Task 3

Task 3
Write a Reflection using this Form for Every Lesson/video that you watched (CLOs 1-6)
You are expected to use support from the academic literature to enhance your reflections.
(6 reflections in total with a focus on these 6 topics:
1. Safe learning environment: https://www.youtube.com/watch?v=TCeGqs2ezyg
2. Positive reinforcement strategies: https://www.youtube.com/watch?v=SfyBApCF41c
3. Enquiry based learning and project based learning: https://www.youtube.com/watch?

v=mAYh4nWUkU0
4. Features and design of summative and formative assessment and their effect on
differentiation: https://www.youtube.com/watch?v=ZJOHnbfUrJ0
https://www.youtube.com/watch?v=9FZR3-l8Y5Y
5. Interactive tools to create flipped classrooms and blended learning environment:

https://www.youtube.com/watch?v=Mb2d8E1dZjY
https://www.youtube.com/watch?v=xB7WSW8UL2w
6. Culturally responsive classroom with a focus on backgrounds and different abilities

and interests of students.
https://www.youtube.com/watch?v=XWg-ZrV3wPk
https://www.youtube.com/watch?v=qQ269cd05Rw
https://www.youtube.com/watch?v=blDMnUVbm8g&t=1s
Lesson focus (English, Math, Classroom Student teacher Mahra
Science) management
https://www.youtub
e.com/watch?
v=SfyBApCF41c
MCT Dr. Aisha Date 2-4-2017
Area of observation (focus) 10 hacks of Positive reinforcement strategies
With reference to MOE outcomes for KG, Select when applicable? Classroom management can apply
it out the year.
What related MOE standards, outcomes or LOs were being addressed in the video? There are no
outcomes because she talks about the classroom management.
How did you cater for learners with special needs, and for differentiation? (if applicable) The teacher in
the video not talking about the special needs and other differentiation she just explains the 10 hacks and
how to apply it.
How did the teacher implement the (your area of focus)? There are 10 different hacks she mentioned in
her video.
 The first hack is mystery student, that (pick out one student from the class) use equity stick and
pull out a stick with the students' name on it and then that will be the mystery student. If the
student worked well that would get a reward.
 The second hack is camera in the room, this hack always recording the behaviour of the students. If
the students have a bad behaviour will invite their parents so this will help students to do better in
the classroom and being in good behaviour.
 The third hack is smelly spots, if students doing good job we put a small spot on their hand.
 The fourth hack is a secret symbol, this hack very simple like pulling ear, the student likes it
because it is secret between the teacher and the student.
 The fifth hack is tattling response; this will help students to not tell about the anther students.
 The sixth hack is Ask Me Tag, this hack help students to make questions.
 Hack seven is hand signal, for example, if they want to go-to drinking water they have to show the
teacher water signal.
 Hack eight is nurse alternative for example if they are saying they want a nurse to skip the class like
hand hurt the teacher will say ok it's fine. If they still really want to go, the teacher will send them
directly to the nurse.
 Hack nine is noise letters that is the teacher can use the application to control the volume of the
student then use it with the letter.
 The last hack is sand timers, this will help the child to finish their task and need to hold and change
the sand time. For example, ClassDojo lets the teacher use it in class and contact or share the
students' work with the parents.
What was the goal of implementing this strategy (your area of focus)?
The objectives of classroom management are for students to gain behavioral, social, and academic success
in a structured environment that caters to tolerance, exemplary behavior, and learning. Also, effective
classroom management means implementing strategies that create a safe, fair, and rule-based learning
environment for children to flourish in.
Overall aim and context of the lesson (What did students need to know before implementing this
strategy or lesson? What topic comes you expect to come next and how did today’s lesson prepare
students for that? Or/ How do you expect students to perform after this (area of focus)
implementation?)
First, students should know the classroom management and how to improve their behavior. Then the
teacher can apply classroom management for example, if the student makes bad behavior will invite their
parents so this will help students to do better in the classroom and being in good behavior.
Describe
Who is the lesson for? Ms. Michelle.
Where did the lesson take place? 2-4-2017
What were the teacher aiming to achieve in her lesson with a focus on your area of observation?
Michelle focused on positive reinforcement strategies and how they used them in the classroom. Also, the
10 hacks of positive reinforcement can use in the classroom and how can make the students be in good
behavior.
What experiences did she provide to the students to help them to achieve the aims for them? To help
students to achieve their goals give them a reward when they work well in the classroom.
Analyze
Were students excited, always occupied, and remained on task during the lesson?
Why do you think the students responded the way that they did?
How well did her teaching relate to the students’ prior understanding (of your area of focus)?
Appraise
Explain the nature of the experience from the students’ perspective (based on your own observation)
Did the lesson meet the main goal of (your area of focus)?
Transform
How might you enhance student learning of this lesson in the future (with a focus on the area of
observation)? There is no lesson there is classroom management.
What are the implications for teachers’ professional practice of helping students to enhance their
learning in this particular way (with a focus on the area of observation)? (i.e. what skill will the teacher
have to develop or learn? What professional development will she have to undertake?)
The teacher does not explain the lesson so cannot develop the skills of the students without lesson.
Lesson focus (English, Teaching strategies Student teacher Mahra
Math, Science) for early childhood
and formative
assessment in the
classroom.
https://www.youtub
e.com/watch?
v=ZJOHnbfUrJ0
https://www.youtub
e.com/watch?
v=9FZR3-l8Y5Y
MCT Dr. Aisha Date Teaching strategies for early

