While reflecting on the Research Lesson Data, the focus is on evaluating the effectiveness of the lesson and addressing any issues related to student engagement and participation within the learning community. Several researchers noted that students demonstrated engagement, but there were areas for improvement.

Observations indicate that students were able to access the lesson, which was the primary goal. The use of very carefully considered scaffolds, specifically visual representations of step-by-step instructions, supported students enough to allow them to dedicate more intellectual capacity towards the content-learning goal as opposed to getting bogged down in the instructions for the activity. It was also observed that students voluntarily opted to use provided sentence frames in discussions with peers.

While students were engaged with the content and seemed to show an increase in their ability to participate in the lesson, several students did still display signs of distress, including fear responses such as crossed arms or nonverbal communication. Still, there was an overall increase in student participation.

Recommended next steps include using similar scaffolds in additional lessons for an extended period to move students to a position of comfort where the scaffolds may begin to be slowly removed. This would look like using the same images and sentence starters for the same activities repeatedly to allow students to begin to pair the verbal instructions with the images in question. That way, students will still be able to add the academic language and instruction words from these lessons to their English-speaking vocabulary passively, and eventually, the visual scaffold should cease to be necessary.

Further recommendations include frequent check-ins with focus students to establish connections with them, and to slowly learn their interests and cultural identities, which can be intentionally incorporated into lessons frequently.