Reflection (Completed after EVERY lesson taught)

Select (S):
Identify a lesson and what standards are you addressing
The lesson was about the body parts name. In addition, in the beginning of the lesson I
introduce the lesson by played Simon game. And in while listening each group have tasks to
do for example match the pictures with the words and make body parts with using noodles.
The last stage is post listing, when the students finish the activities I cheek their works and I
give them exit ticket to circle for only four parts in the body.

Describe (D):
Who is the lesson for? The lesson for Grade 3-B for 23 boys and girls.
Where did the lesson take place? It was in the English and science classroom. It takes place
firstly in the carpet to introduce and explain for them the lessons then I send them in their
groups depend on the level. In the end of the lesson they sit in the carpet to review the body
parts name and in the end of lesson I give them small papers of exit ticket.
What were you trying to achieve in your lesson?
I try to achieve planning for learning by using high thinking questions KWL. Also I try to achieve
the management of classroom by using timer to be the lesson organizes.
What did the students do?
They were attentive, enthusiastic and focused during we played Simon game. And when I choose
different students to come and used teacher computer to fill in the blanked the missing parts of
the body names. And in the center activities, students are excited and they were collaborators
and assistants to do their tasks because I prepare for them different materials such as, noodles,
pictures. And when the time is finished they sit on the carpet to evaluate them by I show them
my own poster of body parts name and we are reviewing to gather
by pointed for them different parts in the body and students they
tell me the names. Also, I used exit ticket questions to check if they understand.

Analyze (A):
Why do you think the students responded the way that they did?
Because in the begging of the lesson I did with the student’s warmer activity which is connected
to the body part lesson and they are engage and interesting. Also when I explain for each group
what they should to do in their activities they were lesson to me and they did great job in their
activities. They all responded to me because they were enthusiastic to learn the body parts
name.
How well did your teaching relate to the students’ prior understanding?
In English, the students learned about the body parts name. I connected the English lesson with
the Simon game. And I did for them hand on activities; I found that this was effective, because
the students were able to use the materials and flashcards and they able to read even low ability
students. This supports the thoughts of Robert Marzano (2004, p1) who states that "What
students already know about the content is one of the strongest indicators of how well
they will learn new information relative to the content"[ CITATION Len12 \l 1033 ].

How well did you engage the students?

The students were engaged from the beginning. I believe all students felt like they could
understand the body parts name because they did the action correctly. They were also
successful for the activities, and I found the hand on activities keep students focused. It was so
much fun to watch the students’ reactions.

Appraise (A):
Explain the nature of the experience from the students’ perspective
Did your lesson meet your teaching goals?
I try to achieve my goal which is planning for learning and I draw in the board the KWL chart and
I ask them questions. And I achieve my goal because only 10% of students are answers correctly.
Also, I differentiated the activities by academic level by called each group. I found that the
activities were appropriate for each level because I make a search to know new ideas of
activities and My MCT helped me by giving me what I need to make for each level, although I
had to support the low level students by translate for them the words in Arabic. According to
Ben “scaffold the learning activity from hard to medium to easy” [ CITATION Joh09 \l 1033 ]. In
addition, the differentiation very important for each lesson because its help me and students to
learn better. According to Catlin “Differentiated instruction excites the brilliant student to
uncover deeper layers of learning, while simultaneously structuring the curriculum to support
lower level students or students with learning disabilities- both identified and unidentified”
[ CITATION Tuc11 \l 1033 ]. And I feel the high, middle and low groups are engaged because they
showed me their works and they did it correctly.
Transform (T):
How might you enhance student learning of this lesson in the future?
For my future practice, I will look for opportunities to let students for example do stereogram
about the body parts using materials to be more engaging. And In future lessons, I need to
improve my language skills by doing more practice.

What are the implications for your professional practice?

I could also use 4 corners by label each corner of the room with the labels 'Strongly Agree,'
'Agree,' 'Disagree,' or 'Unsure and I ask them a questions. And students gather in the corner that
represents their level of understanding.