childhood (1-10-2019)
Formative assessment in the

classroom(29-8-2017)
Area of observation Observe the children during the lesson.

(focus)
With reference to MOE outcomes for KG, Select when applicable: Teaching strategies and doing
formative assessment during the lesson.
outcomes because they talks about the teaching strategies and formative assessment.
How did you cater for learners with special needs, and for differentiation? (if applicable) The teachers in
the video not talking about the special needs and other differentiation they just how to use the teaching
strategies and doing formative assessment for the children.
How did the teacher implement the (your area of focus)?

In the first video:
Beth White talks about teaching Strategies author and former principal and teacher, explores how
formative assessment can be a powerful tool in an early childhood classroom. A formative assessment
process is a valuable tool for teachers to observe. The formative assessment allows the student to see their
own progress and improve their work immediately, which improves learning outcomes. Also, she explains
what is authentic (what the children do during the lesson) and observer the children's skills and abilities.
In the second video:

Formative assessment
Focus area 5:1 Assess, provide feedback, and report.
Natalie thorpe, she is in Amaroo school. She uses the random selection tool to choose students at random
for different learning activities. It encourages active participation from everybody ready to answer a
question when it’s asked or to reflect something and foster collaboration within the learning environment.
She does the formative assessment to gain information about students understanding and provide her with
feedback that informs her practice and uses it to change the lesson plan depending on the students
feedback in the future. She uses traffic lights, so using green amber and red stickers, to reflect on their
achievement in their work based on the learning intention. They put a green sticker if they have met the
learning intention, an orange if they are still working and need a little bit of support and red if they still
really need quite a bit of support.
Kathleen Chambers
She uses information through observations of the students during class time. In her classroom, she has an
"area of numeracy", she uses learning intentions wall to do the formative assessment. If the students
complete all of their learning activities, they can move their photo depending on where they think there
are sitting according to that learning intention. For example, if they do that independently by themselves
they move their photo to the green, if they need support from the teacher and do some by themselves
move to orange and if they still needing support for the whole thing move to red. This is capable of
assessing them themselves.
It is important to grade the students’ abilities, but rather to see how a student is progressing and stimulate
the acquisition of future knowledge and learning outcomes.
students for that? Or/ How do you expect students to perform after this (area of focus) implementation?)
First, students should understand the outcome of the lesson to answer the questions when the teacher
does the formative assessment to check if the students understand.
Describe
Who is the lesson for? Beth White, Natalie Thorpe and Kathleen Chambers.
Where did the lesson take place? Teaching strategies for early childhood (1-10-2019) Formative assessment
in the classroom(29-8-2017)
What were the teacher aiming to achieve in her lesson with a focus on your area of observation? Beth
White talks about teaching Strategies author and former principal and teacher, explores how formative
assessment can be a powerful tool in an early childhood classroom.
Natalie Thorpe and Kathleen Chambers, they talks about how to do the formative assessment in the
classroom.
What experiences did she provide to the students to help them to achieve the aims for them? According
to Natalie, she says to support students use positive reinforcement for example She uses traffic lights, so
using green amber and red stickers. They put a green sticker if they have met the learning intention, and
orange if they are still working, and need a little bit of support and red if they still really need quite a bit of
support.
According to Kathleen, she uses the learning intentions wall to do the formative assessment. If the students
complete all of their learning activities, they can move their photo depending on where they think there
are sitting according to that learning intention. For example, if they do that independently by themselves
they move their photo to the green, if they need support from the teacher and do some by themselves
move to orange and if they still needing support for the whole thing move to red. This is capable of
assessing them themselves.
Analyze
Were students excited, always occupied, and remained on task during the lesson? The students work well
in their center and their excited to do the task.
Why do you think the students responded the way that they did? Because the teacher use different
strategies of the positive reinforcement.
How well did her teaching relate to the students’ prior understanding (of your area of focus)? The
students know how to assess themselves. The student knows how to collaborate in the classroom center.
Appraise
This experience help students to be more confident because in this video I saw the students assess
themselves.
Did the lesson meet the main goal of (your area of focus)? Yes, the teachers meet the main goals while
observe and do the formative assessment for the students.
Transform
observation)? There is no lesson there is formative assessment.
have to develop or learn? What professional development will she have to undertake?) Formative
assessments help students to develop their skills and improve their knowledge in the classroom.
Lesson focus (English, Supporting cultural Student teacher Mahra
Math, Science) and linguistic
diversity in early
childhood &
Strategies for
differentiating in
the inclusion
classroom & State
of New Jersey
department of
education.
https://www.youtub
e.com/watch?
v=XWg-ZrV3wPk
https://www.youtub
e.com/watch?
v=qQ269cd05Rw
https://www.youtub
e.com/watch?
v=blDMnUVbm8g&t
=1s
MCT Dr. Aisha Date Strategies for differentiating in

