Task 2

Perform two Lesson Observations (CLOs 1-6)

(complete the following forms for lesson/activity observation (2 in total) that you do based on the provided
video links).

https://www.youtube.com/watch?v=cjNv2dQCFEk

https://www.youtube.com/watch?v=D2o6MDpL1v0

Video Lesson Observation Number:

Date/Time: The link of the video:

Jan 30, 2016 https://www.youtube.com/watch?v=cjNv2dQCFEk

Setting: Kindergarten Classroom Grade: Kindergarten

Area of Focus The focus of the video:

The teacher in the video focused on the phonological
Classroom centres
awareness and the new sound is P and the word “was”.

Topic for the lesson & Expected Learning Outcomes, refer to MOE KG outcomes:

KLP1: Generate beginning constant sounds in words and match sound to a letter when

reading/writing.

KLP2: say the first sound of the word when reading.

By the end of the lesson 75% will be able to recognize and identify the sound the letters.

a) What is the goal or the focus of this
observation?
The goal of this lesson is to introduce
students to the letters and enable them to
pronounce and write them, also to know
what the letter is when listening to the
letter's sound. And the new sound was “P”
a) What other strategies have you observed
helped and supported the strategy you are
observing?
Use repetition strategy after the teacher said the
students say the sound of the letter more than one
time. For example, the teacher say D and the kids
say 'DDDDDDD'.
b) What strategy is to be observed?
1. Flash card, she uses three flash cards in each
one only one letter and when they read all
letters together it's become a one word. After
they read that she change the middle letter
and there in a new one behind so it's well be
a new letter and word to sound and to
proneness and read it. For example, there are
't, a, g' the teacher said: what is this letter?
Students said: t t and then read all the word
tag, then she changes the letter which is 'o to
a' and they will proneness again with her
more than one time.
c) What was efficient about this strategy?
1. Flash card, Flashcards engage the active recall of
student. I think this is attempting to remember
the concept from scratch rather than simply
staring at the passage in your textbook, because
flashcards can so easily facilitate repetition,
they are the best way to create multiple
memory-enhancing recall events.
d) How could this strategy be improved?
1. Flash card, teacher can use cards that contain
pictures of words for the letters that the
student pronounces. I think that having
pictures that motivate students to participate
because they start mentioning the words
concerned in the picture.
Hands-on and fine motor activity, (write on sand)
after the teacher pronounce the letters she ask
them to write the letters on the floor by their hand.
b) What was efficient about these strategies in
terms of supporting the focus strategy of
observation?
Repetition: Repeating information more than once,
especially if it is daily, the teacher does this for
training and reminding, it helps students to install
information and save it faster, and it also helps in
remembering it later.
Hands-on and fine motor activity, Hand-eye
coordination improves as fine motor skills
improve. Without hand-eye coordination, we
wouldn't be able to do many things like, hold the
pencil to write or drink from the cup. So this is will
help students to can do that and more.
c) How could these strategies have been
improved to better support the lesson in
general?
Repetition, teacher can use a sing of sound and
words that she mentions, and the students listen
and song with it. This is making students feel happy
and be more exited to learn.
Hands-on and fine motor activity, I think the
teacher can make this activity with using materials
to learn more from it. For instance, have play
dough and use it for writing the letters or write the
letter on the sand by using fingers, they develop
this sensitivity.
Flash card, hands on and fine motor activity and
repetition helps to support and achieve the aims of
the lesson which is recognize and identify the sound
of the letter.
Video Lesson Observation Number:

Date/Time: The link of the video:

Oct 27, 2015 https://www.youtube.com/watch?v=D2o6MDpL1v0

Setting: Kindergarten Classroom Grade: Kindergarten

Area of Focus The focus of the video:

Decomposing and add numbers from 0-5.
The opening of the lesson

Topic for the lesson & Expected Learning Outcomes, refer to MOE KG outcomes:

K2NS5: identify familiar and patterned arrangements for 1-5 and recognize these arrangements by sight for 1-3.

By the end of the day the 95% of the students will be able to identify the familiar and patterned arrangement for
1-5.

K2PA1: recognize patterns in a range of familiar objects.

What is the goal or the focus of this What other strategies have you observed helped
observation? and supported the strategy you are observing?

The goal of this lesson is to teach children to count
number and decomposing number 5. For example,
counting adding, counting and breaking down
numbers using different tools, such as school tools,
class chair or toys.
- Hands on activity she gives each student a tower of
five unfix to demonstrate the ducks while she’s
reading little quick story. Using the unfix cubes and
the story mat pond they are going to demonstrate
how many ducks out of the water and in the water.

- Managing strategies, eye’s watching ears listening

What strategy is to be observed?
The strategy that the teacher used was reading a
story to the students. She used a story as
engagement to grab the student’s attention. The
story related to the lesson and contain adding and
decomposing numbers. The name of the story is
“little Quack” and it was about five little ducking
jumping to the lack The teacher was asking the
students how many little ducklings? And they answer
5. She gives each students a story mat and tower of
hands and feet are still. “Nah nah nah hey hey hey
find your seat”.
- She uses five little ducks go some one-day song and
ask them to show how many ducks in the water?
And how many outside the water?
- Modelling, she asks them to work in partner then
she modelled for the students what they need to
do.
- share their work
unfix cubes and ask them to set all together on the
floor. She start read the story and when there is any
dukes can count it she stop and ask them. For
example, how many do you see write her? Can you
show me you're five? How many ducklings are in your
bond? The student answer 'zero' so after that each
little dug's jump on the water and there are counting
with their cups after each one jump, they should
remove one cups and teacher ask them how many
inside the water? How many is outside the water? So,
they are practice on the same time of reading a story.
What was efficient about these strategies in
terms of supporting the focus strategy of
observation?
The teacher taught the students the same
concept using different strategies and activities
(count and add using story, writing and
manipulative) and that lead to stabilized how
to count in the student brain.

How could these strategies have been improved

What was efficient about this strategy? to better support the lesson in general?

Working in teaching mathematics is more

successful by playing especially for young
students. I see that this is a very successful way
of linking reading and studying math together,
and at the same time that the teacher integrates
an activity while reading like what she did. This
makes students eager to listen and focus in order
to use the activity with the teacher. It is also a
strategy that helps to save information and
recognize the number faster when needed
because the child connects the information with
an action such as doing counting the ducklings
through cubes.
- She could use a real sack not a picture of sack and
also punch of different materials that the students
could choose.
- She could extend her activity by make the students
work in partner and use a box and ducks with a
little bit of water that will engage the students.
- Hands on activity: the hands-on activities could be
extended and improved by replacing the papers
with real and touchable thing.

How could this strategy be improved?

The teacher can develop this strategy by bringing

story characters into games such as the duck instead
of cubes and using small box with a little bit of water
and ask each two students to work together. I think
this will make them more enthusiastic and love to
learn. There is another idea, which is that the teacher
makes ducks face masks and bring blue mat to
represent the bond, after the teacher finish reading
the story or while reading it, the students will act/
represent the actions in the story. Children will enjoy
this more, which makes them more focused and more
quickly absorbed.