3 Enquiry based learning and project based learning:

https://www.youtube.com/watch?v=mAYh4nWUkU0

Lesson focus (English, Science Wadha

Student teacher
Math, Science)

MCT Jolene Date 14-4-2020

Area of observation Inquiry-Based Learning: -Guiding Student to Driven lessons.

(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)?

Regarding MOE standards, the overall presentation of the video was quite good. I saw that the
teachers begin their lesson with an idea of where they want to end in mind, but they give the students
the opportunity to drive it to that point.

Ms. Lindsay Ball was guided inquiry for the students to check their job process through the curriculum.
However, Ms. Dawn Odeon mentions that the teachers want the students to start building the
foundation for a high-level inquiry from the kindergarten.
I saw that the students had the opportunity to decide what they thought would be helpful
experiments, instead of opening with a bunch of information and focus in detail.

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?)

The overall context of the video was how the teachers use inquiry-Based Learning in the classroom.
The teacher starts using the inquiry model in science, and the students were getting excited about
finding answers to deeper level questions. D.J Osmack mentions that he needs the students to see that
art is everywhere science, math is everywhere. The students in the classroom would benefit from
when the teachers are guiding with questions because the students will think and learn how to
question themselves.

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?

The teacher starts using the inquiry model in science, and the students were getting excited about
finding answers to deeper level questions. The focus was on how can teachers be guiding with
questions to let the students think and learn how to question themselves, so the students start
thinking how to solve the problem in science lessons in many ways as a group and start to write their
own questions when they are trying to achieve the outcome.
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)?

As per my observations in the video, the students seemed fairly interested in whatever they were
doing. all the students were working as a group, thus implying that they were excited focused on the
lessons overall and help others, asking themselves many questions on how to solve the problem. I feel
that the students responded the way they did because they were trying their best to be attentive as
they could be asked a question by the teaching partner anytime. The overall teaching-related well to
the students' prior understanding because none of them looked confused or lost during the lessons in
the video.

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)?

Students were existing when they are working as a group, thus implying that they were excited
focused on the lessons overall and help others, asking themselves many questions on how to solve the
problem, however, the students weren't shy from asking the teacher any question because the
teacher gives them attention. So that way the teacher meets the main goal.
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?)

The students are learning from the teacher by giving them the idea and the role, in the lesson
teachers, begin their lesson with an idea of where they want to end in mind, So the students can drive
it to that point.
. I think when the teachers use inquiry-Based this helping the students to enhance the learning in a
particular way. As I mentioned before, the students in the classroom would benefit from when the
teachers are guiding with questions because the students will think and learn how to question
themselves. So, this way students were getting excited about finding answers to deeper level
questions.

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
 Lesson focus
(English, Maths, formative Student-teacher Wadha
Science) assessments
MCT Jolene Date 15-4-2020

Various kinds and types of formative assessments being taught and

Area of observation
practiced by the teaching partners in the classroom to assess
(focus)
students.

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)?

Regarding to MOE standards, the overall presentation of the video was quite good. I saw that
the teaching partners were continuously discussing the results of the formative assessments
among themselves. Ms. Natalie was using the learning tool to ensure that all the students in
the class were getting equal chances to answer the questions she was asking. She also asks
questions to the students that are difficult enough so that no single student would know the
answer to them. Furthermore, Ms. Natalie reports that across all grades as well as learning
areas, formative assessments are embedded, so the data collection would be exhaustive. The
goal of implementing the formative assessments was to determine what was working for the
students and what wasn't, because more so than any other element, the students were
reporting to the teaching partners about what they learned and what they didn't. As Ms.
Natalie's teaching partner, Ms. Kathleen explained, the Learning Intention Wall is one of the
various formative assessments which helps track students' interest in learning by asking them
questions about topics and helping them understand not just what they are learning, but why
they are learning.

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?)

The overall context of the video was to demonstrate the various forms of formative
assessments practiced by Ms. Kathleen and Ms. Natalie in the classroom. The students in the
classroom would benefit from the assessments regardless of their knowledge levels; there
were various kinds of methods used by the teaching partners, such as using the learning
intention wall or the green-amber-red coloured stickers to assess the students' confidence in
learning. Ms. Natalie also uses the learning tool to call out random students to solve
assessments on the board; if they are not able to do it, they ask their friends. Therefore,
students in this lesson aren't pressured to know anything, and so, they can come to the
classroom with their fresh minds and get to work upon the lessons at hand.

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?

This lesson in the video explained all the formative assessments conducted by Amaroo’s
teaching partners on their students, so the lessons are for the students ultimately. The lessons
(formative assessments) take place regularly, so there’s no specific date or time for them to
happen. However, in terms of the video, I would say that it was recorded for me, the assessor
to better understand how formative assessments take place in the real world, and so, this
information can help me think and understand what could be done to make them better. As
for teaching partners Ms. Natalie and Ms. Kathleen, they both were working hard to provide
open-ended learning experiences to their students, because they aimed to generate more
reports and more information about the students’ likes and dislikes about the way the
content was being taught to them. The teaching partners hope to achieve their goal of
introducing new strategies into their professional development aspects by studying what
works for the students and what doesn’t, and then capitalizing on this knowledge.

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)?

As per my observations in the video, the students seemed fairly interested in whatever they
were doing. As Ms. Natalie held the learning tool application-based sessions, all the students
were looking at the whiteboard or her, thus implying that they were quite focused on the
lessons overall. I feel that the students responded the way they did because they were trying
their best to be attentive as they could be asked a question by the teaching partner anytime.
The overall teaching-related well to the students' prior understanding because none of them
looked confused or lost during the lessons in the video.

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)?

From the perspective of students, I would say that the lessons and the formative assessments
indeed met my expectations. As a student, I would like to be actively involved in the affairs of
the state and not be disconnected at any point. So, having engaging learning sessions is the
best way for me to achieve that, and that was the case here exactly.

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?)

I think that there need to be more kinds of formative assessments where the students start
moving around; sitting in only one place for a long time might make them doze off or feel
sleepy. At the same time, in larger classes, the teacher cannot afford to look at all the
students all the time, so if the classroom provides for it, some movement inside it would not
hurt anyone.