the inclusion classroom (1-5-2016)
State of New Jersey department

of education (19-12-2017)
Area of observation They focus on a safe learning environment.

(focus)
With reference to MOE outcomes for KG, Select when applicable: Safe learning environment.
outcomes because they talks about the safe learning environment.
How did you cater for learners with special needs, and for differentiation? (if applicable) In the first
video, they use strategy for special needs which is alternative or augmentative communication means, such
as pictures, manual signs, or voice output devices.
First video:
This video shows the planning process at a preschool and illustrates selected activities being used in the
classroom. if we have new children in the classroom and their families are from different ethnicities and
cultures. For example, according to Cheryl Etting families have two sisters that are coming into their
program they are 3 years old and four years old. They born in the United States and their parents were
born in Korea so they speak and understand both Korea and English but they understand more of the Korea
language.
The ways to embed diverse culture and linguistic activities in preschool routines:
Annie’s, she sings the good morning song in different languages and asks children how do you say good
morning in your language?
House area: can add some clothing from different cultures and can bring some cooking from their house
area to let children practice cooking and share in the classroom.
Second video:
This video shows the strategies for differentiating in the inclusion classroom. Jennifer thinks about her
classroom in the future, she going to be the classroom diverse of all students and includes students with
disabilities and the placement for students with disabilities depends on how their needs can best be met.
Also, Inclusion is the goal for all students to succeed.
She explains how do we reach this goal and how do we best support students with disabilities in an
inclusion classroom and how we do this in early childhood settings. To make sure the students with
disabilities succeed in the classroom is the same as to make sure all students succeed. Providing students
with the specific support they need to do the best through the process that’s called differentiation. That
based on the understanding of the students and comes from skills, interests, environmental preference,
and learning styles. She sees different strategies of differentiation. In classroom arrangement into centers.
1- Strategy one: Classroom Arrangement into centers.

 Provide visual and concrete cue from a structured learning environment centers.
 Provide built-in differentiation because students can choose any centers they want to go to.
Auditory learners can visit the listening center and kinesthetic learners can visit dramatic play to
explore.
2- Strategy two: individualized and scaffold learning tasks:

