Reflective Teaching Assignment

The lesson plan that we used for out reflective teaching is year 3 Mathematic
lesson. The topic that was taught by the teacher is length.

1) LEARNING OUTCOMES

Expected Learning Outcome (definition) an expected learning

outcome is a formal statement of what students are expected to learn in a
course.

Expected

learning

outcome

statements

refer

to

specific

knowledge, practical skills, areas of professional development, attitudes,

higher-order thinking skills, etc. that faculty members expect students to
develop, learn, or master during a lesson.

Reflective Learning Outcomes:

Teacher began each outcome with an action verb. For example:

measure, recall, state, compare, and differentiate. Each learning outcome
contains an action verb followed by the object of the verb followed by a
phrase that gives the context. For example, the objective is Measure
the length correctly. The learning outcome may also contain a more
specific condition of performance, e.g. Measure length of objects
using the standard units correctly. However, specifying detailed
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conditions of performance in learning outcomes is not always necessary,

and may restrict flexible, responsive approaches to teaching a particular
subject. It is therefore more appropriate to give that level of detail in the
assessment questions. Teacher avoids terms like to know, understand,
learn, be exposed to , and appreciate. Furthermore, we observe that
learning outcomes describe four aspects:

Do able: expected learning outcome statements describe what the

teacher wants students to able to do at the end of the lesson.

Observable: teacher specifies an action by the students/learners

that is observable. For example: - Differentiate between measurable
and non-measurable object.
-Comparing length of two different objects
-Measurable: Teacher specifies an action by the students/learners
that is measurable.
Accessibility:

clearly

defined

outcomes

enable

learners

to

demonstrate achievement of those outcomes through prior learning

assessment processes.

Domains of Learning : Learning outcomes can specify behavior in one

of three domains: cognitive, affective or psychomotor.

a) The Cognitive Domain

Benjamin Bloom (19131999) developed a classification of levels of
thinking in the cognitive domain. The system, known as Blooms
Taxonomy, classifies thinking behaviors during the learning process. The
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taxonomy builds on the simple knowledge of the facts at the lowest level
to evaluation at the highest level.
In this lesson Teacher include learning outcomes across the range of
levels of Blooms Taxonomy When teacher writing, learning outcomes in
the cognitive domain, he need to decide which level of thinking, behavior
he want his students to be able to demonstrate as a result of learning.
Here some examples for each level that the teacher apply in learning
outcomes in this lesson.

Knowledge: Knowledge may be defined as the ability to recall facts

without necessarily understanding them.The examples of knowledge
based learning outcomes:

Record the length taken.

State the reason why an object is measurable and non-measurable.

In the above statements, the ability to record the length taken and state
the reason that the students has the requisite knowledge to do so.

Comprehension: Comprehension may be defined as the ability to

understand and interpret learned information. In this lesson there is no
example of comprehensionbased learning outcomes.

Application : Application may be defined as the ability to use learned

material in new situations, e.g. put ideas and concepts to work in solving
problems. The examples of applicationbased learning outcomes:-Measure
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length of object using the standard units correctly. In this level teacher
uses a new material to apply standard units.

Answer 4 out of 4 questions correctly. In the statement, students will

put their ideas to solve these questions.

Analysis :Analysis may be defined as the ability to break down

information into its component parts, e.g. look for interrelationships,
patterns,

trends,

ideas;

understand

organizational

structure;

make

inferences; find evidence to support generalizations. The examples of

analysisbased learning outcomes:

Differentiate between measurable and non-measurable object.

Here students will make inferences to support the difference between

measurable and non-measurable object while they measure length of
different objects.

Evaluation : Evaluation may be defined as the ability to judge the value

of material for a given purpose, e.g. present and defend opinions; identify
strengths/weaknesses; make convincing arguments. The examples of
evaluationbased learning outcomes:

Comparing length of two different objects. Students identify

strengths/weaknesses for a length of two different objects.
b) The Affective Domain

The affective domain is concerned with issues relating to the emotional

component of learning and ranges from the basic willingness to receive
information to the integration of beliefs, values, ideas and attitudes.
Differentiate between measurable and non-measurable object.
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Answer 4 out of 4 questions correctly.

