Reflection

AAWC Lesson Reflection (Completed after EVERY lesson taught)

Select (S):
Identify a lesson and what standards are you addressing

The lesson was about What parts of plant do we eat.

Describe (D):
Who is the lesson for?
Where did the lesson take place?
What were you trying to achieve in your lesson?
What did the students do?

 The student teacher taught a grade 1. The lesson was about What parts of plant do we eat. I
taught the lesson in the classroom. The previous lesson the students learned what Part of
the plant does, in this lesson, she taught them to describe and identify the parts of plant do we
eat.
 In the starter, the teacher first introduces, model practice, a teacher taught them how what does
part of plant do we eat.
 I think that students responded to this activity the way that they did because a teacher
introduces and model then practice. So, the learner did understand the concept and answer
the right answer.

Analyze (A):
Why do you think the students responded the way that they did?
How well did your teaching relate to the students’ prior understanding?
How well did you engage the students?

 First, a teacher used introduce, model, practice. It showed the student the right way to
learn and gave them time to ask if they misunderstood anything. Furthermore, nothing
will be right for the first time because it’s new, the teacher was positive about it.
 Every group did very well, a teacher support emergent group by a little bit of Arabic, a
developed group were enjoying the activity with some examples, a master group was
challenging each other by being creative.
 The students find some difficulties of language but in general, the teacher showed them
how to learn and it was effective.

The educator used hands-on activity to engage the students. “According to Janelle Cox, he states that
research is now showing that students learn and retain information better when they are given multiple
facets. Studies show that students learn best when learning is active, when they are engaged in hands-
on classroom games and activities, and involved in what they are learning. Scientists believe that when
children use all of their senses it helps the brain create pathways that make it easier and quicker to
retain information. In fact, students of all ages can benefit from adding hands-on classroom games and
activities to their learning” (Cox, 2018). That means that researcher found that activities will motivate
the brain to understand and with hand’s on activity the subject will be saved in the brain more.

 So, it is important to not just give the student a worksheet because it’s boring, teachers
can use hands-on activity instead, cause that will engage the student to move his
muscles and enjoy while learning.

 The teacher used hands-on activity for the learner. Students were learning by materials
that used to measure with ruler and measuring tape to measure the plant and seeds.

Appraise (A):
Explain the nature of the experience from the students’ perspective
Did your lesson meet your teaching goals?
Kandico noticed that,” In many ways, ‘the student experience’ is fused with the commodification of
education—the turning of higher education into another business with a financial bottom line—arguably
occluding more diverse perspectives on both ‘students’ and ‘experience’ (Kandiko, 2018)”.

 In my point of view, I think that student’s perspective in the lesson was great, they were
attending and focusing in the concept, which helped me to achieve my goal when I used
Show Me, that everybody was answering the correct answer. In addition, students were
telling the steps by their own
 The lesson met my goal, so when I used the strategy of Show Me, I have noticed that
most of the students were answering right.

Transform (T):
How might you enhance student learning of this lesson in the future?
What are the implications for your professional practice?

 In the future, I would like to be prepared for the time. In addition, introduce model
learning in a way that I get everybody’s attention in less time in centers.

 A teacher developing idea and practices about mathematics performance assessment:

Successes, stumbling blocks, and implications for professional development.