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Reflection: (Citation How20 /L 1033)

The document summarizes a lesson on adding one-digit numbers to two-digit numbers with regrouping. The teacher used PowerPoint and modeling to introduce the concept. Students then played a game to practice adding equations to understand the lesson in a new way. Formative assessment involved students solving sample problems and providing feedback using emojis to check understanding. The teacher achieved the goal of managing time and felt student relationships and engagement improved during the lesson.

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Mariam Alkaabi
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30 views

Reflection: (Citation How20 /L 1033)

The document summarizes a lesson on adding one-digit numbers to two-digit numbers with regrouping. The teacher used PowerPoint and modeling to introduce the concept. Students then played a game to practice adding equations to understand the lesson in a new way. Formative assessment involved students solving sample problems and providing feedback using emojis to check understanding. The teacher achieved the goal of managing time and felt student relationships and engagement improved during the lesson.

Uploaded by

Mariam Alkaabi
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Reflection

Learning outcomes: Students will know the tens and ones place and can add with
regrouping.
Theme: add one-digit number to two-digit numbers by regrouping.

- Describe:

On Wednesday 14 October 2020, I taught add one-digit number to two-digit numbers by


regrouping. The outcome was Students will know the tens and ones place and can add with
regrouping.
In the lesson that I did, I was trying to manage my timer so I used a timer for each centre to
finish on time and do all centres. My relationship with the students improved so I got used to
the students, “Successful teachers are those that have the ability to maximise the learning
potential of all students in their class. Developing positive relationships between a teacher
and student is a fundamental aspect of quality teaching and student learning” [ CITATION
How20 \l 1033 ]. First, I posed questions about what they had taken in the previous review
lesson “Prior knowledge.

- Introduction:

During the lesson I used PowerPoint, teacher model for them 2 equation about the place value
of tens and ones. After that, teacher present 5 more equation and she was solving with the
students by select the student randomly.
- Active engagement:

teacher put a link in the chat box, about a game that they will collect points if they answer
right. present a game for students about the lesson to change the routine and to understand the
lesson in another way is very important, because “Students learn through the process of
playing the game. By playing a game, students may be able to understand a new concept or
idea, take on a different perspective, or experiment with different options or variables.”
[ CITATION Fiv20 \l 1033 ]

- Formative assessment / closing:

Teacher will display one question and ask one student to solve it.

After that, the teacher will display a picture “thumbs up, thumbs down” and ask the students
to put the emoji in the chat box, if they understand they will put thumps up, if they didn’t
understand they will put thumps down. This strategy it’s a "Quick and easy way to check for
understanding. You can move on or need to adjust lesson."[ CITATION For20 \l 1033 ]

- Analyze:

The lesson they took on Wednesday was related to the previous lesson; in the previous lesson
it was about “tens and ones”. This lesson was linked to the lesson that they took before. I
began my lesson by presenting 7 questions about the lesson that they took last class and I was
selected the students randomly to answer.
While explaining the lesson, the students were randomly selected. Sometimes if the student
does not know how to solve the equation, I ask students for help, so many students volunteer,
but I choose one student.

I think the students responded in the way they did, because the lesson was easy and because I
was choosing the students randomly. It was easy for the student because they know what the
meaning of ones and tens.

In the future, in closing centre I will try to put 2 equations for the students and I will give
them time to think and remember how to solve it.

- Appraise:

I achieved my teaching goal of time management, I put a timer and I finished on time.

References
Five Reasons to Use Games in the Classroom. (n.d.). Retrieved Nov 18, 2020, from educationworld:
https://www.educationworld.com/a_curr/reasons-to-play-games-in-the-classroom.shtml

Formative Assessments. (n.d.). schoolwires, 15. Retrieved Nov 18, 2020, from
https://ri01900035.schoolwires.net/cms/lib/RI01900035/Centricity/Domain/11/Formative
%20Assessments-%20Power%20Point.pdf

How to develop positive teacher-student relationships. (n.d.). Retrieved Nov 11, 2020, from tsc.nsw:
https://www.tsc.nsw.edu.au/tscnews/how-to-develop-positive-teacher-student-
relationships

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