When students work in groups, they will learn cooperative work and they
will be willingness to receive information together.

c) The Psychomotor Domain

The psychomotor domain mainly emphasizes physical skills involving co
ordination of the brain and muscular activity. The psychomotor domain is
commonly used in areas like laboratory science subjects, health sciences,
art, music, engineering, drama, physical education and sport sciences.
The examples of learning outcomes in the psychomotor domain:

Differentiate (by touch) between measurable and non-measurable

object.
Measure length of object using the standard units correctly.

In these outcomes students must refer to their information about

standard units and use muscle activity when they measure length of
objects.

2) THE STRATEGIES IN LESSON PLANNING

Selection strategy is determined by the skill of the teacher in

teaching. Where that choice is not random, but rather depends on the
nature of the lesson and whether this strategy selected will achieve the
objectives of the lesson and deliver information to students in an optimal
way. So there is a strategic fit lesson may not suit another lesson, and no
single method of delivery will suit all learners.. Here, the teacher chose
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three strategies appropriate for the lesson and was best strategies to
deliver information to students.

Using Video in Teaching:

Audiovisual material provides a rich medium for teaching and learning.
Video can effectively communicate complex information to a student and,
if used creatively, can become a powerful expressive tool. In this lesson
video materials was core elements of a lesson plan, consider also
providing transcripts or audio descriptions to allow all students to access
the materials equally (address accessibility requirements to know how to
measure). Teacher began his lesson by show picture of KLCC for students,
then show video about how they can measure the things. It was the a
good method in introduction because the picture close to their attention,
so they attracted to the lesson. The video was the best alternative for the
teacher to explain how to measure the objects, because the video keep
focus for a long time. In order to keep focus more, teacher asked students
to measure length in picture as they see in the video.
Also the teacher used small group teaching method and discussion.
Traditionally small groups consist of 8-12 participants (in these class 5
students). Small groups can take on a variety of different tasks, including
problem solving, role play, discussion, brainstorming, debate, workshops
and presentations. Generally students prefer small group learning to other
instructional methods. In order to create a spirit of cooperation between
students, teacher used this method two times: to measure length in a
picture and to measure the length of different objects and comparing

between them. After they finished their work, the teacher discussed every
group about their findings with feedback.
For example: teacher asked his students these questions:

Could you read the measurement?

Can you tell me what the reading is?

Compare the reading and tell me which one is longer?

Teacher addresses all the content, but he set a short time for each step.
He completed the steps without assessment for each step.

3) TEACHING AND LEARNING ACTIVITIES

When we examine classroom interaction closely, a number of

characteristics would be identified. These can provide important clues to
the views of learning being expressed as well as the nature and quality of
the teaching learning processes being observed. If for example, a teacher
sees knowledge as content (as existing, prescribed subject-matter which
pupils are required to accept), then the communication will be mainly
transmission and assessment will also predominate. However, if the
teacher takes a social constructivist view and sees knowledge as existing
in the learners ability to interpret, then communication will be interactive,
and there will be negotiations between the teachers knowledge and the
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pupils knowledge. Talk and writing will be collaborative and exploratory,

and will support the struggle to understand as new knowledge is related
to the learners action knowledge.

In this lesson, the teacher arranged the activities correctly according

to learning objectives. He explained the knowledge about measuring
length by video and himself. When he confirmed that students got the
knowledge, he began to apply activities like, measure length of some
materials (stapler, eraser, skewers, scissor, colour pen, bottle of water) in
team work. So teacher used different materials from the environment to
apply measured by standard units, and he was efficient ways of delivering
information. Because good lectures can introduce new material or
synthesize concepts students have through text-, web-, or field-based
activities. It is good when students apply the lesson with materials that
they use it every time. They felt this lesson related to their life. So he had
done this part of lesson differently. Another activity is, explores that
students used the measuring tape, the instruction paper and the
worksheet to explore the length. The answers for each station checked
together. It was an interesting way to share students in conclusion.

4) THE TEACHING AND LEANING STYLES USED BY THE TEACHER

1. Personal mode style by Grasha

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Teacher tend to direct and guide the students to observe and

imitate the method
shown after that.

2. Guided Exploration by Model DohertyStudents solve problems according to a set of guidelines given
with the help of
assistant teacher.

3. Instrumental Style by Onstein and Miller :

Teachers carry out the task to assist students, planning the
lesson, setting up the
classroom standard and ensure that students achieve the
standards set.

