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Science Lesson Reflection

The teacher taught a science lesson on plant needs using PowerPoint and various student materials. Some students actively participated while others were distracted. To engage prior knowledge, the teacher showed picture prompts when asking about plant needs. Student responses showed they understood the lesson goals, like identifying what a plant needs to survive. For future lessons, the teacher plans to focus on time management and include more activities for different learning styles.

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mahra albloushi
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421 views

Science Lesson Reflection

The teacher taught a science lesson on plant needs using PowerPoint and various student materials. Some students actively participated while others were distracted. To engage prior knowledge, the teacher showed picture prompts when asking about plant needs. Student responses showed they understood the lesson goals, like identifying what a plant needs to survive. For future lessons, the teacher plans to focus on time management and include more activities for different learning styles.

Uploaded by

mahra albloushi
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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AAWC Lesson Reflection (Completed after EVERY lesson taught)

Select (S):
Identify a lesson and what standards are you addressing
 I was teaching Science lesson.

Describe (D):
What were you trying to achieve in your lesson?
 In my teaching I was teaching the students using PowerPoint to make it easer to present. In
addition, students are using their white boards and markers at the same time some students are
using notebook and the others are using their iPads to draw and write.
 In the introduction I started by greeting the students and asking them “how are you today boys
and girls”? then I started with the morning routine which is (Lo-calendar – and the weather )
What did the students do?
 Some of students were active with me and answering my questions and some of them are not
even around because I was calling more than one child name and they didn’t answer. But the rest
are attention with me and participate with me also.

Analyze (A):
How well did your teaching relate to the students’ prior understanding?
 Think about what the students already know about this concept/subject? Already they took the
lesson in a day before so sum of them are knowing the pert of the plant or the plants need.
 Describe what you did to tap into the students prior knowledge of the concept/subject? When I
asked the students about the plants needs I put the pictures so the students can see the picture
before they answer and remember the plants needs. And according to Bruner theory, Student
have different way to learn so in my teaching I was using inactive- symbolic and iconic.

How well did you engage the students?


 I have used class dojo with the students .

Why do you think the students responded the way that they did?
 Actually the students are smart maybe because there is someone to help them but they respond
how I was accepted from them. At the same time having the help form their parents will affect
their level and make them understand more so I think it is a positive thing.

Appraise (A):
Did your lesson meet your teaching goals?
 Describe the evidence from your lesson which proves that the students understood the LO. In the
last activity I showed them a died flower and they have to choose what they should give it to be
alive again I put for them ( air – water - sun – car – banana and notebook) and they respond
and give me the right answer.

Transform (T):
How might you enhance student learning of this lesson in the future?
 Use the ‘Areas of improvement’ section of feedback from MST/MCT
In my next lesson I am going to focus more on the time .
I will use more activities that helps the different intelligent as how Howard Gardner theory.

Students work and participation


The sample that I used for the while I asked them to draw the
student . flower and label the parts using
white board or notebook.

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