Bibliography

Center, A. (n.d.). Reading Rockets. Retrieved March 10, 2018, from Differentiated
Instruction for Reading: http://www.readingrockets.org/article/differentiated-
instruction-reading
Lent, R. C. (2012). ASCD. Retrieved March 10, 2018, from Overcoming Textbook
Fatigue: http://www.ascd.org/publications/books/113005/chapters/Background-
Knowledge@-The-Glue-That-Makes-Learning-Stick.aspx
MST Final Assessment Report
MCT Final Assessment Report

MCT/MST Lesson Observation

Student teacher’s name:Hessa Grade Level:3
Unit/Lesson: English/Science Date: 10/22/2018 8:15am
Competency Area E G S M US
Please tick the boxes using the OVERALL ASSESSMENT LEVEL
DESCRIPTORS attached at end of document
E= Excellent; G = Good; S= Satisfactory; M = Marginal; US = Unsatisfactory
Professionalism and Understanding X
Professional growth
Planning for learning X
Planning activities and lesson aims
Implementing and Managing Learning X
Language and delivery
Classroom management X
Communication skills X
Monitoring and Assessment X
Critical Reflection

8:15
T- Good morning boys and girls
Active engagement:
T- Everyone take a spot in the class. We will pay a game of simon says. Explained the rules of the
game. Lets start. Ms. Hessa say touch your nose. Miss Hessa says touch your fingers and so on…
Touch your head. Thank you come to sit in the carpet.
Reviewed rules – keep your hands and feet to yourself.
T- Who will read me the WALT- without shouting?
S- reads WALT – what the meaning of the walt – student answers
Student reads the objective –
Positive reinforcement – clap for sarah
Draws KWL chart on the white board.
Who wants to tell me what they know about the body parts –
What do you want to learn about the body parts?
The learning part of the KWL chart should be completed after the students finish all the activity and
in your closing.
These are the pictures of the body parts – who will help me fill in the blanks. Students go up to
computer one by one to fill the body parts on the computer.
After the students finished labeling the body parts you did not review what you did. Most students
already know the different parts. On your ppt – you have pictures of your centers and you are
explaining what students should do great -
8:28
Centers began – students are working in pairs to label the different body parts. Hessa is walking
around checking on students to ensure they are working properly. Students are all engaged in their
centers. Teacher is walking around checking on students – little to no questioning when speaking to
the students.
He do body parts by use noodles – grammar
Blue group show other group – they do the poster they put the pictures in the specific body parts
Last group – they do the poster in A3 picture – maybe instead of writing the names have them
remember the names and write them themselves.
Hands on the top 
Reviewed the body parts again with the students – prior to exit ticket. Who will tell me what is this
one? Who will tell me what is called this one – grammar.
Exit ticket assessment
I will give you exit ticket I want you to write your name and you have to circle – you could have kept
them at the desks so they can do it – remind them to think for themselves.
If you finish sit down and be quiet
Exit ticket – let’s do it together – next time make sure you collect them so you can check who
understood and who didn’t.
Eyes on the me – no need for the  grammar again
8:54 – now go to your group – extra worksheet
Areas for development:

 More challenging activities for children.

 Back up activities for those who finish earlier. – This is the time when a work
sheet could be used for those who finish 10 minutes before the time.

 Ensure the learning part of the KWL should be completed at the end of the
lesson - you could have done this with the extra time you had 

 Ask higher order thinking questions

 Try using turn and talk when asking questions. 

 Make sure to turn on the timer ;)

 Language – some grammar mistakes when speaking – this can only improve
through practice 

 Students were just sitting on the table doing nothing – there should be
something ready for them to do 
  Students were being very loud toward the end of centers due to finishing early
– what will you do next time to ensure this doesn’t occur.

 Time management

Maybe more challenging activities like -

 Have students work in pairs and trace each other.

 Once they have traced each other, have them label their bodies.