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Reflection Compare Group Subtraction 3.2
Reflection Compare Group Subtraction 3.2
Select:
Identify a specific feature of the lesson: The lesson was about subtraction.
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 subtraction. Student will be able to Student will be able to compare groups
using subtraction. I taught the lesson in the classroom. The previous lesson the students
learned vertical subtraction .
A teacher was trying to achieve goals, like let the student follow the requirement in the
outcome of the lesson and understand it.
In the starter, the teacher start the lesson by asking student what they know about
subtraction and if they know what it means, teacher told the student what is the meaning
and what sign is it, also she modeled how to write a subtraction sentence and that we put
the big number on the top and small number on the bottom. Teacher start to engage the
student with rolling the dice and students has to write the answer with the teacher in their
whiteboards. Teacher allowed some student to play and roll the dice.
Analyze:
Why do you think the students responded the way that they did?
How well did your teaching relate to the students’ prior understanding?
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.
A student has to roll the dice and write the subtraction sentence on the board. Educators
were fully engaged because they were interested to learn through fun and activities.
Appraise:
Explain the nature of the experience from the students’ perspective
Did your lesson meet your teaching goals? Why?/Why not?
The lesson kind of met my goal because students has answered all the questions correct.
That shows how students were engaged and teacher has insured each student
comprehension.
Mcleod noticed that, Bruner (1960) explained how this was possible through the concept of the spiral
curriculum. This involved information being structured so that complex ideas can be taught at a
simplified level first, and then re-visited at more complex levels later on. Therefore, subjects would be
taught at levels of gradually increasing difficultly (hence the spiral analogy). Ideally, teaching his way
should lead to children being able to solve problems by themselves.
Transform:
How might you enhance student learning of this lesson in the future?