Reflection Paper

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

In terms of numeracy, the children were drawing a variety of shapes in the sand which allowed me to use new words with them to further develop their vocabulary. I also used everyday words to help reinforce their existing vocabulary in a new context.

It is essential that students receive realistic and immediate feedback that enhances self-efficacy. It is imperative that I return student work in a timely fashion so they can reflect on their work because “students’ achievements are enhanced by providing them with information about their current level of performance followed by specific learning tasks aimed at mastering the material” (Jones & Jones, p. 285). I will be able to correct faulty thinking by my students when I return their work in a timely fashion which will prevent future mistakes over the same topic. It is vital to the success of my students that they experience a safe, well-organized learning environment in my classroom. It is a necessity that students feel safe and comfortable in the classroom so I can challenge them to reach their goals in a

What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.

I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students

One of my activities in the introduction part of my lesson involved a class brainstorm of observable properties plus characteristic features of the three states of matter. This activity is student-centred as it requires the students to lead the discussion in order to brainstorm a scientific conversation to establish prior learning and knowledge. Thus, echoes the general capability of personal and social capability of the students being self-aware and recognising themselves as active learners and developing their reflective

This way I can be a source of knowledge rather than a teacher who fills the students head with knowledge. This technique should also be able to direct students’ enquiries as well as allow them to ask their own questions and follow what directions their enquiries about Science might take them. My next key learning element would be the value of group work and the peer collaboration between students to enable better understanding about the topic being investigated or the experiment being conducted. My other key learning experience that was gained from this lesson was the determination of what prior learning had the students done on a particular subject so that their constructs can be added to or modified to achieve better scientific results. My thoughts are that, even more careful planning has to go into a design and make (discovery learning) lesson than into a mere investigation through books and the internet. These tasks increase student motivation and the willingness to accept Science as practical, necessary and important in today’s modern

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

1. Give pupils an insight into the relationship, causes and effects of all basic facts having to do with the

Over the course of the semester, there has been numerous amount of areas where I believe I have improved in comparison to high school. What has helped me in my writing is the writing class and the in-class writing workshop. The writing class that is located in the Kremen education building has helped me with my writing greatly because in the writing center the person in charge teach us lenses and we apply those lenses to the writing, draft, or reading that someone brings in. The in-class writing workshop has helped me because other students get to read my writing. This is helpful because I get feedback from many students and they let me know what needs to be fixed. A new tool I have been using is They Say I Say. The book is very helpful because of the information and examples it provides such as the templates. I have been applying the templates into my essays and I have seen a significant difference.

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently

Since the beginning of the semester, my writing has changed and evolved to accommodate and sustain longer essays. With longer essays, there is more room for in-depth analysis. Further analyzing a topic has led me to findings that I did not know existed. As I continue to write, I uncover addition and superior methods to approach my writing to the benefit of me and therefore, my audience. Throughout the semester, I have incorporated techniques to further my narrative throughout my writing.

Science is, by its nature, inquiry based and science knowledge is built through processes in which discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient method in teaching science. For kindergarten, this method leads to better understanding of science concepts and builds skills that children will use in future life .What a child can do with assistance now, they can later do on their own (Vygotsky, 1978). John Dewey (1916) stated that children must be engaged in an active quest for learning and new ideas. Inquiry is important in educating kindergarteners because it not only keeps them interested in lessons but also helps them retain more information when performing exploration and investigation. Children are naturally motivated to learn and actively seek out information to help their understanding (Piaget, 1950).The success of students who participate in hands- on inquiry activities suggests that if students have first hands experience with science, concepts are easier to understand and apply and students are generally more favorable to science and have better understanding of the nature of science .Within a conceptual framework, inquiry learning and active learner involvement can lead to important outcomes in the classroom. In kindergarten, students who are actively making observations, collecting results and drawing

First, since conceptual understandings and procedural skills play important roles in many STEM courses, I adopt teaching strategies that help students improve these two types of knowledge. For instance, as engineering students are overwhelmingly visual learners, I employ different visual aids, such as computer graphics and computer simulation, to help students understand complex motions in engineering mechanics and visualize the abstract concepts. In addition, research findings show that people learn better from practice when worked examples are presented before to-be-solved problems. Therefore, instead of letting students solve a series of problems by themselves, I walk them through a couple of worked examples step-by-step with clear solutions to reduce the extraneous cognitive load placed on them.