 The teacher observed the students when in the centers and asked them questions.
 The teacher supports the students to help them accomplish tasks.
3- Strategy three: differentiating products: Students can show what they know for example if they
retelling a story they can act out the story with props.
4- Strategy four: flexible grouping: The teacher can make different groups with the different levels of
the students and mixed ability groups, for example, lower-level students can learn with higher-level
students.
5- Strategy five: visual & concrete support systems: One student with an IEP has trouble with
traditions the teacher can support him in giving him his own copy of the class schedule and loving
him plan which centers he’ll visit.
6- Strategy six: establishing a token economy: Give students rewards when they work well in the
classroom.
In addition, behavioral support should include in the classroom for students to succeed.
Video three:
This video shows the "State of New Jersey Department of education" students do different activities in the
classroom.
Tonya Coston: She talks about preschool classroom teaching guidelines. Give the students the opportunity
for growth and creativity.
3 part series based on the State of New Jersey Department of education
Part 1: The teacher set up the classroom environment to support children learning, explore room
arrangement in different centers.
Teacher plan scheduled rotations to support children learning and classroom management and rules also
support building a classroom community.
Room arrangement:
 The environment provides places for children to feel safe.
 Make space between the centers
 Quiet area.
Mary DeBlasio: She giving the children the gift of time to engage with the materials, learn new concepts
and new ideas.
Kathleen Molina: She welcoming for the students so they can feel safe and comfortable and ready to learn.
Michelle Angelo: Uses the visuals and a lot of pictures and helps the students to understand through using
the pictures beside words. She uses clear bins to students they can see what inside the bins and putting
labels.
Michelle Howell: She use sorting which is math, students can recognizing the word the picture and the
objects which is literacy they learn self-control.
Giselle Buttler: The magna tiles something that the kids feel free to take out they can build in the table or
on the floor.
Diana Herrera: She want to take ownership of the classroom and different materials in each area for
example : in writing area , she have a small desk, two chairs, white paper, colored paper, rulers, calculators,
a hole puncher, crayon, scissors and a dry erase board with dry erase markers.
Matthew Marino: Parents can see what the children are learning through children’s artwork in the
classroom.
Maria Biondo: She uses different opportunities of bloom's taxonomy in the classroom.
Dr. Holly Seplocha: she says active learners they learn through involvement with teachers with materials
with their peers that is why students spend a lot of time when the activities do.
They have different stations to develop the fine and gross motor skills.
The goal of safe learning environments is that students will begin to take pride in their work and in
themselves and they feel safe in the classroom.
students for that? Or/ How do you expect students to perform after this (area of focus) implementation?)
Students should know the different centers in the classroom and each center has a specific activity to do.
Describe
Who is the lesson for? Cheryl Etting, Jennifer Maria, Mary DeBlasio, Kathleen Molina, Michelle Angelo,
Michelle Howell, Giselle Buttler, Diana Herrera, Matthew Marino, Maria Biondo and Dr. Holly Seplocha
Where did the lesson take place? Strategies for differentiating in the inclusion classroom (1-5-2016)
State of New Jersey department of education (19-12-2017)
What were the teacher aiming to achieve in her lesson with a focus on your area of observation? They
focused on how to make a safe learning environment.
What experiences did she provide to the students to help them to achieve the aims for them?
Room arrangement:
 The environment provides places for children to feel safe.

 Make space between the centers
 Quiet area.
Analyze
Were students excited, always occupied, and remained on task during the lesson? The students work in
groups and help each other. Students are excited when they sing with the teacher.
Why do you think the students responded the way that they did? Because the teacher engages them in
the classroom center by singing with them.
The students know how to work in the group. Students know how to use the materials in the centers.
Appraise
This experience help students to develop their skills and develop fine and gross motor skills through the
activities.
They meet the main goal to make a safe learning environment for the students.
Transform
observation)? There is no lesson there is safe learning environment.
have to develop or learn? What professional development will she have to undertake?) All students
develop their skills by doing different activities in the classroom. Also, when making a safe learning
environment they love to study and develop their knowledge from different tasks.
Lesson focus (English, Safe learning Student teacher Mahra
Math, Science) environment
https://www.yout
ube.com/watch?
v=TCeGqs2ezyg
MCT Dr. Aysha Date Aug 25, 2018
Area of observation Safe learning environment

