Participating Teacher Lesson Reflection
Name: Rachael Hubbard
Directions: After you deliver your lesson, please reflect on your lesson planning and lesson
delivery through the lense of the CSTPs. What supported student learning? What impeded
student learning? What would you do differently next time to increase student learning?
CSTP 1: Engaging and Supporting All
Students in Learning
(What strategies did you use to engage all
students? Were they effective? How do you
know? Were all students engaged in active
cognition of the content? Was it easy at any
time of the lesson for a student(s) to “opt-
out”?)
Strategies used to engage all students:
● Review prior knowledge from
previous lesson: this allows students to
remember prior strategies they have
learned that may apply to the new
lesson
● Modeling and demonstrating lesson on
the board for whole group
● Checking for understanding
throughout the lesson through
questions/answers on how to solve
● Guided practice: students solve
problems on their own while a student
is solving and walking through steps
on the board
● Independent partner work
● Differentiated by assignment and
small group practice for those that
need help
Overall, I think most students were engaged
and for those that seem to lose focus, I might
call on to answer a simple question. The
timing is important. If an instruction time is
too long, students get restless in seats. I think
the most effective part is being able to work
with partners to complete the assignment.
This allows for discussion and student
teaching/modeling. The small group works
Date: 10/30/2018
CSTP 2: Creating and Maintaining
Effective Learning Environments
(What conditions in your learning environment
support student learning? What conditions may be
preventing student learning? How do you know?)
Conditions supporting student learning:
● Multiple students are called on to solve
problems on the board. Everyone seems
eager to want to come up to solve and
usually ask for more questions.
● Safe to ask questions and make mistakes.
This is shown by all levels of students that
volunteer to answer questions or show
their understanding
● Movement: the students seem to work
well as partners and small groups as
shown by the work they complete
Conditions preventing student learning:
● Timing of the lesson: sometimes I can see
when the lesson is going to long because
students seem restless in chairs or start
playing with things in their desks. This
means they are no longer learning or
listening to what I am teaching.
● Behaviors: some student behaviors limit
student learning because it is distracting
from the lesson
well for those students that need motivation or
just need extra practice but sometimes doesn’t
seem as effective if students are struggling
and working at different paces. It’s difficult
to keep the small group working together. It
is helpful to some students though who might
come to work with a few problems and then
leave to work independently or with a partner
once they show understanding.

CSTP 3: Understanding and Organizing CSTP 4: Planning Instruction and

Subject Matter for Student Learning
(What do the grade level standards say? What is
the required content for this grade level? Why am
I teaching this and in what order?)
● Grade level standards: Number and
Operations in Base 10
4.NBT.5 Multiply a whole number of up
to four digits by one digit whole number,
and multiply two digit numbers, using
strategies based on place value and the
properties of operations. Illustrate and
explain the calculation by using equations,
rectangular arrays, and/or area models.
Designing Learning Experiences for
All Students
(What do I expect my students to learn? Does the
lesson plan reflect the needs of all students? )
● I expect the students to learn addition and
multiplication are related
● How to make an array with place-value
blocks in order to visualize and find
products
● How to use appropriate tools strategically

CSTP 5: Assessing Student Learning CSTP 6: Developing as a Professional

(How will I know what my students know and (What support or learning do I need to better my
have learned? How will I respond when they don’t instructional practice to further my students
learn? How will I respond if they already know learning?)
the concept?)
● Continued practice at classroom
● Quick checks management
● Lesson wrap up: questions/answers ● Continued awareness of lesson times and
● Unit tests student practice times
● Homework/practice ● More small group/centers

I will continue to review concepts that may have

been missed and try to incorporate prior learning
in new lessons.