TP Task 1 – Promoting Scientific Thinking

Explain the importance  To see their faults and help them to work on them
of questioning in  To challenge them to become a better person
science  To encourage them to learn new things.

Reference https://classteaching.wordpress.com/2017/01/19/the-importance-of-
questioning/

Question(s) Was
Engagement asked by thinking
the teacher time
Activity How did the students’ respond?
given?
(& subject & LO) If yes, how
much?
The student What is a Yes , 1 min Big animal eat small animal .
make their own food chin ?
food chin What the Yes , 1 min Some animal eat another animal
animal eat ? and another animal eat grass .
Sciences What is Yes , 1 min Big animal like lion
predatory ?
Which Yes , 1 min Lion eat giraffe
animal eat
the other ?

On reflection:
(i) Which question(s) did the students engage with the most? Why do you think that was?
What is food chin? they said that the big animal eat the small animal and the big big
animal , eat the big animal , also what the animal eat ? each student start to say what
animal they like and what they think that he eat .
(ii) Which engagement activity were the students most engaged with? Why do you think
that was? When each student start to make their own food chin they were very happy
they start to write and draw .

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 TP Task 2 – Active Learning Environments

What is an active learning environment? What are its benefits? How does it link to the inquiry cycle?

means students engage with the material, participate in the class, and collaborate
with each other, develop skills

Reference

Choose 3 lessons to observe to answer the following questions:

What was the prior
What was the impact of the activity
What was the activity? learning to this
i.e. no. of ss engaged?
lesson?
Each student make a food chin About animal and The student were very happy m because
with the animals that they like where they live . they choose the animal that they like .

The student have to choose one About food chin and Also the student were very engaged
animal that they like , then they which animals eat they like the activity , each student
have to research about how this other draw his favorite animals
animal protect them selves

This activity in English subject , They have spelling They were so happy because like a
each student have to read a story test , the same word free time for them .
then tell us what he like or what he in the story
learn from the story .

Which activity engaged most students? Why do you think this happened?

When each student make a food chin , because it was like a game for the boys , like who choose the
best animals .

Record and reflect on components of the observed lessons:

Yes , I set with them and explain for them , also I
What SEN (this includes GT students) issues
make for them an easy work sheet .
were taken into consideration?

No they were not able to use all learning style m

Were the students able to use all learning
because they were low student level , they only
styles? How and exactly which ones?
copy and paste
Were there any other resources the students Yes there is some resources like picture, also when
could have used to better master the we bring some tools like buttons
outcome? Explain?

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 Yes like ,PowerPoints and video
Were visual aids used throughout the lesson?
What types?

TP Task 3 – Planning for Learning

The Planning Cycle brings together all aspects of planning into a coherent,
What is the planning cycle?
unified process

Place your MST’s planning diagram below with words and pictures.

My MST she doesn’t have a specific plan but what every day she do:

First of the day she distributes students to groups according to their levels
Review the lessons of the previous day
Study in the book
When you finish the module a simple exam is done for them

If you could make suggestions and change her lesson cycle, what would the new one look like?

Make a weekly revision , and do an easy test for them when we finish every chapter .

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 TP Task 4 – Instructional Planning

What are the components of a formative and summative assessments? What are some of the
differences between formative and summative assessments?

The formative is to help student also to make the subject more easy for them but the summative is
for the teacher to support and help student .

List the assessment strategies used for English, Math or Science lesson in 1 week.
Assessment Format Justification for Information Teacher
Learning
(multiple choice, essay, short Assessment Gained & Extension
Outcome
answer, etc…) Format recommendation
Summative The teacher explain
Identify Precaution assessments where the animal live and
and each animal have
describe different habitat, then the
where the student do a research and
animal live the next day talk front the
class, and the teacher
know from their research
if they understand.
Think Formative Each two student have
Classify pair – assessment different picture of
the share animals and different
animals picture for habitat, they
into have to sort the picture
groups and put each animal
according where he live.
to their
habitat
Formative The teacher gave each
Identify Ask question assessment group a footprint for an
the animal and they have to
footprint identify for which animal
for which it is, in this way they will
animal start to use their
imagination and think .

Peer Observation

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Subject and level _sciences – grade __ Date: ____25-10-2018____ Length of observation ___30 min_____
Number of students _25____
Your Name: ______jawaher mahdi _______ Peer’s Name: ____Anhar __________

Teaching characteristic Comments

1. Organization Every thing was ready to use
Appropriate organization of content. Planning the
use of resources and materials. Teacher
preparation level.

2. Presentation It was clear introduction , she ask the student if they have an
Clear introduction, continuity with other sessions idea about the living and non-living thing , the student was
and students’ knowledge. Clarity of aims and respond to her
objectives. Clarity of presentation and
organization. Appropriate pace and timing.
Attempts to respond to student needs. Attitude to
students (manner, style). Summary and reference
to future work.

3. Teaching approach and aids

Choice of teaching/learning approach and its
relevance to learner group. Methods used to
check/evaluate learning. Choice and use of
teaching activities. Effective use of question and
answer. Encouragement of student interaction.
When she finished explaining the activity, she asked them if
they needed any help. When the students started work, the
teacher walked between the tables to make sure that the
students understood and encouraged them by giving them
some sweets

4. Student response
Level of participation. Level of attention and Some students taught the teacher some interest, but some of
interest. General class atmosphere. them were playing and talking, but when the teacher asked
them a question everyone want to share the answer

5. General observations
Was good and clear for the student and easy to understand.

Teaching characteristic Comments

6. Organization She was planning for everything, from beginning of the
Appropriate organization of content. Planning the use of lesson
resources and materials.

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7. Presentation
Clear introduction, continuity with other sessions and Everything was organized, and for each activity at a given
students’ knowledge. Clarity of aims and objectives. time, students were constantly asked to make sure they
Clarity of presentation and organization. Appropriate pace knew what they were doing
and timing. Attempts to respond to student needs.
Attitude to students (manner, style). Summary and
reference to future work.

8. Teaching approach and aids She show them a video also she use a PowerPoint, she
Choice of teaching/learning approach and its relevance to split the students into groups by the level , she keep
learner group. Methods used to check/evaluate learning. asking the student while they do the worksheet .
Choice and use of teaching activities. Effective use of
question and answer. Encouragement of student
interaction.

9. Student response
Level of participation. Level of attention and interest. The lesson was interesting, so all the student was focus
General class atmosphere. with the teacher.

10. General observations Was good I learn from her many things