Reflection

AAWC Lesson Reflection (Completed after EVERY lesson taught)

Select (S):
Identify a lesson and what standards are you addressing
The lesson was about convert all units of measurement of length (mm, cm and m).

Describe (D):
Who is the lesson for?
Where did the lesson take place?
What were you trying to achieve in your lesson?
What did the students do?
 The student teacher taught a grade 4. The lesson was about convert units (mm, cm and m).
I taught the lesson in the classroom. The previous lesson the students learned liters and
milliliters , in this lesson, she taught them to convert all units of measurement of length
(mm, cm and m).A teacher was trying to achieve goals, like To be prepared and ready
for each lesson, bring all the materials, be positive if students didn’t understand the
lesson.
 In the starter, the teacher first introduces, model practice, a teacher taught them how to
read all the units like centimeter, millimeter and meter and the units. Then, she showed
the students that different units referred to different terms of object and distances. Also, a
teacher modeled how to convert units (mm, cm and m). An educator, she brought all
materials like ruler and measuring tape to let the students to feel and see how materials are
measured. Students were measuring the door by meter and convert it to cm.

 I think that students responded to this activity the way that they did because a teacher
introduces and model then practice. So, the learner did understand the concept and answer
the right answer. For example, a teacher show a student how to convert from m to mm
and support by table of convert.

 The learner answer: the door is 2m and she convert it to cm.

2m 2*100=200cm
In the main activity, each group of Emergent, Developed, Master had an activity. Master Students
in Master group The teacher will give the students a challenge activity, the teacher will give the
students ruler and measuring tape and take them to corner that they have to measure the windows
or boards and convert from m to cm and mm.
Students had a worksheet or whiteboard to write their answers on them.
The developed group Students in developed will The teacher will give the students some
materials like ruler and measuring tape to convert from mm to cm like:

 Book

 box of tissue
Students will have worksheet or whiteboard to write their answers on them.

Students in Emerging group will be in pairs so the teacher will give each group a ruler and meter
and peace of materials then ask the students to measure the materials with ruler and
measuring tape like:
 Pencil

 leaves

 board

Student will take the measurement of these materials and compare cm, mm and m.

Analyze (A):
Why do you think the students responded the way that they did?
How well did your teaching relate to the students’ prior understanding?
How well did you engage the students?
 First, a teacher used introduce, model, practice. It showed the student the right way to
learn and gave them time to ask if they misunderstood anything. Furthermore, nothing
will be right for the first time because it’s new, the teacher was positive about it.
 Every group did very well, a teacher support emergent group by a little bit of Arabic, a
developed group were enjoying the activity with some examples, a master group was
challenging each other by convert all units.
 The students find some difficult of language but in general, the teacher showed them how
to learn and it was effective.

The educator used hands-on activity to engage the students. “According to Janelle Cox, he states
that research is now showing that students learn and retain information better when they are
given multiple facets. Studies show that students learn best when learning is active, when they are
engaged in hands-on classroom games and activities, and involved in what they are learning.
Scientists believe that when children use all of their senses it helps the brain create pathways that
make it easier and quicker to retain information. In fact, students of all ages can benefit from
adding hands-on classroom games and activities to their learning” (Cox, 2018). That means that
researcher found that activities will motivate the brain to understand and with hand’s on activity
the subject will be saved in the brain more.

 So, it is important to not just give the student a worksheet because it’s boring, teachers
can use hands-on activity instead, cause that will engage the student to move his
muscles and enjoy while learning.

 The teacher used hands-on activity for the learner. Students were learning by materials
that used to measure with ruler and measuring tape.
Appraise (A):
Explain the nature of the experience from the students’ perspective
Did your lesson meet your teaching goals?
Kandico noticed that,” In many ways, ‘the student experience’ is fused with the
commodification of education—the turning of higher education into another business with a
financial bottom line—arguably occluding more diverse perspectives on both ‘students’ and
‘experience’ (Kandiko, 2018)”.
 In my point of view, I think that student’s perspective in the lesson was great, they were
attending and focusing in the concept, which helped me to achieve my goal when I used
Show Me, that everybody was answering the correct answer. In addition, students solved
the questions by themselves.
 The lesson met my goal, so when I used the strategy of Show Me, I have noticed that
most of the students were answering right.

Transform (T):
How might you enhance student learning of this lesson in the future?
What are the implications for your professional practice?
 In the future, I would like to be prepared for the time. In addition, introduce model
learning in a way that I get everybody’s attention in less time in centers.

 A teacher developing idea and practices about mathematics performance assessment:

Successes, stumbling blocks, and implications for professional development.