Task 9b: Integrated subject areas (e.g. Math/Science/IT/Language)

Concept	Activity	Language
Matter (Science)	How we can do matter experience	Solid, liquid and gas
Divide (Math)	What times table can help us divide	Multiply, divide, times and tables

Reflection 9b 

1. How often do the children attend this class? 1 class

2. What kind of learning tasks place and why is it considered important? 1 day they're go to the lap on the week.

3. What special skills /training does the teacher need? (You may need to ask) Lap experiment.

4. What special equipment/facilities/resources are needed? Experiment resources and provided by lap technician.

5. Ask a child what they enjoy about this class. Ask them what they learn? The scientific experience. Learned how they're can do gas.

6. Do you notice any special teaching strategy that the teacher uses? Science is difficult, so teacher do it step by step.

7. Does the teacher use strategies which are different from their main teacher? Yes.

8. What did you enjoy about the lesson? Yes. because I do and see with them the scientific experience.

Observation Task 9a: Activities in a specialist class 

Activity	Individual/group/class	Purpose	Is it teacher directed or does the child choose the activity
Work sheet “What I will do in Ramadan”	Individual	Put goals for himself	teacher directed
Different work sheers for different learning centers	Group	Revision	teacher directed
Watching video	Class	Virtues of fasting	teacher directed

Reflection 9b 

1. How often do the children attend this class? 1 class

2. What kind of learning tasks place and why is it considered important? If they're have Ablution or Quran lesson they're go to the mosque.

3. What special skills /training does the teacher need? (You may need to ask) No one

4. What special equipment/facilities/resources are needed? Islamic videos.

5. Ask a child what they enjoy about this class. Ask them what they learn?  Yes, because she is can understand all what teacher said. She is learning "Virtues of fasting".

6. Do you notice any special teaching strategy that the teacher uses? To maintain calm students, she give them faces to express condition if the face green: very well/easy, yellow  well/ok, rad: not well/difficult.

7. Does the teacher use strategies which are different from their main teacher? Yes.

8. What did you enjoy about the lesson? Yes, because we watch a video and teacher do competition for student.

Observation Task 8: Activity types

Activity	Individual/group/class	Purpose	Teacher directed/child’s choice
Reading book (English)	Class	Improve their reading skills	Teacher directed
Work Book-Story board (English)	group	Learn how they’re can do suntans and improve their writing.	Teacher directed
How magnetic (Science)	Individual	Learn how magnetic work	Teacher directed
Multiplication and division (Math)	Individual	earn table 4 and how its connect with division	Child’s choice

Activities

Reflection 8

1. How long do the children spend on one activity? 10 mins
2. What kind of tasks do they do individually? In pairs? In groups? As a class? In individually they're do writing task, pairs: reading, groups: gams pr lotto and as a class they're sit in the carpet and do any thing.
3. How does the teacher introduce the activity? As all class (in the carpet).
4. How are the instructions checked? We have pawrpoint for explain the instructions.
5. Talk to a child. Ask her or him what she or he enjoys doing at school - the activities and the subjects. Why do they like it? She enjoys playing lotto, and she like English because her can learn more in that.
6. Ask a child about the things they are good at and what they want to learn more about. She is good in English so she want learn more about Math because she feel in that low.

Observation Task 7: Classroom management and teacher talk

Beginning and ending the day
Punctuality at the beginning of the lesson	-Teacher arrives before the pupils,   learners  arrive all on time.
Teacher’s response to those who are late. What does she say?	Positive reinforcement: -Good to see you, are you okay?  Negative reinforcement: -Why are you late? Punishment: -Nothing.
Starting the day: what does the teacher say? do?	-Good morning How are you? Today we will study….
Lining up : location	Inside class
Teacher instructions for lining up: what does she say? do?	Street line, we reward for best line.
Ending the day: what does the teacher say? /do?	See you tomorrow girls, lining up to go.
Moving
Moving the children for an activity. What does she say? do?	swap, each table organises the resources.
Moving the children: how do they respond?	Usually leaders help in the organisation and other students focus in activity.
Misbehaviour
What was the learner doing?	Be disrespectful.
What did the teacher say? do?	Give them red point in “Class Dojo”
How did the child respond:	Some time they’re car and some time they’re not.
How does the teacher stop the children at the end of an activity? What does she say? do?	Freeze, all students stop what they’re doing.