(focus)
With reference to MOE outcomes for KG, Select when applicable? There are no outcomes yet,
because of the MS. Stephanie in the video she explained her classroom’s learning environment
and display.
What related MOE standards, outcomes or LOs were being addressed in the video?
There were standards that related to MOE standards such as, classroom with all supplies
needed, safe classroom, creative classroom, and have different sections in each corner like
(roleplay, reading area, library area, math area, English area, and the focus group area.
How did you cater for learners with special needs, and for differentiation? (if applicable) While I
observed the videos for Ms. Stephanie, she prepared a library area and specific books for special
needs children, also she provides two specific chairs for special needs children.
While I observed Ms. Stephanie's video, I was taking notes about what she has been implemented
in her beautiful classroom. She has a safe and creative learning environment; she describes the
outside and inside the classroom. The theme for her class was rainbow.
Outside: the door decorated with welcome letters and colorful rainbow.
Inside: Ms. Stephanie puts a rainbow chart on the door.Near the door, there are cards for
children's names, also, there are like a paper beside the door to write the absents of the day and
to writes notes.
Ms. Stephanie provides:
Recycled bin for her class if they will create activities or objects by using recycled objects.
A good reorganization for folders.
Clip paper to let the children sign in.
Birthday board for children.
Box for lunch boxes.
Litter stripe, colors, numbers, in the wall.
Chart for Ms. Stephanie to write what to do.
Noise level chart to make the children behave in a good way.
Calendar, weather chart, counting numbers, and dates of the week for a daily morning routine.
Small whiteboard with different colors of markers.
Daily focus board.
Smartboard with beautiful colorful light.
The theme is rainbow and she put it above the smartboard.
Ward wall for each day.
She designed the class all with a rainbow (The theme).
Kitchen area for the teacher.
Drawing board for children drawing for 22 kids.
Small group table.
Ms. Stephanie disks in the classroom.
The emergency bag has class information
Roleplay display.
Ms. Stephanie organizations the library to engage the children in a creative place, Also, there
differentiations books for different levels.
To make a safe learning environment, children who are afraid often stay away from school. A
safe learning environment is focused on academic achievement, maintaining high standards,
fostering positive relationships between staff and children, and encouraging parental and
community involvement. One of the major benefits of safe learning environments is that children
will begin to take pride in their work and in themselves. One of the best ways to help your
children along with this goal is to skip right to the result and celebrate their achievements as they
are happening.
strategy or lesson? What topic comes you expect to come next and how did today’s lesson
prepare students for that? Or/ How do you expect students to perform after this (area of focus)
implementation?)
The aim of this video is to show how the safe learning environment looks likes, the children needs
to know that the classroom it can be safe as their home and Ms. Stephanie should let the children
know that the classroom is safe for them they can, express, explore, communication, share with
each other. I think the children will be very happy to have a wonderful and creative teacher that
will teach them. Also, I believe that the children will engage with Ms. Stephanie and have
creative and fun experiences.
Describe
Who is the lesson for? Ms. Stephanie
Where did the lesson take place? In Ms. Stephanie’s classroom.

