Scribd
Upload
58 views4 pages

Observation 2 Planning

The document describes an observation of a pre-kindergarten classroom. It discusses the teacher's lesson planning process, including that plans are created bi-weekly and submitted two weeks in advance. It also analyzes that having organized plans allows the teacher to feel confident and stay on track.

Uploaded by

api-488983896
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
58 views4 pages

Observation 2 Planning

The document describes an observation of a pre-kindergarten classroom. It discusses the teacher's lesson planning process, including that plans are created bi-weekly and submitted two weeks in advance. It also analyzes that having organized plans allows the teacher to feel confident and stay on track.

Uploaded by

api-488983896
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

Running head: OBSERVATION #2 PLANNING 1

Observation 2

Joselyn Navarro

Raritan Valley Community College

Professor Kimberly Schirner

March 18, 2019


PLANNING 2

EDUC-212-03 FOUNDATIONS OF EDUCATION


———————————————————————————————————

I. Observation #2:
Planning

II. Grade Level and Subject Area:

Pre-Kindergarten

III. Setting:

Classroom type is inclusive general education, in daycare located in a suburban area with
one educator, one teacher’s aide and fourteen students. Of those fourteen students, six are
girls and eight are boys.
IV. Pre-Observation:

My expectations of planning in my classroom observation starts with the


objective. One of the most important parts of a lesson plan is the objective since all
activities should be organized in relationship with the goal. I expect the intent of each
activity to be easily comprehensible and distinguished in advance. It is also vital that the
targets are reasonable and attainable for the group of students being taught. These
objectives should encompass cognitive and psycho-motor domains (Cokun, 2015).
Lessons should indicate sensitivity to each student's needs. This includes their
culture, developmental stage, and learning style. Suitable exercises ought to be instructed
to influence the comprehension of groups and individual students. Various age-
appropriate methods must be utilized by teachers in their lesson approaches.
Additionally, it is useful to offer a variety of individual, small, and large group activities
throughout the day (New Jersey State Department of Education, 2014).
Teachers should be prepared for different situations therefore, lessons should be
flexible enough to modify. Children may not always be engaged in an exercise and a shift
in plans may be necessary, this is when versatility in lessons becomes key. Lessons
should be created to incorporate children’s inventive ideas and interests. This should
involve creating multi-disciplinary projects where children investigate a topic, raise
questions, conceptualize, problem solve, and adapt new vocabulary. Equally important,
lessons should allow children numerous chances for rehearsal and practice while
absorbing new skills and ideas (New Jersey State Department of Education, 2014).
PLANNING 3

V. Data:

• The instructor is required to present lesson plans to the owner of the location two
weeks prior to the lesson taking place. They are free to hand them in as early as
they desire.
• There are no ‘common planning’ meetings as there is one instructor for each age
level.
• Lesson plans are created solely by instructor and are designed on a bi-weekly
basis.
• Lesson plans are presented in informal manners. It is up the instructor to decide
how they choose to exhibit them.
• Instructor presents lesson plans by displaying the class day schedule and an
example of projects/activities which will take place.
• Some of the activities are inspired by work instructor has seen online but most of
them are different variations of previous activities.

VI. Analysis:

I observed that the teacher would have her lessons plans bundled by week but
each day was broken down within the collection. While the teacher is only required to
hand in lesson plans two weeks prior to the class, there are times when the teacher
develops them a month in advance. Normally the teacher creates the plans on a bi-weekly
basis, but they are encouraged to hand them in beforehand if ready. Knowing what will
be taught in beforehand allows the teacher and students to remain on track. Spending
more time in preparation also allows teachers to feel more confident in the material (Dean
Arnold, 2010).
The teacher is good with handing in lesson plans on time and that is beneficial in the
sense that she gives herself time to create plans which link to past or future lessons. Since
many lessons seem to be similar with slight variation it saves time on future planning. All
the lesson plans that were shown to me were efficiently organized. This enables the
professor to deliver the lesson within the given time frame and grants a sense of control.
With that comes confidence in the teacher's execution which improves their overall
performance (Jones, 2018).

VII. Recommendations

VIII. Post Observations:

Personally, I feel that more data could have been collected on my part compared
to what I obtained last time. My teacher was very open to answering any of my questions,
but the answers were straightforward. I used the questions offered in the observation
PLANNING 4

descriptions but since some of the questions were answered as no, I left it at that. I should
have come up with questions that could have incited more conversation or details. This
would have led to better data collection overall.
Since this observation is about planning, I should have asked to see the standards
that the children are expected to meet by the end of the year. This would have given me
more understanding of the reason for the activities and lesson flow. Moreover, I could
have also understood what was expected from the owner when it came to lesson plans as
the ones that I was presented with seem to be different than what I expected. It was
difficult to get some information on planning as it is set up in a fairly simple manner by
the teacher. I did not think there was a lot of data I could gather due to this, but it could
also be due to my broad questioning.

IX. Citations:

Dean Arnold, V. (2010, January 20). Planning for effective instruction. Retrieved from
https://www.tandfonline.com/doi/pdf/10.1080/08878738809554938?needAccess=
true
Hasan Coşkun. (2018). Description of a Model for Lesson Planning on Peace Education
in Teacher Training. Journal of Education Culture and Society, Vol 9, Iss 1, Pp
118-142 (2018), (1), 118. https://doi.org/10.15503/jecs20181.118.142
Jones, S. (2018, January 29). 3 Reasons Why it is Important to Plan Lessons. Retrieved
from http://resources.eln.io/3-reasons-lesson-planning/
New Jersey State Department of Education. (2014). Preschool Teaching and Learning
Standards. Retrieved from https://www.nj.gov/education/ece/guide/standards.pdf

You might also like