
practices. No students or teachers should be in the video. The model lesson does not
have to take place in an actual classroom.
● Complete the Self-Reflection Scale and the Instructional Reflections sections in
this document.
● Upload your video along with your Lesson Video Description and Reflection document.
Date:Your Name:
Grade(s) You Teach:
Instructions:
Watch a video of your own instruction to find one or more examples of each Instructional Practice.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 2 of 19
© 2025 University of Florida Lastinger Center for Learning
2. Watch your entire Lesson Video to become familiar with its contents.
You will incorporate effective Instructional Practices in your plan.
Explicit Instruction makes skills easier for students to learn by using clear and concise language.
Students do not need to guess or discover the skill. Use an “I Do, We Do, You Do” format to first
model, and then gradually transfer responsibility for learning from the teacher to the student as
they demonstrate their readiness.
● I Do: Model the skill to show exactly how to do what you explained.
● We Do: Provide guided practice with scaffolding. Monitor the student’s progress in acquiring
and mastering the skill. Scaffold instruction as needed by prompting and giving corrective
feedback. Provide multiple opportunities for students to practice the skill with your guidance.
● You Do: Provide independent practice when students are able to do the skill accurately.
Continue to monitor and give feedback.
Systematic Instruction ensures that students learn in a way that gradually increases in difficulty and
follows the scope and sequence for a given skill. Visually and auditorily similar information is
separated when first learning a skill.
Multisensory Strategies use manipulative materials (if applicable) to make abstract concepts
concrete (e.g., highlighting, chart paper, sticky notes, annotations, manipulative letter practice, and
Elkonin boxes).
1. Review the Examples of Instructional Practices.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 3 of 19
© 2025 University of Florida Lastinger Center for Learning
3. Read the instructions for the Lesson Video Description activity:
Lesson Video Description
Instructions:
In your Lesson Video, you will identify at least 1 example of each instructional practice.
Choose an instructional practice to identify. Identify where in your video this instructional practice is
the primary instructional practice.
In the Time Stamp column, write the time stamp where this instructional practice occured in your
video. Include where the video clip starts and ends.
Example: 2:14 – 2:26
Record your reflections and rationale in the My Metacognition Column. Utilize information from the
Instructional Practices included in this assignment (blue box at the top of this form).
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 4 of 19
© 2025 University of Florida Lastinger Center for Learning
4. Fill out the entire Lesson Video Description Table.
Lesson Video Description Table
Instructional Practice
Instructional Practice
that is the primary
focus of the video clip
at the time stamp
you indicated.
Description and Metacognition
1. Write what you said and did to show the
instructional practice.
2. Explain your thinking. Why did you choose
this example?
Be very specific.
Time Stamp
Start/stop time of
video clip.
Example:
Multisensory Instruction
Example:
1. I used multisensory instruction during the Elkonin box
portion of the session. Specifically, when I said “mat”, I
pushed up a token for each sound, and said /m/, /a/, /t/.
2. I chose this example because Elkonin boxes was my
chosen multisensory strategy for modeling each of the
sounds in the word “mat”. This allowed students to both
listen for the sounds in the word and use manipulatives to
represent each of the individual sounds they heard.
Example:
Time Stamp: 2:34-2:42
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 5 of 19
© 2025 University of Florida Lastinger Center for Learning
Lesson Video Description Table
Instructional Practice
Instructional Practice
that is the primary
focus of the video clip
at the time stamp
you indicated.
Description and Metacognition
1. Write what you said and did to show the
instructional practice.
2. Explain your thinking. Why did you choose
this example?
Be very specific.
Time Stamp
Start/stop time of
video clip.
Explicit Instruction
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 6 of 19
© 2025 University of Florida Lastinger Center for Learning
Lesson Video Description Table
Instructional Practice
Instructional Practice
that is the primary
focus of the video clip
at the time stamp
you indicated.
Description and Metacognition
1. Write what you said and did to show the
instructional practice.
2. Explain your thinking. Why did you choose
this example?
Be very specific.
Time Stamp
Start/stop time of
video clip.
Systematic Instruction
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 7 of 19
© 2025 University of Florida Lastinger Center for Learning
Lesson Video Description Table
Instructional Practice
Instructional Practice
that is the primary
focus of the video clip
at the time stamp
you indicated.
Description and Metacognition
1. Write what you said and did to show the
instructional practice.
2. Explain your thinking. Why did you choose
this example?
Be very specific.
Time Stamp
Start/stop time of
video clip.
Multisensory Instruction
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 8 of 19
© 2025 University of Florida Lastinger Center for Learning
5. Complete the Self-Reflective Scale.
Completing the Self-Reflective Scale
● For each instructional practice, mark a circle on the continuum to indicate where you think you
are in your development.
● Then, use the comments section to journal your self-reflections (see example below).
o Reflect on each instructional practice—what you knew, what you know now, and how
your new knowledge will affect your instructional practices. Give specific examples!
*Remember, you are not expected to be “Accomplished” in all areas of your development. Use this as
a time to reflect on how far you’ve come and where you would like to focus your attention next.
