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10 Lessons: Lesson (Unit/page) Student Teacher MST School Class Date Select

The lesson reflection document summarizes a Grade 2 science lesson about how animal skins help them stay safe. The teacher had the students make posters and presentations about animal adaptations. The teacher differentiated activities for different ability levels and provided positive reinforcement. Most students were engaged during the lesson and responded well to questions. The teacher met the lesson goals but plans to use more engaging activities and better check individual student understanding in the future.

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Hessa Mohammed
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62 views6 pages

10 Lessons: Lesson (Unit/page) Student Teacher MST School Class Date Select

The lesson reflection document summarizes a Grade 2 science lesson about how animal skins help them stay safe. The teacher had the students make posters and presentations about animal adaptations. The teacher differentiated activities for different ability levels and provided positive reinforcement. Most students were engaged during the lesson and responded well to questions. The teacher met the lesson goals but plans to use more engaging activities and better check individual student understanding in the future.

Uploaded by

Hessa Mohammed
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Task 3

Write a Lesson Reflection using this Form for Every Lesson that you Teach (CLOs 1-6)
You are expected to use support from the academic literature to enhance your reflections.
(N.B. 10 lessons – 3 peer reviewed and 7 MST/MCT are recommended in total)
4 Hessa
Lesson (unit/page) Student teacher

MST Yasmin School Shamma Bint Moahmmed

Class 2-A Date 28-10-2019

Select
 What standards or LOs were being addressed in the lesson? –
-Students will learn about animals staying live. Make a poster and flint about animal skin helps them
stay safe.

How did you cater for learners with special needs, and for differentiation? In 2-A we don’t have a
special need students. For students I differentiation the activities by the academic level of
students specially the low students I helped them when they present because they don’t
know how to speak English.
How did you use positive reinforcement? Methods? For what? They present in pairs the poster and
students who answered my questions I Saied for them Good job and I Saied I like Hamdan and
Mohammed poster it has nice pictures.
How did you sequence or scaffold activities so that they built gradually towards the learning
objectives?
I sit with my MST and we share the poster activities to gather and we discussed special for emerging
students and we thinks I should to help them to speak even if they explain in Arabic.

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 last lesson we took about vibration and in vibration. And I tolled them today we will learn a new
topic about animals staying live, and I showed them pictures to tell me how animals staying alive?
And I let students to think, pair and share. I asked students questions during observation for
example how most adaptation occur?.

Describe
Who is the lesson for? Grade 2-A, 26 boys and girls.
Where did the lesson take place? It was in the science classroom.
What were you aiming to achieve in your lesson? I want to achieve the lesson deliver for students
in good way by doing different activities to present it and be interesting and understand.

What experiences did you provide to the students to help them to achieve your aims for them?
Using different tools like pictures it helped them understand also showed them video and I
explain for them.
Analyze
Were students excited, always occupied, and remained on task during the lesson? The excited
thing that students like when I tolled them close your eyes and think what we will learn
today, also when they think pair share they like to share their ideas. And they excited thing
that students like wearing the puppets while they speak and they were engaged and
focused.
Why do you think the students responded the way that they did? They were engage to see video
about animals They all responded to me and their friends when they sharing and when they
presenting.

How well did your teaching relate to the students’ prior understanding?
In grade 1 student are learning about animals live in science subject. I connected the science
content to matching the pictures such as puzzles. And I assess students during using name list.
For example, while students worked I checked if they did the activities well and I help them
while they presenting.

Appraise
Explain the nature of the experience from the students’ perspective. Before I showed them video
about the adaptation and camouflage animals and they were engage to learn about animals and
I bring for them manipulative tools to did the activities. And they able to did the activities in a
good way and they all responded to me.
Did your lesson meet your teaching goals? Use your students’ performance on the end of lesson
assessment as support (Give proof in your portfolio)
Yes its achieved my goals because the students were engage while they see the video and
when I model for them the different pictures and they were participate by think pair share,
and when they answered the questions while they presented I felt they were responded.

Transform
How might you enhance student learning of this lesson in the future?
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?)
In the future I will use more engaging activities and for the modeling I will keep students
participate while I modeling. And I learned that students had information about animals.
Students Activities
Assessed students poster presentation by using chart

Summative Assessment
In second period I made a test for four connected lesson and most
students pass they got 15/20 and only four students got 20/20 and I
gave them gift.
MST Feed Back
Appendix 2:MCT/MST Formative Teaching Observation Feedback & Assessment
Rubric

Course Code & EPC 3903 Placement Shamma Bint Mohammad


CRN School
Student Name & Hessa Date of 21-10-2019
HCT ID Observation
MCT / MST Name Yasmen Observation #

The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback based on
the selected teaching competencies. NOTE: Refer to the course-specific, teaching competencies-based rubric
included in the TP Booklet.

Commitment to the Profession (15%) F D C B


A
Comments: Lesson is well planned and consideration has been made for different levels and
ability groups.
Planning for Learning (15%) F D C B
A
Comments: A variety of activities have been created to cater to students needs.

Managing Learning (15%) F D C B


A
Comments: Students were actively engaged and managed with the tasks given. More
activities and enrichment will ensure the early finishers also have time to consolidate.

Implementing Learning (20%) F D C B


A
Comments: Students participated in discussions with good understanding.
Assessment (15%) F D C B
A
Comments:
Exit tickets were used to assess students understanding, a little more attention should be
given to individual students understanding. And Summative assessment students were have
good answered.
Reflection on Practice (20%) F D C B
A
Comments: A good lesson planning and activities while the present their works.

Action Plan:
Ensure that to have more extra activities.

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