pr007 2 workproduct

06-24-2020

Part I: Observe and Critique Language Development Lesson

A) Meet with the Pre-School Teacher

I met with a teacher who was teaching a pre-school by the name Achievers Daycare Academy. The teacher had a population of seven children within a spacious room where children were space at about half a meter apart. Schemes of work, lesson plans, and records of work are some of the documents that were presented by the teacher. The teacher also introduced me as a visitor to the students before the lesson begun.

B) Critique the Lesson Plan

Concerning the lesson development, an examination conducted showed that the lesson was about the English language with vocabulary, listening and speaking, colors, and types of utensils as the subtopics. The teacher aimed to meet language development standards and goals, as indicated below:

I. Sorting words into different categories, for instance, the color and the types of utensils used at home.

II. To define words by category and also by one or more features, for instance, identifying that blue is a color while a spoon is a tool used for eating.

III. Understanding the connection of words and their use in life.

As indicated in the lesson plan, the teacher's strategies were reading to the students, enhancing the students' memory by making them sing and use of audiovisual aids such as tape. Furthermore, the use of charts containing pictures was also used. The children could see the various colors in line with their names and types of utensils with their names. The learner's memory was enhanced by singing the names of tools in the charts and the colors indicated on the charts and the use of word cards.

The teacher’s activities used in the language development involved the use of dramatization of colors, singing, observation of the charts, and repeating of the teacher’s statement by the children. The learner’s task was to identify the colors and types of utensils. However, managing these activities was challenging; the time was not indicated in the lesson plan. The lesson plan aims to provide a road map of what is to be done by the learner to make the lesson effective (Cullen, 2001). It provides what the children will learn throughout the lesson time. The lesson plan should address the teaching strategies, the objectives of the learning, teaching activities, and the students' understanding. From the lesson plan, I observed the teacher addressed all the stated issues; however, the teacher was unable to indicate the allocated time for each activity. Secondly, the teacher integrated two operations that complicated the children to some degree. Furthermore, the actions mentioned in the lesson plan engaged the teacher more than the learner.

It is recommended that learners' interest in the introduction of a lesson should include some creativity (Fink, 2005). The use of demonstrations, pictures, songs, and dramatization encourages the students to think and to memorize. The teacher assumed that all the learners were on the same level of learning and health-wise. Therefore, the instructions were not differentiated in terms of additional time, a grouping of children, discussions, and font size because all these forms of differentiation strategies were not considered.

Forming of simple sentences from what was taught by the teacher was among the informal assessment used by the teacher. Secondly, the learners were given flashcards. Every learner was to mention what they held on their hands, either the utensil's name or the color's name. The strategies used by the teacher were exciting to the learner; however, it would bring much fun if the learners to show colors within the class by themselves that could build more confidence and memory.

C) Critique the Lesson Implementation

The learner’s engagement was graded moderate as most students could participate in class by raising hands, copying what has been written by the teacher, asking questions, and speaking when invited. However, two students were noted to be inactive after 20 minutes of the lesson, which called for the teacher to keep an eye on them while calling their names regularly to keep them on board. After the teacher approached them one on one, it became clear that one of the students was not feeling well while the other one had a special needed. Therefore, the two needed to be closely engaged by the teacher since they were weak.

Most of the learners, however, were active and well engaged throughout the lesson. They could pick up the song, form simple sentences, connect a picture, and the vocabularies learned and interpreting and naming the images indicated on the charts(Harste, 1984). I saw it suitable for the teacher to instruct students to draw the picture from the charts as some of the students were seen trying to copy the images from the tables.

Based on the assessment method, which used the flashcards, singing, and dramatization, the teacher, therefore, had to implement the methods used in the assessment as the major classroom approaches and activities for active learning in children.

D) Evaluate the Results of the Lesson

The usage of words by the learner was made easy by the teacher by integrating different strategies such as listening, dramatization, and singing to help the students name the different colors, name some types of utensils, and to say some simple sentences. At the beginning of the lesson, some children were unable to identify and name some colors. Still, they would only repeat what has been said by the teacher instead of calling a given color or identifying a given utensil. The learners' response showed that the teacher had not given the basic rules of identifying and naming colors or the types of tools since most children liked naming what they knew, not considering what has been asked by the teacher. The response, therefore, prompted the teacher to give the rules to avoid poor classroom management.

Concerning the achievement of the lesson objectives, the learner’s response in the dramatization, activity, singing, and identify various colors and types of utensils showed that the goals were met. However, some children still had challenges in identifying the colors and types of tools showed they never reached the lesson objective and needed more time to be on the same page with the other learners.

References

Cullen, R. (2001). The use of lesson transcripts for developing teachers' classroom language. System, 29(1), 27-43.

Fink, D.L. (2005). integrated course design. Mahattan, KS: The IDEA Center. Retrieved from

http://www.ideaedu.org/portals/0/Uploads/Documents/IDEA%20papers/IDEA%20papers/idea_Paper_42pdf.

Harste, J. C. (1984). Language stories & literacy lessons. Heinemann Educational Books Inc., 70 Court St., Portsmouth, NH 03801.