Observed learning Centers Description: Resources: International Differentiated Ability Levels:

(include photo): Learning

Outcome:
(list only what
you consider to
be the primary
goals)

1.(Art Center) Children will -The art Children will Mastery

show their book imagine how Imagining and creating what
creativity of how -Wooden their garden they think their garden and
they want their colors and their house house will be.
garden look like, -Pencils will look like Developing
by drawing the and color it Coloring and drawing as the
flowers and whatever the child like without the
trees and color colors they like. teachers guide.
the garden and Emerging
the house. The teacher let him color in
front of her to color nicely.
2.( English children will -The English Children will Mastery
Center) learn new book. memorize the Knowing a new English words
English words, - pencils new English
know the words and
meaning of the know each
word, spell and word the Developing
pronounce the meaning and Develop their English
word. the right place language.
to use it in a
 sentence. Emerging
Give the child homework to
get practice at home.

3.(Math Center). Children will -Math book Childrens will Mastery

develop their -Pencil get new It increases the child's
math skills, lessons and performance in mathematics
counting from 1- develop their Developing
50, and know math skills and Develops a child's skills in
the numbers solving math quickly perceptible in
before and after problems resolving the issues and the
a number e.g. axiomatic. piece develops the mind of
what before 4? e.g. what the child and increases the
What after 5? before 4? intelligence
What after 5? Emerging
Give the child to solve more
equations and count from 1-
50.
4.(science center). Children will -science children will Mastery
know the book know the They can identify the season
seasons of the - pencil differentiation and know in each season what
year and will between the the weather is.
know in each season and Developing
season what what is the They write the name on the
happens and weather, and seasons.
what we can what the
wear. clothes that we Emerging
can wear in Teacher give them activity
each season. that they match each season
 and what is the weather that
it is follow it.

Reflections on Observation Task 1: Differentiating Centers

1. What are classroom learning centers?
The classroom learning centers is art center, math center, science center and English center.

2. What is the purpose of classroom learning centers?

The purpose of classroom leaning centers that the children will develop different kind of skills and get the new
informations in easy and fun way so dont feel that it is hard and they would not know what the teacher is
giving them.

3. What is the role of the students while engaged during learning centers?
The role of the students engaged during the learning centers that the child should sit in his pace and dont
talk with his friends and keep his attention and eyes on his teacher.
4. What is the role of the teacher as the students are engaged during learning centers?
The teachers role learning center give the student the lesson in clear and easier way to develop the child
skills, the teacher must provide for them the materials and get ready for the lesson.

5. Do you feel it is important to offer tasks that are developmentally appropriate for all student ability levels?
Why / Why not?
Yes, it is important for the student to offer for them the tasks that are developmentally appropriate for their levels
abilities, because they will show their development skills that every child has and improve them self when the
teacher give them the chance when the teacher make for them the centers, so here the teacher will know each child
and what his academically level is, this is the beast and easier way to know the children levels. How? By observing
them while they are working on their tasks.

Name Age IEP Area of Focus Type, range and frequency of support
provided / needed.

ALI 6 years Autism Moving with the children just if the

The child cant move or do special need assistant with him.
anything except with his he will talk or answer the teacher when
shadow (special need his assistant will repeat what the
assistant). teachers said in high level of voice after
that he will answer.
He cant sit if the class is noisy and he
start to put his hand on his ears and
shout.
AYA 7-8 years Her brain She moves round the Sit beside the window.
is not classroom and not listen to Always want to get out from the class.
developin the teacher and shouting Shouting suddenly and cant
g on her suddenly. understand the reason.
age.
OMAR 6 years Multiple He cant move his body, he Siting with the student in the circles
disabilitie wear glass and not talking area, so he doesnt feel he is different
s well. but his mother with him she moves him
from a place to another.
The teacher give him the chance to
improve himself and he can go to the
white board and write what the teacher
asked him, but of course his mother
with him.
The teacher treat him like the rest of
the children so he get confident about
himself.

Reflections on Observation Task 2: Identifying Children with Special Educational Needs (SEN)
Read the questions below and write your answers

1. What is the school policy for inclusion for SEN students in the school?
They take care about their special needs and they put the curriculum that matches their situation and they treat
them like any child so they dont feel the differentiation between them and the rest of the students.
2. What accommodations were made for the identified SEN students in the classroom?
That the teach do the activities that the special need can do it and make a space for the children cant move
their body that they make for them a enough space in the classroom.
3. Was there any assistive technology, other equipment or materials used with the identified SEN students? If
yes, please describe the equipment that was used and what it was used for.
No, they use books and old school style.
4. What teaching strategies did your MST use with the identified SEN students?
She uses normal teaching style there is no motivation for the children to study they teach on the white board
and get the lesson done.
5. Where there any other school staff that worked with the identified SEN students? If yes, please explain their
role and what they did with the identified SEN student.
Yes, there was staff from the special need school they stay with the special students like a shadow for them and
be with them during the day, they be with them because some special need they run away from the class or
shout in random way so they stop them.

6. Do you think that SEN students should be included in the classroom or taught in class specifically for SEN
students? Why / Why not?

children with the special need have to join them in the school so they wont feel that they are different than other
children and if they felt that the motivation will get less and this child will not develop anything, so they have to
join them in the schools with normal children in this way he wants to develop and the teacher has to motivate
these children and give them motivational words like: good job, well done, amazing work. In this way, they will
give more and develop more because the motivation from the teacher gives a power to them and they feel proud
that they did something that makes the teacher happy.