AAWC Lesson Reflection

School: Shaikha Bint Suroor Class: 1 A Date of Observation: 22/10

Select:
Identify a specific feature of the lesson:
The lesson was about plants, and the outline was to identify what part of plant does.

Describe:
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 lesson was about Identify what each part of plant does. I taught the lesson in the
classroom. The previous lesson the students learned about Part of the plant, in this lesson,
she taught them to Identify what each part of plant does.
 A teacher was trying to achieve goals, like Implementing Learning and to go through the
learning outcome and always look for where the student has trouble and work on it to
make it improve by a variety of strategies.
In the starter, the teacher tell the students what each part of plant job
Flower: This part makes seeds.
Leaf : This part makes food for the plant.
Stem: This part carries food and water through the plant and holds the plant up.
Root: This part soaks up water from the soil to the plant and holds it in the ground.

 Then, she will ask students to repeat after her and check for comprehension.

Analyze:
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?

 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. A teacher use drawing the plant with writing the parts of the
plant job, explaining all of the parts and Thumbs up and down to answer. For example,
she pointed to the roots and ask the student does this part suck the water? If you think yes
thumbs up if you think it’s not thumbs down, students make thumbs down and the teacher
asks: Hmm if it’s does not suck the water then what is it?
 The learner answer: carries food and water
 A teacher linked the prior knowledge by telling a short story and show them the plants
and whenever we saw it we know that this is plant but we don’t know the parts of it.
  The teacher engaged the students with a game because it allows the student to
comprehends the parts of the plant job with pointing and telling the names and job.
Students enjoyed it a lot.

Appraise:
Explain the nature of the experience from the students’ perspective
Did your lesson meet your teaching goals? Why?/Why not?
 The educator used hands-on activity to engage the students. According to Thankful, Fast
forward to the early 2000's, and increasing pressure for drastic improvements on
national test scores led to a nationwide shift in education. Schools were faced with the
challenge of improving test scores while also staying under budget. They were ultimately
forced to cut programs like sewing and home economics, and focus their attention on
creating a more lecture based curriculum geared towards improving test scores and
decreasing spending. Later, after STEM classes were deemed more desirable and
ultimately affordable, arts programs, once part of schools' core class offerings, were cut.
 The teacher used hands-on activity for the learner. Students were learning by using
real materials like straw, cupcake plastic and wool to create a plant it improv es the
student cognitive and fine-motor skills.
 I met my goals because I used check list to check for students comprehension and it
shows that everyone understands.

Transform:
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 introduce model learning in a way that I’ll take the students
to see the plants, trees and flower in outside environment to feel and watch the plant in
real.
 As the Responsive Classroom argues that, “Interactive Modeling is a simple, quickly
paced way of teaching that can lead students to a stronger mastery of skills than
traditional modeling. It’s effective for teaching any skill or procedure that students need to
do in a specific way, such as filling out an answer sheet or talking with a partner about a
reading selection. Interactive Modeling works because, in contrast to lecturing or
traditional modeling, it creates a clear mental image of the expected behavior for students,
fully engages them in noticing details about it, and immediately gives them a chance to
practice and receive teacher feedback (ResponsiveClassroom, 2013).

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

Successes, stumbling blocks, and implications for professional development. Since it’s
little bit harder for them because of the vocabs that they don’t know.