The teacher aiming to achieve in focus a creative and safe learning environment.
There are no experiences yet, because of the MS. Stephanie in the video she explained her
classroom’s environment and display.
Analyze
There is no information about these questions, because of the MS. Stephanie in the video
she explained her classroom’s environment and display.
Appraise
Explain the nature of the experience from the students’ perspective (based on your own
observation)
There is no information about these questions, because of the MS. Stephanie in the video
she explained her classroom’s environment and display.
Transform
observation)?
In Ms. Stephine’s video, there is no lesson implement becouse she only explained her
classroom’s environment and display.
learning in this way (with a focus on the area of observation)?
The children in Ms. Stephine’s classroom will makes children would do better when they learn in
positive environments. Most teachers would agree that some environments are more conducive to
learning and academic performance. For example, a child read a book in a quiet, peaceful
classroom will almost certainly do better than a child taking the same test in a loud, chaotic
room. The teacher can know how much influence environments have on children's success, that
children who learn in positive environments effectively receive a higher educational level.
(i.e. what skill will the teacher have to develop or learn? What professional development will she
have to undertake?)
In Ms. Stephine’s video, there is no lesson implement or skills that can observe and write
comments about it becouse she only explained her classroom’s environment and display.
Lesson focus (English, Enquiry based Student teacher Mahra
Math, Science) learning and
project-based
learning. ( Science)
https://www.youtube
.com/watch?
v=mAYh4nWUkU0
MCT Dr. Aysha Date Dec 16, 2015
Area of observation
(focus)
With reference to MOE outcomes for KG, Select when applicable? They have an science
experiment about the egg and seeds.
While I observed the video, I notice that the MOE also focus on critical thinking as the teacher in
the video. Critical thinking is the ability to analyze the way the student thinks and present
evidence for the student's ideas. Students can gain numerous benefits from mastering critical
thinking skills, such as better control of their own learning and empathy for other points of view.
Moreover, The MOE believing in inquiry-based learning, and the teachers in the UAE they use
this strategy with their students, to make them think highly.
The MOE explains that inquiry-based learning is can promote a deeper understanding of
content by delving into a concept through inquiry, students should see it as more than a simple
rule, idea, or formula, the students will understand: (How the idea was developed), (Why the
rule or formula works) and (When they can properly apply the rule, idea or formula).
The teacher in UAE can use Inquiry when traditional methods won’t work so the guided inquiry
activities can lend themselves to topics that students typically struggle to grasp, allowing them to
process content in different ways. When the teacher presents Investigating a question, they
should be able to use their own techniques to analyze information that may normally be too
challenging otherwise. As a result, they’ll likely form conclusions that make sense to them. After
that, the teacher can discuss with her students about the results.
How did you cater for learners with special needs, and for differentiation? (if applicable)
In the video, they were no special needs.
While I observed the video, the teacher was focus on teacher-guided students to the curriculum
and they start the inquiry model incidents, in other words (From teacher-guided to student-
driven).
Also, the teacher lets the students be active with critical thinking to solve problems.
In the whiteboard, there are two charts the student writes down what they think for solving
problems there are 2 questions (what is the problem? / what are the possible solutions?).
Teacher in the video tries to build the foundation of higher-level inquiry. The teacher develops
the guided inquiry model based on the curriculum but the students shaping what they won't go
with it.
The school provide a lab for the students so they can express and explore themselves with these
problems.
Students in the video go to the lab and they try to figure out the which is sed and which is egg,
they have a paper to write steps, and then they test it and see what will happens. Moreover, they
use drawing critical thinking to solve the problems. The teacher-guided them to make them
think and ask them self. They are excited and have the power to know the answer. Also, the
inquiry is successful in teaching them how to write the appropriate questions.
The goals of implementing inquiry-based learning are to guide them to make them think and ask
themselves, in the video, there were excited and have the power to know the answer. While the
teacher implements the inquiry-based learning it enhances learning experiences for students by
sitting in a classroom taking notes isn’t always the most effective or fun way to learn. Rather
than memorizing facts from the teacher, inquiry-based learning enhances the learning process
by letting students explore topics themselves. Also, teaches skills needed for all areas of learning
as they explore a topic, students build critical thinking and communication skills.
Moreover, the cognitive skills that students develop can be used to improve comprehension in
every subject, as well as in day-to-day life. Also, increases engagement with the material as a
form of active learning, this approach encourages students to fully engage in the learning
process, by allowing students to explore topics, make their own connections, and ask questions,
they can learn more effectively.
implementation?)
The inquiry is successful by teaching them how to write appropriate questions, in the video, the
students were very motivated and excited to solve the problem and know the answer. In the
future, I will use the critical thinking to teach by applying inquiry-based learning with my
students, to make them in the highest level of thinking and solving problems.
Describe
Who is the lesson for? For students (The grade it’s not available in the video)
Where did the lesson take place? In the classroom and the lab.
The teacher aiming to achieve critical thinking by using inquiry-based learning to figure out and
solve problems in different ways in different results.
While I observed the video, the teacher provides for her students all the materials to explore the
problem and let them try to solve the problem by using different materials and methods.
Analyze
The students in the video were so excited and they look happy while they write the steps and try
to figure out the solutions for the problem, and they continued exploring during all the class
time.
The students there were excited and have a fun time exploring the problem because the teacher
uses the strategy (Solve problem) that make the students motivated to work with it to answer the
question their head.
 The students know how to write any steps to do or work with something, the student was able to
use different materials in a safe way.
 The students were collaboration and communication with each other in a nice way.
 The students were sharing ideas and views of points for the problem.
Appraise
observation)
While I observed the video and the students, I noticed that there were very motivated and trying
hard to know the answers for their questions in their head, I would like to have my student go
through this experience, I believe they will be exited as the student in the video, Next semester I
will use the problem solve exploration.
Yes, the lesson meets the main goal, because the students enjoyed answering the questions with
active energy, and this what I want to be my students to enjoy study, enjoy answering questions,
and enjoy while they thinking about the steps and how to figure out the answers. Using inquiry-
based is a great strategy to activate your students with the lesson.
Transform
observation)?
In the future I will use inquiry-based learning with my students to let them have a high level of
thinking a solving, I will include the inquiry-based learning in each subject (Math, English, and
Science). I will use this strategy because the inquiry-based learning led to the critical thinking
and critical thinking is important in daily life, it helps students to think creatively ‘outside the
box’. It keeps the students from becoming narrow. Also, critical thinking is expected of students
in higher education, it can lead to developing student's judgment, evaluation, and problem-
solving abilities.
The teacher who uses inquiry-based learning will have students with a higher level of thinking
and solving problems and this is one of the benefits of using inquiry-based learning will lead the
teacher to have developed in a professional way, this will support the teacher in her teaching
experiences.
have to undertake?)
I think the teacher in the video she teaches her student in an important way by letting the
students exploring the problem by themselves and she already has the professional development
by using inquiry-based learning.
Lesson focus (English, Interactive tools to Student teacher Mahra

