Task 3

Task 3
Write a Reflection using this Form for Every Lesson/video that you watched (CLOs 1-6)
You are expected to use support from the academic literature to enhance your reflections.
(6 reflections in total with a focus on these 6 topics:
1. Safe learning environment: https://www.youtube.com/watch?v=TCeGqs2ezyg
2. Positive reinforcement strategies: https://www.youtube.com/watch?v=SfyBApCF41c
3. Enquiry based learning and project based learning: https://www.youtube.com/watch?

v=mAYh4nWUkU0
4. Features and design of summative and formative assessment and their effect on
differentiation: https://www.youtube.com/watch?v=ZJOHnbfUrJ0
https://www.youtube.com/watch?v=9FZR3-l8Y5Y
5. Interactive tools to create flipped classrooms and blended learning environment:

https://www.youtube.com/watch?v=Mb2d8E1dZjY
https://www.youtube.com/watch?v=xB7WSW8UL2w
6. Culturally responsive classroom with a focus on backgrounds and different abilities

and interests of students.
https://www.youtube.com/watch?v=XWg-ZrV3wPk
https://www.youtube.com/watch?v=qQ269cd05Rw
https://www.youtube.com/watch?v=blDMnUVbm8g&t=1s
Lesson focus (English, Math, Student teacher
Science)
MCT Date
Area of observation (focus)
With reference to MOE outcomes for KG, Select when applicable

What related MOE standards, outcomes or LOs were being addressed in the video?
How did you cater for learners with special needs, and for differentiation? (if applicable)
How did the teacher implement the (your area of focus)?
What was the goal of implementing this strategy (your area of focus)?
Overall aim and context of the lesson (What did students need to know before implementing this strategy or
lesson? What topic comes you expect to come next and how did today’s lesson prepare students for that? Or/ How do
you expect students to perform after this (area of focus) implementation?)
Describe
Who is the lesson for?
Where did the lesson take place?
What were the teacher aiming to achieve in her lesson with a focus on your area of observation?
What experiences did she provide to the students to help them to achieve the aims for them?
Analyze
Were students excited, always occupied, and remained on task during the lesson?
Why do you think the students responded the way that they did?
How well did her teaching relate to the students’ prior understanding (of your area of focus)?
Appraise
Explain the nature of the experience from the students’ perspective (based on your own observation)
Did the lesson meet the main goal of (your area of focus)?
Transform
How might you enhance student learning of this lesson in the future (with a focus on the area of observation)?
What are the implications for teachers’ professional practice of helping students to enhance their learning in this
particular way (with a focus on the area of observation)? (i.e. what skill will the teacher have to develop or learn?
What professional development will she have to undertake?)
Lesson focus (English, Math, Classroom Student teacher Mahra
Science) management
MCT Dr. Aisha Date 2-4-2017
Area of observation (focus) 10 hacks of Positive reinforcement strategies
With reference to MOE outcomes for KG, Select when applicable? Classroom management can apply it out the year.
What related MOE standards, outcomes or LOs were being addressed in the video? There are no outcomes because she
talks about the classroom management.
How did you cater for learners with special needs, and for differentiation? (if applicable) The teacher in the video not
talking about the special needs and other differentiation she just explains the 10 hacks and how to apply it.
How did the teacher implement the (your area of focus)? There are 10 different hacks she mentioned in her video.
 The first hack is mystery student, that (pick out one student from the class) use equity stick and pull out a stick
with the students' name on it and then that will be the mystery student. If the student worked well that would
get a reward.
 The second hack is camera in the room, this hack always recording the behaviour of the students. If the students
have a bad behaviour will invite their parents so this will help students to do better in the classroom and being in
good behaviour.
 The third hack is smelly spots, if students doing good job we put a small spot on their hand.
 The fourth hack is a secret symbol, this hack very simple like pulling ear, the student likes it because it is secret
between the teacher and the student.
 The fifth hack is tattling response; this will help students to not tell about the anther students.
 The sixth hack is Ask Me Tag, this hack help students to make questions.
 Hack seven is hand signal, for example, if they want to go-to drinking water they have to show the teacher water
signal.
 Hack eight is nurse alternative for example if they are saying they want a nurse to skip the class like hand hurt the
teacher will say ok it's fine. If they still really want to go, the teacher will send them directly to the nurse.
 Hack nine is noise letters that is the teacher can use the application to control the volume of the student then use
it with the letter.
 The last hack is sand timers, this will help the child to finish their task and need to hold and change the sand time.
For example, ClassDojo lets the teacher use it in class and contact or share the students' work with the parents.
The objectives of classroom management are for students to gain behavioral, social, and academic success in a structured
environment that caters to tolerance, exemplary behavior, and learning. Also, effective classroom management means
implementing strategies that create a safe, fair, and rule-based learning environment for children to flourish in.
Overall aim and context of the lesson (What did students need to know before implementing this strategy or lesson?
What topic comes you expect to come next and how did today’s lesson prepare students for that? Or/ How do you
expect students to perform after this (area of focus) implementation?)
First, students should know the classroom management and how to improve their behavior. Then the teacher can apply
classroom management for example, if the student makes bad behavior will invite their parents so this will help students
to do better in the classroom and being in good behavior.
Describe
Who is the lesson for? Ms. Michelle.
Where did the lesson take place? 2-4-2017
What were the teacher aiming to achieve in her lesson with a focus on your area of observation? Michelle focused on
positive reinforcement strategies and how they used them in the classroom. Also, the 10 hacks of positive reinforcement
can use in the classroom and how can make the students be in good behavior.
What experiences did she provide to the students to help them to achieve the aims for them? To help students to
achieve their goals give them a reward when they work well in the classroom.
Analyze
Appraise
Transform
How might you enhance student learning of this lesson in the future (with a focus on the area of observation)? There is
no lesson there is classroom management.
The teacher does not explain the lesson so cannot develop the skills of the students without lesson.
Science)
MCT Date

