AAWC Lesson Reflection

School: Shaikha Bint Suroor Class: 1 A Date of Observation: 22/10

Select:
Identify a specific feature of the lesson:
The lesson was about plants, and the outline was to identify the parts of the plant.

Describe:
Who is the lesson for?
Where did the lesson take place?
What were you trying to achieve in your lesson?
What did the students do?
 The lesson was about Parts of the Plant. I taught the lesson in the classroom. The
previous lesson the students learned about plant, in this lesson, she taught them to identify
parts of the plant.
 A teacher was trying to achieve goals, like Implementing Learning and to go through the
learning outcome and always look for where the student has trouble and work on it to
make it improve by a variety of strategies.
 In the starter, the teacher tell the students a short story ”Usually when we walk, we can
see plants, trees flower everywhere, but we don’t know what the name of each part, that’s
why Ms. Maitha is going to teach you parts of the plant”. An educator brought a plant to
show the students in real where is the root, leaves, stem and flower or fruit. A teacher
sang a song so students can get excited to memorize the names of the parts “Flower stem
leaves and roots song”.

Analyze:
Why do you think the students responded the way that they did?

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

How well did you engage the students?

 I think that students responded to this activity the way that they did because a teacher
introduces and model then practice. So, the learner did understand the concept and
answer the right answer. A teacher use drawing the plant with writing the parts of the
plant, explaining all of the parts and Thumbs up and down to answer. For example, she
pointed to the roots and ask the student is this flower? If you think yes this is flower
thumbs up if you think it’s not a flower thumbs down, students make thumbs down and the
teacher asks: Hmm if it’s not a flower then what is it?
 The learner answer: Roots.
 A teacher linked the prior knowledge by telling a short story and show them the plants
and whenever we saw it we know that this is plant but we don’t know the parts of it.
 The teacher engaged the students with a song because it allows the student to
comprehends the parts of the plant with pointing and telling the names. Students enjoyed
it a lot.
Appraise:
Explain the nature of the experience from the students’ perspective
Did your lesson meet your teaching goals? Why?/Why not?
 The educator used hands-on activity to engage the students. According to Thankful, Fast
forward to the early 2000's, and increasing pressure for drastic improvements on
national test scores led to a nationwide shift in education. Schools were faced with the
challenge of improving test scores while also staying under budget. They were ultimately
forced to cut programs like sewing and home economics, and focus their attention on
creating a more lecture based curriculum geared towards improving test scores and
decreasing spending. Later, after STEM classes were deemed more desirable and
ultimately affordable, arts programs, once part of schools' core class offerings, were cut.
 The teacher used hands-on activity for the learner. Students were learning by using
real materials like straw, cupcake plastic and wool to create a plant it improves the
student cognitive and fine-motor skills.
 I met my goals because I used check list to check for students comprehension and it
shows that everyone understands.

Transform:
How might you enhance student learning of this lesson in the future?
What are the implications for your professional practice?
 In the future, I would like to introduce model learning in a way that I’ll take the students
to see the plants, trees and flower in outside environment to feel and watch the plant in
real.
 As the Responsive Classroom argues that, “Interactive Modeling is a simple, quickly
paced way of teaching that can lead students to a stronger mastery of skills than
traditional modeling. It’s effective for teaching any skill or procedure that students need to
do in a specific way, such as filling out an answer sheet or talking with a partner about a
reading selection. Interactive Modeling works because, in contrast to lecturing or
traditional modeling, it creates a clear mental image of the expected behavior for students,
fully engages them in noticing details about it, and immediately gives them a chance to
practice and receive teacher feedback (ResponsiveClassroom, 2013).

 A teacher developing idea and practices about science performance assessment:

Successes, stumbling blocks, and implications for professional development. Since it’s
little bit harder for them because of the vocabs that they don’t know.