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Reflection: (CITATION Sal14 /L 1033)

The document summarizes a lesson on adding two-digit numbers that was taught on October 18, 2020. The teacher began by reviewing prior knowledge through sample problems. New material was then modeled through worked examples at the board before students independently solved practice problems from their textbooks. Formative assessment involved randomly calling on students to solve problems and gauge understanding through an online poll. The teacher reflected that goals for time management and linking to previous lessons were achieved.

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Mariam Alkaabi
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34 views

Reflection: (CITATION Sal14 /L 1033)

The document summarizes a lesson on adding two-digit numbers that was taught on October 18, 2020. The teacher began by reviewing prior knowledge through sample problems. New material was then modeled through worked examples at the board before students independently solved practice problems from their textbooks. Formative assessment involved randomly calling on students to solve problems and gauge understanding through an online poll. The teacher reflected that goals for time management and linking to previous lessons were achieved.

Uploaded by

Mariam Alkaabi
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Reflection

Learning outcomes: Students will know how to I add two-digit numbers


Theme: Vertical Addition of Two-digit Numbers.

- Describe:

On Sunday 18 October 2020, I taught Vertical Addition of Two-digit Numbers. The outcome
was Students will know how to I add two-digit numbers.
In the lesson that I did, I was trying to manage my timer so I used a timer for each centre to
finish on time and do all centres. My relationship with the students improved so I got used to
the students. First, I posed 2 equations about what they had taken in the previous review
lesson “Prior knowledge and asked the students to solve.

- Introduction:

During the lesson I used PowerPoint, teacher present 3 equations. Teacher model 2 equations
for the students which is “Research has showed that modeling is an effective instructional
strategy in that it allows students to observe the teacher’s thought processes. Using this type
of instruction, teachers engage students in imitation of particular behaviors that encourage
learning” [ CITATION Sal14 \l 1033 ]. After that will choose one student to help her to solve the
third equation. Then, the teacher starts to solve problem-solving, the teacher will model for
the students how to solve the equation. The other equation will ask a student randomly.

- Active engagement:

Teacher asked the students to open math book 2 pages 192- 193, and solve question 1 to 15.
Teacher present a slide that has equations and gave the students 10 to 15 minutes to solve the
equations. And asked them to take a picture after they finish.
- Formative assessment / closing:

Teacher will display one question and ask one student to solve it.

After that, the teacher will display a picture “thumps up, thumbs down” and ask the students
to put the emoji in the chat box, if they understand they will put thumps up, if they didn’t
understand they will put thumps down.

- Analyze:

The lesson they took on Sunday was related to the previous lesson; in the previous lesson it
was about “Add Two-Digit Numbers”. This lesson was linked to the lesson that they took
before. I began my lesson by presenting 3 equations. Teacher solved 2 equations, after that
will choose one student to help her to solve the third equation. Then, the teacher starts to
solve problem-solving, the teacher will model for the students how to solve the equation. The
other equation will ask a student randomly. “Having a variety of ways to randomly select a
student is incredibly useful for all students, not just the ones that rarely volunteer. Random
selection puts the whole class on notice, reminding them that they could be chosen at any
time.”[ CITATION Mug19 \l 1033 ]
While explaining the lesson, the students were randomly selected. Sometimes if the student
does not know how to solve the equation, I ask students for help, so many students volunteer,
but I choose one student.
I think the students responded in the way they did, because the lesson was easy and because I
was choosing the students randomly. It was easy for the student because they know how they
add.

In the future, after finishing the activity I will solve with the students to check.

- Appraise:
I achieved my teaching goal of time management, I put a timer and I finished on time.
“Classroom timers can be a great, subtle way for teachers to reinforce classroom
management. Defining timed segments for each activity helps get students on board by
signaling there’s a plan.” [ CITATION Tea19 \l 1033 ]

References
Mugabi, T. (2019, Nov 28). How to randomly select a student. Retrieved Nov 18, 2020, from
classcraft: https://www.classcraft.com/blog/features/how-to-randomly-select-a-student/

Salisu, A., & Emmanuel N. Ransom. (2014, Jun 24). The role of modeling towards impacting quality.
scipress, 32, 8. Retrieved Nov 18, 2020, from https://www.scipress.com/ILSHS.32.54.pdf

Teacher-to-Teacher: 4 Easy Ways to Leverage a Classroom Timer. (2019, Jul 18). Retrieved Nov 18,
2020, from timetimer: https://www.timetimer.com/blogs/news/teacher-to-teacher-4-easy-
ways-to-leverage-a-classroom-timer#:~:text=Classroom%20timers%20can%20be%20a,their
%20desks%20for%20individual%20work.

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