Pr007 Work Product

Angel Winslow

Date: May 16, 2020

PR007: Developmentally Appropriate Practice for Preschoolers

Work Product (Part 1)

Part I: Observe and Critique a Language Development Lesson

A. Meet with the Teacher (no required length)

B. Critique the Lesson Plan (1-2 pgs)

C. Critique the Lesson Implementation (1pg)

The students were moderately engaged in the lesson for they could be seen raising their hands, writing what the teacher write, and speaking or asking questions when asked. One student was however bored after the first 15 minutes and tended to be in a dreamland. The teacher had to keep pointing her name before she retracted to class. When the teacher checked her book she had not also written everything. It happened that the learner had a special need that makes her restless and unless engaged in activities that attract her she cannot be part of such a lesson.

Another kept looking at others and responding after others had already done so. It seemed she was a slow learner who needed more time to comprehend what the teacher was teaching, yet the teacher had not paid attention to such a situation.

Majority of the learners correctly picked the singing, formation of own sentences, connection of pictures with learned vocabulary as well as looking at the charts. However, there are 2 learners who tended to be sluggish and unwilling to join in the looking at the charts, formation of sentences and singing. These students instead wanted to copy the pictures or to pick the charts. It could be thus suitable for the teacher to have also included tasks where the learners draw pictures of the body parts as well as use crayons to make their own colors.

Since the informal assessment required the learners to use cards in using body part and color vocabulary, demonstrate body parts, sing, and use them in a sentence, the teacher made these major classroom approaches as well as activities for learning.

D. Evaluate the Results of the lesson (2-3 paragraphs)

The integration of strategies such as listening to what the teacher said about colors or parts of the body and letting them say related or similar sentences eased the usage of words by the learners. However, in the beginning some could not mention other parts of the body, instead they kept saying the same sentence the teacher had said. The teacher had to have more learners given the right sentences before going back to the learners who had issues.

Besides the use of pictures, attracted the attention of the learners. Some were so much interested in being the first to state the part of the body and color. Somehow, this could have led to poor classroom management if it were not for the prompt realization of the teacher and pointing out on the rules. It thus seemed the teacher should have stated the ruled in the beginning of the lesson. As for action, singing strategy, almost all learners were excited apart from one who was fixed to drawing. Besides, some learners pointed wrong parts of the body. It is suitable that the teacher considers having the learners practice the sing adequately even with the help of parents before coming to use it in class.

Considering the learners made it to sing and show the correct parts of the body as well as colors and establish the right pictures, the lesson objectives were achieved. However, there were still gaps for those learners who pointed wrong parts or colors. Those who also missed on writing information and following up on the lesson did not attain the expected objectives of the lesson.