Math, Science) create flipped
classrooms and
blended learning
environment.
https://www.youtube
.com/watch?
v=Mb2d8E1dZjY
https://www.youtube
.com/watch?
v=xB7WSW8UL2w
MCT Dr. Aysha Date Video 1: Mar 19, 2015
Video 2: May 6, 2014
Area of observation
(focus)
With reference to MOE outcomes for KG, Select when applicable? It has different types of tools
in the activities for blended learning and flipped learning.
How did you cater for learners with special needs, and for differentiation? (if applicable) Special
education students work on individualized education plans that focus on helping students achieve
goals and measure the progress they are making. If a special education student has not mastered a
learning goal, then they continue to work on that goal. Blended learning focuses on mastery-based
learning in the same way, because students can go at their own pace, students do not move on from a
subject area until they have mastered the content. Special education students would be able to readily
adapt to a blended learning environment due to this similarity. Special education students have
nothing to fear from blended learning blended learning has more in common with special education
instruction then one might think. It’s easy to overlook the negative impact on certain sub-groups of
students when new teaching pedagogies like Blended Learning are introduced, however Blended
Learning environments mirror positive aspects of special education learning services and will foster a
new understanding and appreciation for unique learning needs in all students.

In the first video, the instructor just explained the blended learning environment and flipped
classrooms. In the second video, the teacher was applying blended learning with her students. By
having different centers and activities. Ms. Crofford use classwork to blend learning in her
classroom, Education games group, Reading programs group, and traditional Reading group
with timer.
In the first video:

The instructor talked about flipped learning, Flipping helps students of all abilities to excel
because all the direct instruction is recorded, students with special needs can watch the videos as
many times as they need to learn the material. Instead, students can pause their teacher, rewind
their teacher, and make sure they learn the important concepts.
Also, the instructor talked about 21st-century skills that are more important to students now
than ever before. They not only provide a framework for successful learning in the classroom
but ensure students can thrive in a world where change is constant and learning never stops.
And they are also tremendously important for our nation's well being.
Blended learning means students learn from the computer, to improve educational learning.
Help students to learn and help teachers to be more effective. Their own computers in their
home they can have their owned web they can have feedback answers from media accesses their
lessons from home. This is an excellent tool to become students with digital learning. The
important features of the blended learning environment are:
The teacher should have these four components to have a successful blended and flipped
learning: Flexibility - commitment - mindset encourages our students - the role of the teacher.
In the second video:

The goal of implementing the important features of the blended learning environment are:
• Increased student engagement in learning

• Enhanced teacher and student interaction
• Responsibility for learning
• Time management
• Improved student learning outcomes
• Time flexibility
• Enhanced institutional reputation
• More flexible teaching and learning environment
• Offers 24/7 access to training resources.
• Track employee performance and skill development.
• Reduction in training costs.
• Provides personalized training experiences
implementation?)
The students need to know how to work with technology tools

for having appropriate blended learning and flipping
learning. Also, students should start the blended or the flipped
learning in easy ways and in ways programs.
The goal of blended and flipped learning are:
Flexibility, blended learning classes offer flexibility for teachers in how they present material
and for students in the pace and variety of the learning approaches they experience.
Effectiveness, studies have shown that because blended learning incorporates multiple methods
of instruction from an assortment of perspectives, it proves to have an effective learning outcome
for most students involved.
Teacher empowerment, by incorporating technology into classroom instruction, teachers are

