Reflection
Learning outcomes: Students will be able to understand how to add two -digit numbers by
taking 10 apart.
Theme: add two-digit numbers by taking 10 apart
- Describe:
On Sunday 11 October 2020, I taught add two-digit numbers by taking 10 apart. The outcome
was Students will understand how to add two-digit numbers by taking 10 apart.
In the lesson that I did, I was trying to manage my classroom, I used a spin wheel game for
students to have fun while solving the questions. My relationship with the students improved
so I got used to the students. First, I posed questions about what they had taken in the
previous review lesson “Prior knowledge”.
As we know that, prior knowledge is important for the students because "we increase the
likelihood that our students will be able to recall and use what we teach by helping them
engage their prior knowledge and connect new information to their prior
understanding."[ CITATION WEN17 \l 1033 ]
- Introduction:
During the lesson I used PowerPoint, I model for the 2 questions, and for the third question I
ask one student to help me (28 + 36 =, 28 + 36 = )
The lesson focus about a way to add, numbers that end with “0” are easier to add.
I was solving the equations by steps to help the students to understand.
- Active engagement:
I put for them a game “spin wheel game” that include equations, and I asked them to solve
and wrote the equations in the chat box to check it and to check if they do the activity or not.
- Formative assessment / closing:
I solve with them one question of “problem-solving”, and the other “problem solving” I ask
one student to help me and solve with me. To recap I put equation and I choose one student to
tell me how to solve it.
After I told them the homework on which page.
- Analyze:
The lesson they took on Sunday was related to the previous lesson; in the previous lesson it
was about “even and odd numbers”. This lesson was linked to the lesson that they took
before. I began my lesson by presenting 2 questions about the lesson that they took last class
and I was selected the students randomly to answer.
While explaining the lesson, the students were randomly selected. Sometimes if the student
does not know how to solve the equation, I ask students for help, so many students volunteer,
but I choose one student. The students were persevering during the lesson and also during the
activity, they finished the activity very quickly.
I think the students responded in the way they did, because the lesson was easy and because I
was choosing the students randomly. Some of the students were confused about the lesson
when they see the equation and they have to rewrite the equation by 0, they confused.
In the future, I while I’m showing them the equation, I will model for them then I will give
them 1 minute to think about how to solve this equation.
- Appraise:
I achieved my teaching goal of classroom management, and I let the students have fun while
they do the activity.
- Transform:
In the future, I will make sure that I will give the students one minute when I ask them a
question to give them chance to think. As John McCarthy says, “Giving such chunks of time
honors the work being asked of students. Quick responses probably mean that the question
did not stretch the learners’ understanding. After the allotted time, any student can be called
on to share their response.”[ CITATION McC181 \l 1033 ]
References
McCarthy, J. (2018, Jan 10). Extending the Silence. Retrieved Nov 4, 2020, from edutopia:
[Link]
WENK, L. (2017, Sep 14). The importance of engaging prior knowledge. Retrieved Nov 18, 2020, from
hampshire: [Link]
knowledge/
