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Clinical Field Experience A: Science Observation Form

Part 1: Observation

Grade Level: Grade 6 Description of Science Lesson: The science lesson focused on the importance of having a balanced diet. To this end, the Instructor provided students with insights into living a healthy life by taking foods that are rich in proteins, vitamins, and carbohydrates. The lesson plan was also integrated with physical activities.
Describe additional academic content areas that were present in the lesson.	Apart from learning contents that focused on balanced diet, the students were enlightened on leading nutritional diseases. Examples of such diseases include: obesity, cardiovascular diseases, and nutrient deficiency disorders.
Document the evidence that demonstrates that the teacher encouraged students to understand the material and ask questions for clarity.	Relevant materials that are grounded on student interest were used by the teacher The class session was interactive since the teacher required all students to participate and share their views The teacher instituted group work, in which students would interact and share ideas. Technological systems such as projector screens were used to increase students’ engagement.
Document opportunities that reflect on prior content knowledge, including cultural relevance, and specific academic language to support the instruction in the identified science content area.	Social interactions were encouraged among students from different cultural groups. When asking questions, the teacher recognized wait times for diverse groups. The teacher was sensitive to cultural acclimation associated with immigrant learners. Finally, the teacher allowed learners to provide examples using their cultural backgrounds.
Document how students responded during instruction and independent work.	There was a direct relationship between students’ response during class work and their performances during their independent works. In all class works that the students answered and participated well, they performed excellently during their independent works. In addition, independent work improved students’ understanding of different topics. Some students stated that independent assignments made them to be self-directed and self-propelled to improve their class performance.
Describe how students were assessed throughout and at the end of the lesson. Did all students participate?	Students’ performance was assessed formatively and through summative assessment. Summative assessment included providing students with a final examination at the end of their term that covered all the lessons taught. Formative assessment was continuous and included providing continuous assessment tests, class quizzes, and class home works.

Part 2: Reflection

Science instructors work towards increasing students’ level; of understanding of different topics that they provide. As such, there are various ways in which student engagement can be fostered and maintained. In a multicultural class setting, students are given a sense of belonging to the class in order to achieve high grades. Many common patterns of improving student engagement in classroom and learning recommend use of a pattern of best practices that should be executed repetitively. Such engagement strategies include: interaction, exploration, relevancy, use of multimedia tools, as well as providing clear instructions (Parsons & Taylor, 2011). Instance, interactions may recommend the use of respectful relationships and interaction. In the contemporary world, students intensely engage in social interactive learners.

The role of science in promoting critical thinking is widely recognized and documented. Indeed, science promotes critical thinking due to its humanizing nature and ability of learners to situate science within the context of personal, ethical, cultural, and political situations. Science enhances critical thinking by placing learners in a situation of thinking out of the box by finding evidence-based answers to the questions that they raise. By guiding learners’ factual information, science encourages them to make informed decisions that are free of biases and selective perceptions (Santos, 2017). There are two forms of scientific knowledge that are essential to the development of critical thinking skills: educators who think critically and creatively based on scientific perspectives encourage learners to think critically. In the same way, the notion of critique is deemed as the very essence of science in which individuals are able to assess a piece of work and provide an unbiased value judgment, thus increasing critical thinking.

Science learners should also gain the capacity to seek knowledge through independent learning. To this end, an instructor can encourage students to set their own goals for assignments and work towards attaining them. The instructor should also help students to stay in track by offering opportunities for frequent self-checks. Further, students can be taught science using relevant learning materials, and explaining the scientific concepts to them by definition, repetitive learning, and setting exams to test the extent to which they have gained the concepts.

References

Santos, L. F. (2017). The role of critical thinking in science education. Online Submission, 8(20), 160-173.

Clinical

Field Experience A:

Science

Observation

Form

Part 1: Observation

Grade Level:

Grade 6

Description of

Science Lesson

The science lesson focused on the importance of having a balanced diet. To this end, the

Instructor

provided students with insights into living a healthy life by taking foods that are rich in proteins, vitamins,

and carbohydrates. The lesson plan was also

integrated with physical activities.

Describe

additional

academic content areas

that were present in the

lesson.

Apart from learning contents that focused on balanced diet, the students were enlightened on leading

nutritional diseases

. Examples of such diseases include: obesity, cardiovascular diseases, and

utrient

deficiency disorders.

Document the evidence

that demonstrates that

the teacher encouraged

students to understand

the material and ask

questions for clarity.

Relevant materials that are grounded on student interest were used by the t

acher

The

class session was interactive since the teacher required all students to participate and share their

views

The teacher

instituted

group work, in which

students

would interact and share ideas.

Technological systems such as projector screens were used to

increase students’ engagement.

Document opportunities

that

reflect on prior

content knowledge,

including cultural

relevance, and specific

academic language to

support the instruction

in the identified science

Social interactions were encour

aged among students from

different

cultural

groups

hen asking questions, the teacher recognized wait times for diverse groups. The teacher was sensitive to

cultural acclimation associated with immigrant learners.

Finally, the teacher allowed learners

to provide

examples using their cultural backgrounds.

Clinical Field Experience A: Science Observation Form

Part 1: Observation

Grade Level: Grade 6

Description of Science Lesson: The science lesson focused on the importance of having a balanced diet. To this end, the

Instructor provided students with insights into living a healthy life by taking foods that are rich in proteins, vitamins,

and carbohydrates. The lesson plan was also integrated with physical activities.

Describe additional

academic content areas

that were present in the

lesson.

Apart from learning contents that focused on balanced diet, the students were enlightened on leading

nutritional diseases. Examples of such diseases include: obesity, cardiovascular diseases, and nutrient

deficiency disorders.

Document the evidence

that demonstrates that

the teacher encouraged

students to understand

the material and ask

questions for clarity.

Relevant materials that are grounded on student interest were used by the teacher

The class session was interactive since the teacher required all students to participate and share their

views

The teacher instituted group work, in which students would interact and share ideas.

Technological systems such as projector screens were used to increase students’ engagement.

Document opportunities

that reflect on prior