Describe
Analyze
Appraise
Transform
Lesson focus (English, Math, Teaching strategies Student teacher Mahra

Science) for early childhood
and formative
assessment in the
classroom.
MCT Dr. Aisha Date Teaching strategies for early childhood
(1-10-2019)
Formative assessment in the

classroom(29-8-2017)
Area of observation (focus) Observe the children during the lesson.
With reference to MOE outcomes for KG, Select when applicable: Teaching strategies and doing formative
assessment during the lesson.
What related MOE standards, outcomes or LOs were being addressed in the video? There are no outcomes because
they talks about the teaching strategies and formative assessment.
How did you cater for learners with special needs, and for differentiation? (if applicable) The teachers in the video not
talking about the special needs and other differentiation they just how to use the teaching strategies and doing formative
assessment for the children.

In the first video:
Beth White talks about teaching Strategies author and former principal and teacher, explores how formative assessment
can be a powerful tool in an early childhood classroom. A formative assessment process is a valuable tool for teachers to
observe. The formative assessment allows the student to see their own progress and improve their work immediately,
which improves learning outcomes. Also, she explains what is authentic (what the children do during the lesson) and
observer the children's skills and abilities.
In the second video:

Formative assessment
Focus area 5:1 Assess, provide feedback, and report.
Natalie thorpe, she is in Amaroo school. She uses the random selection tool to choose students at random for different
learning activities. It encourages active participation from everybody ready to answer a question when it’s asked or to
reflect something and foster collaboration within the learning environment. She does the formative assessment to gain
information about students understanding and provide her with feedback that informs her practice and uses it to change
the lesson plan depending on the students feedback in the future. She uses traffic lights, so using green amber and red
stickers, to reflect on their achievement in their work based on the learning intention. They put a green sticker if they
have met the learning intention, an orange if they are still working and need a little bit of support and red if they still
really need quite a bit of support.
Kathleen Chambers
She uses information through observations of the students during class time. In her classroom, she has an "area of
numeracy", she uses learning intentions wall to do the formative assessment. If the students complete all of their
learning activities, they can move their photo depending on where they think there are sitting according to that learning
intention. For example, if they do that independently by themselves they move their photo to the green, if they need
support from the teacher and do some by themselves move to orange and if they still needing support for the whole
thing move to red. This is capable of assessing them themselves.
It is important to grade the students’ abilities, but rather to see how a student is progressing and stimulate the
acquisition of future knowledge and learning outcomes.
First, students should understand the outcome of the lesson to answer the questions when the teacher does the
formative assessment to check if the students understand.
Describe
Who is the lesson for? Beth White, Natalie Thorpe and Kathleen Chambers.
Where did the lesson take place? Teaching strategies for early childhood (1-10-2019) Formative assessment in the
classroom(29-8-2017)
What were the teacher aiming to achieve in her lesson with a focus on your area of observation? Beth White talks
about teaching Strategies author and former principal and teacher, explores how formative assessment can be a
powerful tool in an early childhood classroom.
Natalie Thorpe and Kathleen Chambers, they talks about how to do the formative assessment in the classroom.
What experiences did she provide to the students to help them to achieve the aims for them? According to Natalie, she
says to support students use positive reinforcement for example She uses traffic lights, so using green amber and red
stickers. They put a green sticker if they have met the learning intention, and orange if they are still working, and need a
little bit of support and red if they still really need quite a bit of support.
According to Kathleen, she uses the learning intentions wall to do the formative assessment. If the students complete all
of their learning activities, they can move their photo depending on where they think there are sitting according to that
learning intention. For example, if they do that independently by themselves they move their photo to the green, if they
need support from the teacher and do some by themselves move to orange and if they still needing support for the
whole thing move to red. This is capable of assessing them themselves.
Analyze
Were students excited, always occupied, and remained on task during the lesson? The students work well in their
center and their excited to do the task.
Why do you think the students responded the way that they did? Because the teacher use different strategies of the
positive reinforcement.
How well did her teaching relate to the students’ prior understanding (of your area of focus)? The students know how
to assess themselves. The student knows how to collaborate in the classroom center.
Appraise
Explain the nature of the experience from the students’ perspective (based on your own observation) This experience
help students to be more confident because in this video I saw the students assess themselves.
Did the lesson meet the main goal of (your area of focus)? Yes, the teachers meet the main goals while observe and do
the formative assessment for the students.
Transform
How might you enhance student learning of this lesson in the future (with a focus on the area of observation)? There is
no lesson there is formative assessment.
What professional development will she have to undertake?) Formative assessments help students to develop their
skills and improve their knowledge in the classroom.
Science)
MCT Date