Reflection 7

1. What worked well and why? Applying learning centres. In that teacher focus in lower achievers students.
2. What useful tips and strategies did you observe? Class Dojo, because they're always want to be a good child to put for her points and  get a sweet.
3. What strategies does the teacher use to manage the children and why? Colours groups to organise class, class dojo to put points for good students and that's help to keep they do their work, class rules and sweets.  
4. Are there any children in the class with difficult or unusual behavior? How does the teacher deal with these children? Two in each class, they aren't work well with other or their group so teacher let him do with himself. Also, give him activity/task for their level (low).
5. Overall, is the teacher more negative or positive when dealing with management issues? Why do you think that? Balance, but more positive to look more behaviour and make students more positive feel.

Observation Task 6: A day in the life of a child who has exceeded cognitive level expectations

Name: Rouda  Age: 8 years Level: High 

Brief description: Rouda always complete all her work correct and quietly. Also she love help other students, smart and friendly. She listen carefully to the teacher. 

Date of observation: 10/May/2015

Time	Activity / Movement	Notes / comments
11.50	Play “Guess the words”	Rouda is a good leader for her group.She standing in front of student to do action and students guess the words.
12.05	Copy cover check	Rouda is focus on the work. She is the first student finished and copy all word correct.
12.15	Spilling	She listen carefully and spill all word correct.
12.50	Unscramble sentences	She sit quietly and finished all her work. Also, when she is finish, she help other

Reflection 6

• What have you noticed about this learner from your observation? She is very smart, helpfully and got it everything quickly. She can do more and more if someone improve her skills.

• Why do you think this child exceeds expectations? Because she focus in the class, study hard and do all her tasks or homework.

• What interested or surprised you? She do her work and do the extra work and she still the first student finished.

• What did you learn? All students can be like Rouda, only study hard and do all their tasks.

• What is the best way to work with this child? Talk with child, improve her skills more and try to integrate play with the study so as not to feel tired. 

• Did the teacher use some good teaching strategies with this child? Extra work like choose board and its more different (high level).

• Does the child have trouble focusing? No, she always focus in the class.

• Do you think this child has special talents? No, she is just high ability.

• Describe some things that this child does that make her or him succeed so well? She is always know what she do because she flow what teacher said.

Observation Task 5:  A day in the life of a child who has not reached expected cognitive targets

Name: Sara Age: 8 years Level: low

Brief description: Must of time Sara want play so when other student do work she walk around the class. She talk with other, but she prefer sit must of time alone. Some time she is try to do the work.

Date of observation: 10/May/2015

Time	Activity / Movement	Notes / comments
9.20	Work in “book work”	She is try to do the work, but when she can’t answer she ask her friends.
10.00	“Stage show”	Difficult to read the sentences when she read the text.
10.20	spelling puzzles	All Sara group finished except her. She spend all time draw.

Reflection 5

• What have you noticed about this learner from your observation? She just do the work if teacher watch or sit with her to finished her task.

• What is causing the child to have trouble doing her or his work in class? Maybe she feel thats bored or she can't understand the lessons.

• What interested or surprised you? She cry all the time if want or doesn't want something، 

• What did you learn? How I can deal with students with low level and support them.

• What is the best way to work with this child? In every activities/tasks try to sit a few minutes with the child and encouragement.

• Did the teacher use some good teaching strategies with this child? Yes, like when she's collect 5,10,15... point in "Class Dojo" she will get a present.

• Does the child have trouble focusing? Yes, she doesn't want listen to anyone. Always do what she want.

• Do you think this child has a special need or is she just a little slower than the others? No, she just a little slower than the others students.

• How can you tell when a child is having difficulty? Try to help and explain what she find it difficult.

Observation Tasks 5 and 6: Different learning styles and differentiation – General observations

1. What do you notice? Who are the students who answer the questions? Who are the students who are quiet? Who are the students who are not focused? Some students work hard, but some walk around the class and play (they're do nothing). The students who answer the questions are Salama, Khawala, Latifa and Afeya, student who is quiet: Hajear and the student who is not focused: Sara.

     2.  Are there learners who finish activities quickly?  What do they do when they have finished? Yes, there are  like Amna and Khawla. When students have finished they're choose a book for read or work in the 'work book'.

     3.  Are there learners who do not finish a task(s)?  How does the teacher deal with them? Yes, there are learners don't finch a tasks so teacher try to encourage them to do it or send the work to home.

     4. Are there any learners with special needs?  What kind of special needs do you think they have? How does the teacher deal with them? Yes, there are one student in the class. She doesn't speak so teacher is aware and sensitive to this.

     5. How does the teacher manage learners with different levels/abilities? In the class have 1-4 groups differ in the level so teacher give each group suitable work.

Time	Activity (what is the learner doing?)	Notes (what happens during the activity?)
8.30	Teacher gives out a “quick copy write” activity to do in groups.	Sara is working on the activity but is writing the word wrong so she is looking to her friend to get the answers. She is finding it difficult because in the beginning of class she was not listening to the words.
8.50	Teacher plays a game with the  whole class.	Sara is walking around the class, is not playing.

