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 10 MST/MCT are recommended in total)
Lesson (unit/page) Student teacher
Transport Latifa Awad
MST School
Ms.Liza Al Aalya
Class Date
Kg 1-B Feb 25th 2021
Select
- Read and identify familiar words and set phrases in very short, simple texts on familiar topics
with the help of pictures.
- Read and re-read very short, simple texts.
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?)
Describe
In order to ensure that my students learn and read the familiar word and put it in a simple text.
During the Introduction, I started with morning routine then I asked students question for prior
knowledge. After that I start review the words of the week. I have put instructions that help us
take precautions that must be taken in order to fight COVID-19, and at the same time these
sentences help students to practice reading.
Like what the Montessori approach operates on the belief that children learn best when they
possess background knowledge about a subject.
During the active engagement, I introduced the lesson by using WordWall program and activity
about words. I started by asked the students questions about Abu Dhabi because it's related with
the story that I used in this lesson. After I read the story, I started to ask students questions
related to the story and I let the students open their microphone to let them interact and engage
to gather.
John Dewey believe that we should link the society with the education, Here I linked the UAE
society "Abu Dhabi" with the story.
With distance learning, interaction and relationships became difficult between students, but in
this activity, I tried to get students to interact and open their microphones to feel that they are in
contact. Both relationships with other children and with adults are imperative in the Reggio
Emilia classroom.
During my formative assessment I used differentiation. I created 3 formative assessment and I
put each student in their level.
During the introduction, students were interacting with me and most of the time when I called
their name they would respond and answer my questions. During the active engagement,
students were excited to answer the story questions and they answer together. During the
formative assessment, each student did the assessment that dependence on the level and group
in which he\she is in. Then they share results in a chat box.
Analyze
I used prior knowledge when I review the words and I let them put it in the sentence. In addition,
I used in the introduction when I let them to fix the sentence and put question mark and capital
letter.
I engage students when I asked them to answer story questions and interact with another’s.
Also, when I ask them to fix the sentence and write the correct sentence in the chat box, this
method helps the students to interact with each other and at the same time keep the class
organized.
in my opinion, the students were able to understand the learning outcome because I used
pictures and online games activates. Pictures help students to understand the concept and help
then understand the new words. In addition, the online activity help students to implement what
they learn during the lesson.
Appraise
80% of the students will be able to know the new words and put it in the full sentence.
Transform
I think that next time, I will participation students through a motivational system. Also, I will be
more active in classroom management strategy.
This will help the students to be excited about the class because they know that they will learn
and interact with new activities, but I must focus on classroom management, and this will help
students to be organized class and every student can hear the information clearly and easily.