Describe
Analyze
Appraise
Transform
Lesson focus (English, Math, Supporting cultural Student teacher Mahra
Science) and linguistic
diversity in early
childhood &
Strategies for
differentiating in
the inclusion
classroom & State
of New Jersey
department of
education.
MCT Dr. Aisha Date Strategies for differentiating in the
inclusion classroom (1-5-2016)
State of New Jersey department of

education (19-12-2017)
Area of observation (focus) They focus on a safe learning environment.
With reference to MOE outcomes for KG, Select when applicable: Safe learning environment.
What related MOE standards, outcomes or LOs were being addressed in the video? There are no outcomes because
they talks about the safe learning environment.
How did you cater for learners with special needs, and for differentiation? (if applicable) In the first video, they use
strategy for special needs which is alternative or augmentative communication means, such as pictures, manual signs, or
voice output devices.
First video:
This video shows the planning process at a preschool and illustrates selected activities being used in the classroom. if we
have new children in the classroom and their families are from different ethnicities and cultures. For example, according
to Cheryl Etting families have two sisters that are coming into their program they are 3 years old and four years old.
They born in the United States and their parents were born in Korea so they speak and understand both Korea and
English but they understand more of the Korea language.
The ways to embed diverse culture and linguistic activities in preschool routines:
Annie’s, she sings the good morning song in different languages and asks children how do you say good morning in your
language?
House area: can add some clothing from different cultures and can bring some cooking from their house area to let
children practice cooking and share in the classroom.
Second video:
This video shows the strategies for differentiating in the inclusion classroom. Jennifer thinks about her classroom in the
future, she going to be the classroom diverse of all students and includes students with disabilities and the placement
for students with disabilities depends on how their needs can best be met. Also, Inclusion is the goal for all students to
succeed.
She explains how do we reach this goal and how do we best support students with disabilities in an inclusion classroom
and how we do this in early childhood settings. To make sure the students with disabilities succeed in the classroom is
the same as to make sure all students succeed. Providing students with the specific support they need to do the best
through the process that’s called differentiation. That based on the understanding of the students and comes from skills,
interests, environmental preference, and learning styles. She sees different strategies of differentiation. In classroom
arrangement into centers.
1- Strategy one: Classroom Arrangement into centers.

 Provide visual and concrete cue from a structured learning environment centers.
 Provide built-in differentiation because students can choose any centers they want to go to. Auditory learners
can visit the listening center and kinesthetic learners can visit dramatic play to explore.
2- Strategy two: individualized and scaffold learning tasks:

 The teacher observed the students when in the centers and asked them questions.
 The teacher supports the students to help them accomplish tasks.
3- Strategy three: differentiating products: Students can show what they know for example if they retelling a story
they can act out the story with props.
4- Strategy four: flexible grouping: The teacher can make different groups with the different levels of the students
and mixed ability groups, for example, lower-level students can learn with higher-level students.
5- Strategy five: visual & concrete support systems: One student with an IEP has trouble with traditions the teacher
can support him in giving him his own copy of the class schedule and loving him plan which centers he’ll visit.
6- Strategy six: establishing a token economy: Give students rewards when they work well in the classroom.
In addition, behavioral support should include in the classroom for students to succeed.
Video three:
This video shows the "State of New Jersey Department of education" students do different activities in the classroom.
Tonya Coston: She talks about preschool classroom teaching guidelines. Give the students the opportunity for growth
and creativity.
3 part series based on the State of New Jersey Department of education
Part 1: The teacher set up the classroom environment to support children learning, explore room arrangement in
different centers.
Teacher plan scheduled rotations to support children learning and classroom management and rules also support
building a classroom community.
Room arrangement:
 The environment provides places for children to feel safe.

