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)
Habitats Hessa
Lesson (unit/page) Student teacher

MST Yasmin School Shamma Bint Moahmmed

Class 2-A Date 30-10-2019

Select
 What standards or LOs were being addressed in the lesson? – Habitats.
-Students did hands on activities.

How did you cater for learners with special needs, and for differentiation? In 2-A we don’t have
special need students. For students I differentiation the activities by the academic level of
students specially the low students I helped them when they did the activity by helping
words in both language English and Arabic.

How did you use positive reinforcement? Methods? For what? In the ending I choose quite students
to come and match the animals with their habitats and I reinforcement by give them stickers and let
other students to clapped for them.
How did you sequence or scaffold activities so that they built gradually towards the learning
objectives?
I sit with my MST and we share the student’s levels of activities to gather and we discussed special
for emerging students habitat and animals and I gave them helping words to write I did for them
pictures of and we thinks I should to help them tell them in Arabic what they should to do.

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?)

I hide the animals such as turtle, crocodile and camel in the students disk and the students ask the
other students a questions for example what will happen if the camel live in the snow? And I let
them to think in pairs. Also in the end of the lesson I asked students to match the pictures of
animals with the right habitat and I assess them if they understand the lesson. And they should to
know the vocabulary of the lesson in both languages. I prepare for the students video and power
point with pictures to make sure they are understand.

Describe
Who is the lesson for? Grade 2-A 25 student’s boys and girls.
Where did the lesson take place? It was in the science classroom.
What were you aiming to achieve in your lesson? Planning for learning to Participate with each
others.
What experiences did you provide to the students to help them to achieve your aims for them?
I let students participate in the modeling to turn and talk.

Analyze
Were students excited, always occupied, and remained on task during the lesson? The excited
thing that students like when I hide the animals in their desk and they exited to find the
animals.
Why do you think the students responded the way that they did? They were engage to found the
animals. They all responded to me because they were enthusiastic and they understand the
lesson and activities.

How well did your teaching relate to the students’ prior understanding?

In grade 1 student are learning about habitat put in a simple way in science subject. I connected
the science content by the animals and pictures to know the habitat of each animal. And I assess
students during doing activities using chart.

Appraise
Explain the nature of the experience from the students’ perspective.
In my opinion, students understand the concept of habitats using manipulated materials such as
animals. And while I monitor emerging students in their groups I write in my notes they
confused between the habitats. I think students like and engage the activities because they
were quit. Moreover, the activities fit the student’s level.
Did your lesson meet your teaching goals? Use your students’ performance on the end of lesson
assessment as support (Give proof in your portfolio)
My first goal was planning for learning and they were participate in the modeling by 70
% and I felid they remember where each animal live because I showed them video 1. Also I
think I did it with 50% because the activities develop student’s creativity for instance
students stick the animals in their habitats. Although in the end I used formative
assessments and I choose students from each group to come and match the animal with
their habitat and when the students finish I asked students do you think right or wrong to
raise the traffic light face.
Transform
How might you enhance student learning of this lesson in the future? For my future practice,
I will look for opportunities to let students participate more also one group I didn’t print for
them the activity with color so next time I will print it with color to make sure they could see the
different habitats.

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?) The students focused in the hand on activities because
make the students busy and they liked to used the activities with pictures. And what I notice that
students need to have helping words to help them writes.

Students Activities
 MCT Feed back
Appendix 2: MCT/MST Observation Feedback Form (template)

Course Code: EPC 3903

Trainee Name: Hessa School: Shamma Bint
Mohammad
MCT/MST Name: Sozan Saed Date: 10/30/2019

The MCT and MST will use this form to formally observe the trainee’sperformance and to give feedback
based on the selected teaching competencies.
NOTE: Refer to the course-specific, teaching competencies-based rubricincluded in section D of the TP Booklet
Commitment to the Profession F D C B A
Comments:Hessa always demonstrates consistent attendance and punctuality and Is well prepared &
ready for each lesson.

Planning for Learning F D C B+ A

Comments:

Managing Learning F D C B A
Classroom management strategies – I would like to see more strategies used – you tend to
get louder when students are not listening. Try stopping and getting the attention of the
students.

Implementing Learning F D C B A
10:16 – Good morning
I put animals randomly around the classroom – Listen to Dana – Where the Giraffe live? Turn
and talk –
Grammar – make sure you are asking proper questions – Where does the giraffe live not
where the giraffe live. What the giraffe look like – what does the giraffe look like – You also
said snake rather than neck What are you teaching the students exactly? How to sort
animals in the different habitats?
Show the class what animal you have – Where the turtle live?
Is the turtle a mammal or amphibian? What’s the difference between the two? You could
take this question to the next level.
All your questioning should be about prior knowledge
10:25 Today we will learn new vocabulary – went over vocabulary
Now we will see a video.
Lion live in the Savanah
Giraffe live in the Savanah
The video had a lot of information – you need to make sure you stop the video and actually
explain what is going on? You started the activities without actually teaching them the
animals in your activities >?
10:29 – Now we will start the activity.
1st group – A4 paper – 5 pictures 1st you
Students are not listening to you – you need to stop your lesson and make sure that they are
listening.
2nd group – puzzle with habitat – write sentence Picture isn’t that clear on the paper
3rd group sorting
4th group – Right the title on the picture

*maybe have them work collaboratively in groups rather than each do it on their own.
10:32 you have 15 minutes

In your activities there are a lot of animals that were not mentioned inside your teaching
lesson –

Students were also supposed to learn why the animals can only survive in the habitats.

Ensure that you follow the Gradual Release Model for teaching during all lessons, regardless of
review. Students need to be exposed to full lesson cycle: introduction, active engagement, learning
centers, lesson closing.

Assessment F D C B A
Comments:
Hessa walked around took anecdotal notes of what students were doing –

Matching activity – students raised happy face if they agreed sad if they didn’t – when you asked right
or wrong you did not name the habitat. ? What were you trying to assess here?

Where does the crocodile live – the crocodile actually does live in the water.

Reflection on Practice F D C B A
Comments:Regularly completes detailed reflections which consider situations from the perspective of
a range of stakeholders – you need to make sure your address the learning – not that you just think
the student learn? What were the students supposed to learn in this lesson?

Action Plan:
Ensure that you follow the Gradual Release Model for teaching during all lessons, regardless of review.
Students need to be exposed to full lesson cycle: introduction, active engagement, learning centers,
lesson closing.

Time Management – Students should have back up activities and

More cooperative activities where students work together – below are examples of somethings you can
try next time.

Content – students should be learning about the different habitats – they should also be learning why
the animal’s cam survive in these habitats. This is 2nd grade.