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)
Frog life cycle Hessa
Lesson (unit/page) Student teacher

MST Yasmin School Shamma Bint Moahmmed

Class 2-A Date 23-10-2019

Select
 What standards or LOs were being addressed in the lesson? – Frog life cycle.
-Students will create frog life cycle by hand on activity.

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.

How did you use positive reinforcement? Methods? For what? In the ending I choose quite students
to come and order from 1 to 5 of stage of frog life cycle and I reinforcement by give them stickers.
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 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?)

Students should to think and know what will learned by I showed them picture of frog life cycle and
I let them to close their eyes and think what will learned. Also in the end of the lesson I asked
students to tell us what they learned. 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? I try to achieve that classroom management and
the activities to fit student’s level.
What experiences did you provide to the students to help them to achieve your aims for them?
Using timer and different manipulated tools like pictures, play dough it helped them
understand.
Analyze
Were students excited, always occupied, and remained on task during the lesson? The excited
thing that students like acting like a frog, also the activities they were focused while they do
the activities.
Why do you think the students responded the way that they did? They were engage to acting like a
frog and to see the video. 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 frog life cycle in science subject. I connected the science
content to creating and present poster using materials such as play dough and puzzles. Also we
act like a frog life cycle; I found that this was effective, because the students were able to do
activities and acting. And I assess students during doing their poster using notes.

Appraise
Explain the nature of the experience from the students’ perspective.
In my opinion, students understand the concept of frog life cycle using manipulated materials.
And while I monitor emerging students in their groups I write in my notes they don’t draw some
stage. 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 enhancing students when they were act like they are frog by 70
% and I felid they remember the frog life cycle because they take it in grade 1. Also I think I
did it with 50% because the activities develop student’s creativity for instance students
made with play dough the frog life cycle. Although in the end I used formative assessments
and I choose five students from each group to come and order the frog life from 1 to 5 then I
gave students traffic light face to raise it if they were did correct order.
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 for example do stereogram about the frog life cycle
using materials to be more engaging.

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?) I learned the students didn’t make noisy focused in the
hand on activities because make the students busy and they liked to used manipulated materials.
Students Activity
 MST Feedback
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: 10/23/2019

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.
Conducts a peer observation and provides oral and written feedback which identifies a range
strengths and suggestions

Planning for Learning F D C B+ A

Comments:

Managing Learning F D C B A
Comments:Has sufficient subject knowledge to successfully deliver the required LOs with confidence.
Students were a bit jumpy – what can we do to help them calm down and focus
Time Management – uses timer – lesson finished a bit early what can we do to make sure this
doesn’t happen.
What strategies are you using to get the students to focus with you – speaking louder does
not help you
When students are finished what will they do? One group was done within 5 minutes
Implementing Learning F D C B A

10:18 – Good Morning 2A – Look at the picture – close your eyes and think what we will learn
about today – Raise your hand without shouting – we will learn about the life cycle of the
frog – Went over the different vocabulary words. Now we will act like we are the frogs – First
when I see egg you will sleep on the table – 2- tadpole – wake up – 4 adult from
Now we will see a video about the frog life cycle – Explained the video while it was playing.
10:26 – Now we will start the activity Listen carefully so you can know.
Gradual Release model should be used when teaching a lesson –

What type of active engagement did you do with the whole class?

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.

Ctr 1 – Life Cycle roll the dice draw and write the name
Ct 2 – Life Cycle Arange the life cycle using playdough
Ctr 3 – Arrange pictures
Ctr4- Arrange the pictures to make the life cycle on the plate
Students were all engaged in centers
10:45 Clean up and assessment
10:52 Lesson Finished – who can tell me what we learned today
Assessment F D C B+ A
Comments:
Hessa walked around to the different centers writing notes on children’s work
Peer assessment – When students raised the sad face and the student was right – ask them why they
think it is wrong?

Reflection on Practice F D C B A
Comments:Regularly completes detailed reflections which consider situations from the perspective of
a range of stakeholders

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.
Key Vocab – you are missing one of the stages tadpole with legs
What’s the point of having them repeat after you – next time have them explain to each other in their
groups the life cycle of the frog.
Have them turn and talk and