Accomplished Emerging Not Yet Evidenced
Reflection: Before participating in this module, I felt like I had proficiency to teach systematically. This
module gave me lots to think about. For instance, my mindset was that my students have difficulties with
comprehension and that they just are not getting it. I wasn’t thinking about all of the factors that might be
interfering with comprehension. I learned that low oral reading fluency or decoding –or even phonological
awareness– can be the problem!! This was kind of a revelation to me, because I teach 8th graders, and it
almost seems impossible that decoding could still be a problem after all this time—or that they just need
practice to learn to read at a higher rate. The Diagnostic Model was really helpful for “getting to the root of
the problem” so I could teach more systematically. After analyzing the assessment data using the model, I
now have a clearer understanding of when students are actually ready to develop a skill. Comprehension is
always my ultimate goal with everything we do in the classroom, but I now know to figure out what subskills
might be missing. I think this model will be something I continue to use in my classroom going forward.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 9 of 19
© 2025 University of Florida Lastinger Center for Learning
Demonstrate research-based instructional practices for developing students’ reading skills.
I have the skills to provide Explicit Instruction.
I can do, and I can identify examples of the following:
● Use the “I Do, We Do, You Do” sequence.
● Use clear and concise language.
● Use instructional strategies that ensure that students do not rely on guessing or discovering
the skill.
● Provide a brief purpose for instruction.
● Fluency example: “Learning to read words at a good rate helps us understand what
we are reading.”
● Comprehension example: “Today we’ll be learning how the Generating Questions
strategy will help us better comprehend what we’re reading.”
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 10 of 19
© 2025 University of Florida Lastinger Center for Learning
I have the skills to provide Systematic Instruction.
(e.g., consider levels of skill development; when students are ready for an intervention targeting a
particular skill)
I can do, and I can identify examples of the following:
● Considers levels of fluency instruction.
● Sets goals in a progression from easy to more difficult based on pre-assessment data (i.e.,
accuracy develops first, then automaticity, then prosody).
● Considers the usefulness of information (high frequency before low frequency).
● Chooses text at an appropriate level for students.
● Assists students in developing an appropriate rate while reading aloud.
● Uses strategies for gradual release of responsibility (i.e. shift from teacher to student
over time).
● PA example: Mixing words with /b/ and /p/, and /d/ and /t/
● Decoding example: Mixing words with /b/ and /p/, and /d/ and /t/, or letters b, p, d, q)
when students are not yet ready for that level of complexity
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 11 of 19
© 2025 University of Florida Lastinger Center for Learning
I have the skills to engage students with Multisensory Instruction.
I can do, and I can identify examples of the following:
● PA example: Counting phonemes on fingers or pushing chips into Elkonin/Sound Boxes.
● Phonics example: Manipulative letter practice, skywriting, using a mirror to produce difficult
sounds, etc.
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 12 of 19
© 2025 University of Florida Lastinger Center for Learning
Use assessment and data analysis to monitor student progress and guide instruction over time
to ensure an increase in student learning.
I have the skills to teach lessons that are directly linked to assessment.
I can do, and I can identify examples of teaching lessons that are directly linked to
assessment data.
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 13 of 19
© 2025 University of Florida Lastinger Center for Learning
Use a variety of instructional practices to motivate and engage students in reading.
The length of time I teach is appropriate for the target skill and allows for student mastery.
I can do, and I can identify examples of teaching an appropriate length of time.
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 14 of 19
© 2025 University of Florida Lastinger Center for Learning
In my practice, I implement targeted instruction individually or in a small group. I don’t rely on large
group teaching alone.
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 15 of 19
© 2025 University of Florida Lastinger Center for Learning
I have the skills to provide students with various opportunities to respond.
I can do, and I can identify examples of providing various opportunities to respond.
● I use choral and individual responses.
● All students respond during choral responding; if not, I correct and redirect and engage
the student.
● I provide students with individual turns.
Accomplished Emerging Not Yet Evidenced
Reflection:
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 16 of 19
© 2025 University of Florida Lastinger Center for Learning
6. Answer the Reflection Questions.
Instructional Reflections
Consider your experiences in the practicum.
Reflect on one practice that you believe ensures
that students receive equitable instruction. Provide
a detailed example.
Examples:
● The data tell me that Dani will need more
fluency practice than the other students in
her group.
● During one of my classroom observations,
my literacy coach collected data on my
questioning during my intervention group.
I realized that I was asking some students
much higher-level questions than
other students.
● My formative assessment shows that Raul is
mastering the content quickly. I’m planning
to move him to a more advanced group.
Equality and Equity are not the same. Equality
is about dividing resources (instructional time,
targeted assessing and planning, scaffolding,
practice opportunities, etc.) evenly so all students
get the same thing. Equity is about dividing
resources proportionally to achieve a fair
outcome for all.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 17 of 19
© 2025 University of Florida Lastinger Center for Learning
What aspects of your teaching went well in the video?
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 18 of 19
© 2025 University of Florida Lastinger Center for Learning
What would you do in future lessons to improve your instruction?
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE:
Assignment 3: Lesson Video Description and
Reflection Questions
Page 19 of 19
© 2025 University of Florida Lastinger Center for Learning
Consider the assess, plan, implement cycle you just completed. How will you incorporate this process
into your ongoing practice?