Course: Practicum 1a

Code: EPC 1403

Observation Task 8: Activity types

Prepared by: Hend Saeed Alyammahi

ID: H00357629
Prepared to: Ms. Hamada Al-awadi
Date of submission: Sunday July 1, 2018
Observation Task 8: Activity types
Focus: Learner activities
Procedure:
1. Throughout the day, make notes in the table below.

Teacher
Activity Individual/group/class Purpose directed/child’s
choice
Create a PPT that Pairs To give the Teacher directed
include the students many
definition, part of opportunities.
speech, and a
picture of the new
vocabulary
Practice the new Individually To prepare the Teacher directed
vocabulary students to their
through a set of quizzes and the
worksheets EMSAT exam.
(crossword,
matching, word
search, and word
unscrambling.)
Acting out the Teams To warm up the Teacher directed
words. students and
check if they
understand the
meaning of the
words.
Answering Individually To practice using Teacher directed
exercises in the words in
quizlet app meaningful
(vocabulary) sentences.

Representing the Teams To motivate the Teacher directed

words pictorially students at the
to give hints to beginning of the
 their team class. Also, to
members so they check their ability
can guise the to represent the
word. words and
identify them
through pictures.

Reflection
1. How long do the children spend on one task?
2. What kind of tasks do they do individually? In pairs? In groups? As a class?
3. How does the teacher introduce the task? How are the instructions checked?
4. Work with a child. Ask him/her about what they enjoy doing at school. The
activities/subjects and why.
5. Ask a child about the things they are good at and also about what they want to
learn more about.

Learning Activities
My MST uses different grouping for each activity. For the activities where they
practice for the quizzes. The students work individually so they all get a chance to
exercise the new vocabulary. Furthermore, the activities that involve learning new
aspects, the students work in groups so they can help each other. Finally, the team works
are usually used either at the beginning of the class as worming up or at the end as a
closer. In my opinion, group work is more effective when teaching new vocabulary or
new grammar because, the students get a chance to ask each other for help and translate
the difficult words.

The time the students need to finish tasks depends on many factors. One factor is
the complexity of the task and if the students understand the context of the lesson in the
core part (Dev, 2016). Moreover, I think that the students’ motivation and wells affect the
speed of their performance. If they were excited they will finish earlier than if they were
board. Finally, I believe that the team members cooperation makes a difference in the
accuracy and the speed of their achievement.

My MST explains the tasks in a way that all the students can understand. She
always gives them examples and models the task for them on the board to ensure that
everybody is getting what she is trying to say. On the other hand, the teacher checks their
understanding by asking some of the students to give her an example or to solve a
question that is related to what she taught. From my point of view, I like when she asks
the advanced students to explain the instructions in Arabic for the ones who are
struggling. This shows that she cares about the students and she wants everyone in her
class to understand the new concept.

I asked one of the students about what she likes the most about being in the
college. She said that beside enjoying being with her friends, she likes My MST classes
(vocabulary classes) and another grammar classes with a different teacher. In her opinion,
both teachers provide her with variety of activities that helps her learning better.
Moreover, she likes when they make some games from time to time that make the lessons
more exciting and challenging. Finally, she comments on the teachers’ attitude and how
they are willing to help at any time. This makes me think of my future as a teacher and
how I should show care and welling to help, so my students feel free to ask for my
support whenever they need so.

Reference:
Dev, M. (2106). Factors affecting the academic achievement: A study of elementary
school students of NCR Delhi, India. Journal of Education and Practice, 7(4), 70-
64.