Task 3

Write a Lesson Reflection using this Form for Every Lesson that you Teach (CLOs 1-6)
You are expected to use support from the academic literature to enhance your reflections.
(N.B. 10 lessons – 3 peer reviewed and 7 MST/MCT are recommended in total)
Unit: Living world Sabha Hamad
Lesson: What does seed
Student teacher
needs to grow?

Ms. Zulekha Mohammed Bin Khaled

MST School

Class 3 Date October 24, 2019

Select
What standards or LOs were being addressed in the lesson?
Students will be able to conduct the experiment and write their hypothesis.
How did you cater for learners with special needs, and for differentiation?
All students performed the same test, with each group using a different liquid.
How did you use positive reinforcement? Methods? For what? It was a positive reinforcement by
giving the group that finished cleaning the table early 5 points Class Class dojo.
How did you sequence or scaffold activities so that they built gradually towards the learning
objectives?
First, I did the experiment for students and explained to students how to do the experiment step
by step. Then the students conducted the experiment in a group. Then write the hypothesis on the
board where students assume what they believe will happen by copying what you have written,
depending on the type of liquid.
Overall aim and context of the lesson (that is, describe the lesson’s place in the unit of work.
What did students need to know before today’s LOs were addressed? What topic comes next and
how did today’s lesson prepare students for that?)
The unit was about the living world. Students must know the type of liquid that the seeds need to
grow, and then write a hypothesis about which fluid they will use. Then students use the
hypothesis they wrote to find out if the results they obtained will support their hypothesis in the
next lesson.

Describe
Who is the lesson for? The lesson was for third-grade boys and girls.
Where did the lesson take place? The lesson was explained in the science classroom.
What were you aiming to achieve in your lesson? In this lesson, I aimed to teach students how to
do a fair test, also teach students how to do the experiment step by step.
What experiences did you provide to the students to help them to achieve your aims for them?
By writing a hypothesis for students on the whiteboard to copy them from the board to help them
get an idea of how to write the hypothesis about what they think will happen to the seeds.
Analyze
Were students excited, always occupied, and remained on task during the lesson? Students
enjoyed while doing their activities, working as a group to do the experiment.

Why do you think the students responded the way that they did? Because the students did well
during their work on their experiment because the instructions are clear to them as I did so in
front of them. These are links to Brunner's theory. The experiment helped students to be active
learners in the classroom.
How well did your teaching relate to the students’ prior understanding? In the last lesson,
students learned the four needs of seeds to grow. So, students were able to know all the materials
they needed in the experiment

Appraise
Explain the nature of the experience from the students’ perspective.
Did your lesson meet your teaching goals? Use your students’ performance
on the end of lesson assessment as support. (Give proof in your portfolio)
Students have learned what to do, as they have knowledge of everything
about the plant, because the previous lesson is about what seeds need in order
to grow, making it easier for them to know what they will do.

Transform
How might you enhance student learning of this lesson in the future? In the future, if I teach this
lesson, I will ask every student to plant seeds in the school garden.
What are the implications for your professional practice of helping students to enhance their
learning in this particular way? (i.e. what skill will you have to develop or learn? What
professional development will you have to undertake?) Students will have the knowledge to take
a fair test on their own. Without having to tell them the steps.