AAWC Lesson Reflection (Completed after EVERY lesson taught)

Select (S):
Identify a lesson and what standards are you addressing

- Science: parts of plant.

- Math: comparing between two things tall and short.

Describe (D):
What were you trying to achieve in your lesson?

In order to ensure that my students learn about comparing between two things tall and short
and parts of plant. I create a full lesson about it.

During the Introduction, I started with morning routine then I showed students good morning
song and I asked students question for prior knowledge it’s about the letters and who can give
me words start with S and N letters “day and month”. I show students plant parts and ask
students what is this part? Then I show them what the plants need to grow up. After that, I asked
them to draw a circle in the what the plants need. I showed students video about plants. Then I
start the math, I explained for the students the different between tall and long by using pictures.
Then showed them pictures and let the students said which is long and short. And the last activity
is, draw something long and short. The students enjoyed this activity when they draw and choose
which is long and short. I showed students video about long and short and asked them some
questions.
- Like what the Montessori approach operates on the belief that children learn best when they
possess background knowledge about a subject.

- Movement is imperative for young learners Froebel classrooms are alive with finger plays, songs,
and all forms of movement.

- During the active engagement, I create a focus group. In the first activity, I asked students to
solve the math activity. They will color the pictures then, cut and paste the labels “long, short”.
Students were very enjoying and at the same time they learn how to read the words alone.
Second activity, it’s about science. I asked students to draw the plants cycle. This activity was
very good for each level of the students because some of them they just color and other can
write the word for each step. Last activity, I asked students to measurement different pictures
and said which is long and short.

- Differentiation can be linked back to Vygotsky's (1978) intervention theory, which centres
on the importance of focusing on learners as individuals and support for their academic
 achievements rather than on the curriculum (Daniels and Hedegaard, 2011).

During the conclusion, I used video and students interacted well with this activity and were eager
to answer.

-
What did the students do?

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 do the activity. During the conclusion, students they answer the
question together and collaborate.

Analyze (A):
How well did your teaching relate to the students’ prior understanding?

I used prior knowledge when I review the days of the week. In addition, I used in the introduction
when I let them to give me words start with the p and i letter.

How well did you engage the students?

I engage students when I asked them to answer the questions and interact with another’s.

Why do you think the students responded the way that they did?

in my opinion, the students were able to understand the learning outcome because I used
pictures, videos, and online game. This resource help students to understand the concept and
help them understand the new words. In addition, I use differentiation, and this help each
student learn on their level.

Appraise (A):
Did your lesson meet your teaching goals?

By the end of the lesson, 80% of the students will be able to comparing between two things tall
and short and parts of plant.

Transform (T):
How might you enhance student learning of this lesson in the future?

I will use more motivation method to motivate students more. I will use more motivation
 method to motivate students more. I will make sure to use differentiation and motivation
together. like, let students choose what they want to do, to get 1 sticker just read, two stickers
read and write, three stickers read and write whole sentence.

What are the implications for your professional practice?

This will help the students to evaluate themselves and monitor their progress. This method
motivates students to provide more.