 Make space between the centers
 Quiet area.
Mary DeBlasio: She giving the children the gift of time to engage with the materials, learn new concepts and new ideas.
Kathleen Molina: She welcoming for the students so they can feel safe and comfortable and ready to learn.
Michelle Angelo: Uses the visuals and a lot of pictures and helps the students to understand through using the pictures
beside words. She uses clear bins to students they can see what inside the bins and putting labels.
Michelle Howell: She use sorting which is math, students can recognizing the word the picture and the objects which is
literacy they learn self-control.
Giselle Buttler: The magna tiles something that the kids feel free to take out they can build in the table or on the floor.
Diana Herrera: She want to take ownership of the classroom and different materials in each area for example : in writing
area , she have a small desk, two chairs, white paper, colored paper, rulers, calculators, a hole puncher, crayon, scissors
and a dry erase board with dry erase markers.
Matthew Marino: Parents can see what the children are learning through children’s artwork in the classroom.
Maria Biondo: She uses different opportunities of bloom's taxonomy in the classroom.
Dr. Holly Seplocha: she says active learners they learn through involvement with teachers with materials with their
peers that is why students spend a lot of time when the activities do.
They have different stations to develop the fine and gross motor skills.
The goal of safe learning environments is that students will begin to take pride in their work and in themselves and they
feel safe in the classroom.
Students should know the different centers in the classroom and each center has a specific activity to do.
Describe
Who is the lesson for? Cheryl Etting, Jennifer Maria, Mary DeBlasio, Kathleen Molina, Michelle Angelo, Michelle Howell,
Giselle Buttler, Diana Herrera, Matthew Marino, Maria Biondo and Dr. Holly Seplocha
Where did the lesson take place? Strategies for differentiating in the inclusion classroom (1-5-2016)
State of New Jersey department of education (19-12-2017)
What were the teacher aiming to achieve in her lesson with a focus on your area of observation? They focused on how
to make a safe learning environment.
Room arrangement:
 The environment provides places for children to feel safe.

 Make space between the centers
 Quiet area.
Analyze
Were students excited, always occupied, and remained on task during the lesson? The students work in groups and
help each other. Students are excited when they sing with the teacher.
Why do you think the students responded the way that they did? Because the teacher engages them in the classroom
center by singing with them.
The students know how to work in the group. Students know how to use the materials in the centers.
Appraise
Explain the nature of the experience from the students’ perspective (based on your own observation) This experience
help students to develop their skills and develop fine and gross motor skills through the activities.
They meet the main goal to make a safe learning environment for the students.
Transform
How might you enhance student learning of this lesson in the future (with a focus on the area of observation)? There
is no lesson there is safe learning environment.
What professional development will she have to undertake?) All students develop their skills by doing different
activities in the classroom. Also, when making a safe learning environment they love to study and develop their
knowledge from different tasks.

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2. Positive reinforcement strategies: https://www.youtube.com/watch?v=SfyBApCF41c

3. Enquiry based learning and project based learning: https://www.youtube.com/watch?

5. Interactive tools to create flipped classrooms and blended learning environment:

6. Culturally responsive classroom with a focus on backgrounds and different abilities

Area of observation (focus)

With reference to MOE outcomes for KG, Select when applicable

MCT Dr. Aisha Date 2-4-2017

Area of observation (focus) 10 hacks of Positive reinforcement strategies

Area of observation (focus)

With reference to MOE outcomes for KG, Select when applicable

Lesson focus (English, Math, Teaching strategies Student teacher Mahra

Formative assessment in the

Area of observation (focus) Observe the children during the lesson.

How did the teacher implement the (your area of focus)?

In the second video:

Area of observation (focus)

With reference to MOE outcomes for KG, Select when applicable

State of New Jersey department of

Area of observation (focus) They focus on a safe learning environment.

How did the teacher implement the (your area of focus)?

1- Strategy one: Classroom Arrangement into centers.

2- Strategy two: individualized and scaffold learning tasks:

3 part series based on the State of New Jersey Department of education

 The environment provides places for children to feel safe.

 The environment provides places for children to feel safe.

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