freed up to reach more students. Teachers can move within the stations or activities to interact
with individual or small groups of students and check on progress. Data provided by educational
technology programs also empowers teachers with insights on each student’s learning so they
can more effectively address gaps.
Engagement, because most students today are surrounded by technology in their everyday life,
they often engage more easily with the material when technology is incorporated in instructional
settings. Additionally, students become empowered as they expand their technical skills and
competency with technology.
Differentiation, because blended learning incorporates a variety of instructional approaches,

learning activities can be tailored to address numerous learning styles. Additionally, high-quality
digital educational tools allow teachers to measure each student’s individual learning level and
provide activities and instruction that meet the child where they are to give them appropriate
lesson material.
Describe
Who is the lesson for? For students with blended learning classroom and flipped learning
classroom.
Where did the lesson take place? The first video in the TED thacaCollege, and the second video
in Ms. Crofford classroom.
In the first video, the instructor was talking about blended and flipped learning. In the second
video with. Ms. Crofford focuses on use classwork to blend learning in her classroom by having
different activities the class with education games group, reading programs group, traditional
reading group with timer.
In the first video there no expenses because the instructor was just explaining the blended
learning and flipped learning. in the second video, MS. Crofford provide for her student
different activities in different tools.
Analyze
The students were very excited by working in different activities, the whole class education
games group, reading programs group, the traditional reading group with timer.
The students responded the way that they did because the activities were engaging and
interactive.
The students know how to use different tools in the right way, the teacher gets around each
group and discuss with them.
Appraise
observation):
While I observed the second video and the students, I noticed that there were very motivated. I
would like to have my student go through this experience, I believe they will be exited as the
student in the video, Next semester I will use the different tools for learning.
Also, experience will help the students in their education life in the future because they explore
blended learning in different types of tools and programs.
students exploring the different activities by themselves and she just get around them to guide
them. She already has professional development by using inquiry-based learning.
Transform
observation)?
I will use different tools for learning easier

blended or flipped, for example nowadays, all
the countries using the online programs
because of the COVID-19. In the UAE we used
the zoom program in schools, colleges, and
other works.
Blended learning gets the teacher to be more creative and professional because the blended
learning that uses apps, games, or measurable programs to teach concepts allows students to
engage the material at their own pace. It can promote deeper learning, reduce stress, and
increase student satisfaction. Teachers can become more engaged with their students. Flipping
allows teachers to know their students better and flipping allows us to build better relationships
with our students. This is due to increased teacher-student interaction.
have to undertake?)
students exploring the tools by themselves and she already has the professional development by
using the blended and the flipped learning.

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2. Positive reinforcement strategies: https://www.youtube.com/watch?v=SfyBApCF41c

3. Enquiry based learning and project based learning: https://www.youtube.com/watch?

5. Interactive tools to create flipped classrooms and blended learning environment:

6. Culturally responsive classroom with a focus on backgrounds and different abilities

MCT Dr. Aisha Date 2-4-2017

Area of observation (focus) 10 hacks of Positive reinforcement strategies

MCT Dr. Aisha Date Teaching strategies for early

Formative assessment in the

Area of observation Observe the children during the lesson.

How did the teacher implement the (your area of focus)?

In the second video:

MCT Dr. Aisha Date Strategies for differentiating in

State of New Jersey department

Area of observation They focus on a safe learning environment.

1- Strategy one: Classroom Arrangement into centers.

2- Strategy two: individualized and scaffold learning tasks:

3 part series based on the State of New Jersey Department of education

 The environment provides places for children to feel safe.

Area of observation Safe learning environment

How did the teacher implement the (your area of focus)?

Ms. Stephanie provides:

Where did the lesson take place? In Ms. Stephanie’s classroom.

How did the teacher implement the (your area of focus)?

Lesson focus (English, Interactive tools to Student teacher Mahra

Video 2: May 6, 2014

How did the teacher implement the (your area of focus)?

In the first video:

In the second video:

• Increased student engagement in learning

The students need to know how to work with technology tools

The goal of blended and flipped learning are:

Teacher empowerment, by incorporating technology into classroom instruction, teachers are

Differentiation, because blended learning incorporates a variety of instructional approaches,

I will use different tools for learning easier

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