After the observation

1. How many different activities did the learner do? Four: spelling word, work in "book work", stage show and spelling centre.
2. How did she/he interact with the other learners throughout the day? She is interact with all, but she is prefer to play/work alone.
3. What was the longest period of time the learner spent focusing on one activity? 20 minutes.
4. What did the learner do during the break times? Some of them play and some eat the lunch.
5. What did the learner’s attention span / interest during activities seem like? To the finch the activity.
6. What did the learner seem to like doing the most / least during the day? Song a sing.

Observation task 4: Planning and preparing for learning

Teacher activity	Learner activity	Time spent
Teacher arranges students into groups to work on an activity and she put leader for each group. She gives baskets have things for the activity and instructions for leaders of how to do it. Teacher starts the activity and sit 6 min with each group to helps those who need it.	Leaders get the basket and work with there group. Learners start the activity. they’re work and talk together to finish it. Some students are go to asking teacher for help.	6 mins 24 mins

Teacher and learners activity

1. How the teacher planned and prepared for the section you observed. 

• How do you plan? Do you plan weekly, daily, as part of a team or individually? Collaborative subject planning (weekly), individually planing (daily).

• Do you do anything you haven’t planned to do? Some time children lead the learning.

• What is important to you when planning a lesson? Thats have a resources, work in there level and time management.

• Do you plan to do the same thing with all the children in the classroom? (Why/Why not)? Yes, some time. Centre activity (rotation)

Reflection 4 

- Why is planning and preparation for learning important?

Organise the lesson make sure you teach all outcomes.

- What do you have to think about before you begin to plan for learning?

Level of ability, what outcomes need talk and time.

- What did you observe? 

Teacher planning to cover all outcomes for each day. 

Observation Task 3:Mapping environments: The learning environment

Classroom

Classroom map

Area	Function
Wate|r area	Washing hands and equipment
Maths area	There is math books,numbers with words, shape or set and multiplication table to learn math
English area	There is reading, speaking and writing place
Science area	Place for discover, find, experiment and investigate. There is tablet for science words
Maths shelf	There are many boxes like shapes, counters and calculations boxes.
Common area	There is a large rug to sit together for read, play or do any other activity.

• How and where are materials stored in the classroom? Do the children/learners need to be able to get and put materials away? In cupboard or boxes. Children/learners need to be able to get and put materials away because that will help classroom be tidy and save the materials so do not break.
• Where does the teacher have her table/papers/materials? In the shelf or boxes. 

• Are there areas that encourage independent learning? Give some examples. Why are these areas important? Yes, like reading area. These area important because students depends on him skill in reading so they're can learn the three important things : speak when they're  read and listen when other read.

Reflection 3

• Based on your observations and discussions summarise what you have observed? Different areas in the classroom help education, organising student and their thoughts and thats make class more fun for students.

• What did you learn? We can make lessons fun if we use areas innovative way.

• Do you think this classroom has a good design? Why? Yes, because the divide of areas is good, have plates, pictures and numbers in the whole and perfect colours. 

• tell us how the design helps the children learn. Environment of classroom influences on students understanding and focus. Also the plants, pictures and numbers in whole help them memorise that.

Observation task 2 - Roles and responsibilities of the teacher

Time spent	Roles and responsibilities…
2 min	signs in
15 min	assembly
15 min	take attends, deals with attendance issues and calendar in the first class
30 min	spelling and activity
45 min	another activity (teaching time)
20 min	lunch break
45 min	teacheing
10 min	deals with disruptive behaviour
3 min	tidies up the classroom
1 hour	break (lesson preparation and deals with administration)
15 min	take attends, deals with attendance issues and calendar in the second class
30 min	spelling and activity
45 min	another activity (teaching time)
3 min	tidies up the classroom
15 min	plans with colleagues
2:55 - 3:30  pm	stuff meeting

• Did the teacher do anything else that is not on the checklists? Cheek or give the students homework.

Reflection 2

• What surprised you? In this day (Monday) teacher don't have break to 2:00pm.

• What shocked you? Students take 3 materials in 2 classes.

• What delighted you? When I go with to the canteen with the students and all of them want hold my hand.

• What did you learn? Strategies can help teachers to attract the attention and manage the students.

• Did the teacher use a teaching strategy that you liked? Describe it. Yes, it's "swap". Teacher gave task for each group and this job should done in 8 minutes because they will swap so they will do not felt bored.

• Did the teacher have a discipline strategy that you liked? Describe it. Yes, it's "freeze". When students make nuisance, teacher say "freeze".

one of the strategies:
learn the letters and names of objects by play.