Reflection

Counting and Noura Suhail ALShamsi

number patterns Student

Lesson (unit/page)
unit. teacher

MST Ms. Radhe School Mohammed Bin Khalid School.

Grade two- D On Sunday, 20-10-2019, at two period

Class Date
students from 8:45a.m. to 9:30a.m.

 Select:

1. What standards or LOs were being addressed in the lesson?

2. How did you cater for learners with special needs, and for differentiation?

3. How did you use positive reinforcement? Methods? For what?

4. How did you sequence or scaffold activities so that they built gradually towards the

learning objectives?

 The student-teacher said that the LOs were being addressed in the lesson when students

identify odd and even numbers. Children were familiar with some numbers like from (1 to 50)

which help them to understand the differences between odd and even numbers. There are no

special needs with this class. However, the teacher in the opening showed learners the

differences between odd and even numbers by asking them (Do you like foods? “How many

children like pizza”? “How many kids like a chicken burger”?). The teacher counted the

numbers of their favorite food? The student-teacher told the student that 13 students like pizza
 which will be odd numbers and 14 learners like chicken burgers which will be even number.

She said even numbers mean any number we can divide into, two numbers like (2,4,6,8,10).

On the other side, we have odd numbers that we cannot divide into, tow numbers, which will

be always a single number such as (1,3,5,7). After that, the student-teacher showed students a

number chart on the floor from one to ten and asked children to jump on odd or any even

numbers. For example, The students-teacher told the learner to jump in any odd numbers and

the student jumps in three numbers. However, the student-teacher not makes any

differentiation activities because she wanted each student to do a paper sheet of odd and even

numbers by writing some odd and even numbers. In this way, the student-teacher wanted to

make sure that everyone understands the lesson. The student-teacher applied a positive

reinforcement method to cater to students' focus on the lesson. For example, she gave each

student a happy face who did their work and concentrating on her.

 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?).

 The student-teacher said that students was able to know numbers (1-100) before this lesson

and which helps learners to understand the od and even numbers. In fact, this lesson could

help learners to understand the next lesson by write odd and even numbers. Also, student-

teacher claims that her aim of this lesson was planning for learning and implementing &

managing learning.
 Describe:

1. Who is the lesson for?

2. Where did the lesson take place?

3. What were you aiming to achieve in your lesson?

4. What experiences did you provide to the students to help them to achieve your aims for

them?

 The student-teacher said this is the math lesson taught to, two-D pupils mix (Boys with girls).

The lesson was in the classroom where children sit in their places (Above the chairs and

beside the tables). According to the student-teacher aimed to achieved her lesson was

successfully by knowing that students understand what odd and even numbers are by writing

it, in a paper sheet for the main center activity. Also, the student-teacher mentioned that

students achieved the aim of her lesson by seeing that students jumping in an odd or even

numbers correctly in the opening of the lesson, which help the teacher to know that all of the

children understand the lesson as well.

 Analyze:

1. Were students excited, always occupied, and remained on task during the lesson?

2. Why do you think the students responded the way that they did?

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

 The student-teacher says that students were excited when they did the activity of the jumping

line number on odd and even. On the other side, the student-teacher thinks that students
 respond the way they did maybe because they felt it was an easy lesson to understand. In fact,

she claims that her teaching relates to the students’ prior understanding knowledge, when the

children did the closing activity about four corners like she puts some numbers on the wall of

the class and she said to the students when she will say any odd word they need to go stand

beside that wall word or when she will say even number they need to go stand beside that

wall. In this way, the student-teacher noticed that all learners understand that odd are single

numbers like (1,3,5) where even numbers are when we divide into, two numbers such as

(2,4,6,8).

 Appraise:

1. Explain the nature of the experience from the students’ perspective.

2. Did your lesson meet your teaching goals? Use your students’ performance on the end of

lesson assessment as support (Give proof in your portfolio).

 The student-teacher said if she was a student in that class, she might want to do some more

activities in the main center part because she finishes faster and she doesn't have anything to

do. Otherwise, the lesson was very clear and l understand very well. However, the student-

teacher says that her lesson meet her teaching goals by makes learners to do four corners

activity at the closing as she mentioned before, like she puts some numbers on the wall of the

class and she said to the students when she will say any odd word they need to go stand beside

that wall word or when she will say even number they need to go stand beside that wall.

However, in this way it provides that children who understand the lesson and who not to
 could the teacher focus on them more.

 Transform:

1. How might you enhance student learning of this lesson in the future?

2. 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 student-teacher said if she will do this lesson again in the future, she might apply a

differentiation method to makes students hands-on activities because some students finish

earlier than the timing period. In the same point, the student-teacher claims that to be more

professional she must put extra work for those students who finish early to engage them until

the others finish.