4. The Cooperative Planner by Fischer and Fischer :

Teachers encourage and support students participation at all
levels.

5) THE STRENGTH AND WEAKNESS OF TEACHING STRATEGIES

Strength Of Teaching Strategies:

First strategy: Team work (cooperative learning)
Strengths: The main advantages of cooperative learning are that it
encourages active learning and develops communication and teamwork
skills. Among the educational objectives that can be best achieved
through the use of small group teaching methods are the development of
higher-level intellectual skills such as reasoning and problem-solving (e.g,
teacher asked students why the objects can be measured and cannot be
measured?), the development of attitudes and the acquisition of
interpersonal skills such as physical skills, speaking, arguing, and group
leadership. Small groups encourage deeper level of learning compared
with teachers, as students are encouraged to discuss and interpret
meaning.

Second strategy: Discussion :

Strengths: With thoughtful and well-designed discussion tasks, learners
can practice critical inquiry and reflection, developing their individual
thinking, considering alternatives and negotiating meaning with other
discussants to arrive at a shared understanding of the issues at hand.

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Third strategy: Video and lesson structure

A lesson plan that involves video material might be thought of in terms of
three distinct phases:
1. Pre-viewing: Before viewing it is important to prepare students for
what they are about to see and to introduce the broad topic. Teacher
prepared his students by showing picture of KLCC
2. Viewing: Continuous interruptions during viewing risk breaking
concentration and should be avoided. However, in this lesson, the viewing
was continuous without interruptions. Teacher could keep students active
because the viewing was in short time ( 5 minutes).
3. Post-viewing: Many different types of activity might follow on from
watching a video. Here, Content was used to begin a discussion, team
work to apply measurement as they saw in video.

6) STRENGTH IN PROCEDURE

In introduction teacher attracts the attention of students by showing

video. Then in lesson development ( step 1),application units of
measurement in class with students, according to video, for example :
teacher asked students to take out their exercise book or any measurable
abject and ruler then measure it just like the video does. During
measuring, students achieved some moral values like, honest and build up
confidence. In lesson development (step 2,3) Teacher used environmental
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samples in class to application standard units, for example : (stapler,

eraser, skewers, scissor, color pen, bottle of water. Lesson development
(step 4) Teacher used cooperation learning to compare between items, so
this activity is appropriate in this step. Finally teacher assessed the
achievement and understanding by using four questions in different high
level. Generally the arrangement ideas were clearly and appropriately.

7) WEAKNESS OF TEACHING STRATEGIES

In this lesson plan there is some weakness in procedures. For

example, in the introduction, teacher wrote some of the values that he
wants to achieve in the lesson. But these values were not clear, for
example: spiritedness of nationality in watching video, because the
teacher didnt mention any relationship between it and this part of lesson.
In lesson development step (1), Teacher identified a short time to measure
the length only (10 minutes

) but student needed more time to

understand what they do. Also he didnt assess all students in this part,
especially they made group, so maybe there are students in each group
didnt get the concept. Similarly, teacher wrote about Carefulness (moral
values) in lesson planning step(3,4) but it was not clearing classroom, for
example , teacher should write a list of safety rules while using samples.
In step (4) , time was short to apply measurement. It was just a round (20
minutes), but this strategy need time more than 20 minutes. In the end of
lesson, teacher didnt give his students assignment to applying formation

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that they learned in the classroom. Generally, time was short for each
step.

8) A TEACHING STRATEGY WAS MOST EFFECTIVE FOR STUDENTS

Watching and discussing video was a effective method because it can

create motivating, memorable and inclusive learning experiences. Also, its
unique ability to capture the richness and complexity of classrooms for
later analysis .Video allows one to enter the world of the classroom
without having to be in the position of teaching in-the-moment. Video
records can highlight aspects of classroom life that a teacher might not
notice in the midst of carrying out a lesson, and can capture the social
fabric of a classroom.
Furthermore, with the aid of external microphones, it is possible to
record

small-group

interactions

and

teachers

conversations

with

individual students that are not typically available to an observer in the

classroom. Used in these ways, video can support collaborative learning
focused

on

reflection,

analysis,

and

consideration

of

alternative

pedagogical strategies in the context of a shared common experience.

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