The document summarizes a lesson on the frog life cycle taught to a grade 2 class. It describes how the teacher scaffolded activities of varying difficulty for different groups, used positive reinforcement, and linked the lesson to prior learning. Students were engaged in hands-on activities and responded well. For future lessons, the teacher plans to modify activities and have some students work individually. This will help develop classroom management skills.
The document summarizes a lesson on the frog life cycle taught to a grade 2 class. It describes how the teacher scaffolded activities of varying difficulty for different groups, used positive reinforcement, and linked the lesson to prior learning. Students were engaged in hands-on activities and responded well. For future lessons, the teacher plans to modify activities and have some students work individually. This will help develop classroom management skills.
The document summarizes a lesson on the frog life cycle taught to a grade 2 class. It describes how the teacher scaffolded activities of varying difficulty for different groups, used positive reinforcement, and linked the lesson to prior learning. Students were engaged in hands-on activities and responded well. For future lessons, the teacher plans to modify activities and have some students work individually. This will help develop classroom management skills.
The document summarizes a lesson on the frog life cycle taught to a grade 2 class. It describes how the teacher scaffolded activities of varying difficulty for different groups, used positive reinforcement, and linked the lesson to prior learning. Students were engaged in hands-on activities and responded well. For future lessons, the teacher plans to modify activities and have some students work individually. This will help develop classroom management skills.
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- Reflection
Frog life cycle. Mariam Mohammed
Lesson (unit/page) Student teacher
MST Nashika School Al Tomouh
Class 2D Date 6-oct-2019
Select What standards or LOs were being addressed in the lesson? Students will able to know how the frog starts to grow?
How did you cater for learners with special needs, and for differentiation? For differentiation I gave each group different activity, for example, mastered students created the frog stages series by using a ribbon. And the glue the pictures under the name of each stage. For development students have a cards picture. Then the students match the vocabulary to the pictures. And organize the stages. For emergent, students cut the papers and organize the stages with their name in A4 paper.
How did you use positive reinforcement? Methods? For what?
I use positive reinforcement by said “good job” for the students that participate in the classroom. To let the others, participate also.
How did you sequence or scaffold activities so that they built gradually towards the learning objectives? Each activity was linked to the lesson. I sat with my MST to ask her to help me on the activates. Overall aim and context of the lesson (that is, describe the lesson’s place in the unit of work. What did students need to know before today’s LOs were addressed? What topic comes next and how did today’s lesson prepare students for that?)
The lesson was taken in the classroom, the students were sitting in the carpet. At first, I reviewed the lesson they took last week about “the butterfly stages”. and then I asked them questions about the lesson that they take before. After that, I started the lesson by asked the students several question in general. Then I opened the PPT. I prepared the lesson with MST, sat down with her, she gave me some advice and helped me with activities and how the lesson started.
Describe Who is the lesson for? The lesson was for grade 2D
Where did the lesson take place?
The lesson take place in the classroom.
What were you aiming to achieve in your lesson?
My goal was to get the information out correctly for the students.
What experiences did you provide to the students to help them to achieve your aims for them? I explained to them at first in English and Arabic to understand, and when I gave them the activities, I asked them and helped them to get the information to them. Analyze Were students excited, always occupied, and remained on task during the lesson? The students were enthusiastic, and in the activities they were busy. Also, in the beginning when I was asking them several questions in general.
Why do you think the students responded the way that they did? Because I gave them hands on activities. And because the lesson was about something they know and not something new for them.
How well did your teaching relate to the students’ prior understanding? I linked the lesson to the lesson that they take last week about the butterfly stages. Appraise
Explain the nature of the experience from the students’ perspective.
They were excited because the activities were hands on.
Did your lesson meet your teaching goals? Use your students’ performance on the end of lesson assessment as support (Give proof in your portfolio) My lesson meets my teaching goals that was my time management. And I finish the lesson on time.
Transform
How might you enhance student learning of this lesson in the future? In the future I will change the activities and I will let 1 or 2 group to work individually.
What are the implications for your professional practice of helping students to enhance their learning in this particular way? (i.e. what skill will you have to develop or learn? What professional development will you have to undertake?) The skills that I must develop that to make the students quiet by using strategy.
