Dear Team,
This is the end of session 2022-23. With clarity of your roles, each one of you will analyse one lesson plan which you have conducted for co-teaching/ demo lessons this year by identifying the strengths and weaknesses in the lesson plan. You will upload the lesson plan with your reflection by 18th June'22.
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9 comments:
Afshan
Model lessons provide the teachers with a picture of the successful outcome as well as the purpose leading to success.
Being SL I got an opportunity to showcase my skills of teaching. I delivered a Model lesson in class 2 for General Knowledge.
Objectives of lesson were;
1 .Tulba pani zaya hounay kay tareqou ki shnakht kr sakain.
2. Pani zaya hounay kay 3 say 4 nuksanat say waqif houn.
3.Pani zaya hounay say rouknay kay liya 3 say 4 tareqay bta sakain.
Strengths of lesson:
Environment of class.
Relationship with students.
Smooth transition.
Probing Questions at the start of lesson in order to know prior knowledge of students.
Implementation of Fish bowl strategy where students had a discussion and they practiced responding to multiple questions and viewpoints of the unit.
Video watching to wrap up the discussions.
Use of AFL Bounce the ball in order to wrap up the lesson to evaluate students' learning and my own teaching.
Areas of improvement:
Collaborative learning activities were not part of my lesson that I realised later.
2ndly during Fish bowl I must nominate shiny stars of class to sit in inner circle so that students who are sitting in outer circle have more in depth and clear understanding instead of having any confusion at the end.
Reading aloud by the teacher or pair reading, instead of individual silent reading.
Reflection:
Next time while planning lesson I will keep Collaborative learning activities in my mind as Collaboration with other students is a must thing as our students learn from each other.
Although I thought individual reading of the unit would be a giod step to make them independent readers and responsible learners, but students who were unable to read Urdu content were just wasting time.
So next time, while planning, Collaboration aming students via different range if activities will be kept in mind in order to develop their higher level thinking , self management and skills.
Retention of taught concepts through Collaboration will help them to grow faster.
I have planned a co teaching lesson with my islamiat teacher.
the learning outcomes of the lesson was:
حضرت فاطمۃ الزہراہ کی دین اسلام کے لیے خدمات کو سمجھ کر ان کے طرز زندگی کو اپنی عملی زندگی کا حصہ بنا سکیں گے۔
strengths of the lesson:
. student centered lesson.
. clear instructions.
. collaboration among students.
. I asked some questions to stimulate the students’ thinking.
. In group activity students got the opportunity to swap each other task and edit the more material according to the topic.
. Use of AFL strategies.
.lesson has been conducted according to the lesson planning strategies
. written task
Areas of development:
.Assigning tasks to students according the time should be considered. I asked students to write down at least 10 points on given topic after discussion and it took much time.
.Quick and appropriate answers to students’ troubling question.
Reflection:
.For the next time I will try my best to plan a lesson activities according to the time limit.It will help students to express their oral or written information in a better way.
. During the lesson I think I had not given the clear answer of a question to one of my students. I feel that as a teacher I had to give a clear answer to my students and then move ahead. It will help to remove the confusion not only one student may be the others also.
Model lessons are guided help for teachers who are facing difficulty or confusion at some point. Model lessons provide guided help and pave the way for the better future conduction of the same topic.
I modeled a lesson with my grade 4 teacher on the topic of letter writing. Focused point was shared writing that was modeled for the teacher. Lesson objectives were,
Identify the features and criteria of Informal Letter
Show an understanding of informal letter verbally to compose letter through shared writing
Create an informal letter on the given topic
Strengths of the lesson were,
Student centered lesson
Students were actively engaged through group and pair activities.
Students actively participated in discussions and gave their ideas confidently.
There was collaboration between students through group and pair work and they were active members of groups and pairs and actively collaborated with each other.
Focused point was shared writing for the teacher's help and that was successfully achieved, as the concept of shared writing was clear for the teacher.
Students' active participation and thinking skills were stimulated by effective questioning techniques.
Use of AFL strategies
Peer review to stimulate cognitive skills
Weakness was that some students were naughty and were not paying attention toward the lesson, rather they were trying to waste the time in gossip. I tried to deal with them in the start of the lesson but then overlooked and didn't deal with them which resulted in them being left behind in completing their task. So the lesson was not inclusive.
So this is the area of improvement, and next time I'll try my best to cater and deal with all the students to makey lesson inclusive.
Just recently, as an SL I got to co-teach a lesson with my colleague, where she wanted assistance at the beginning of a lesson and we discussed all the strategies and the complete layout of the plan.
Strengths:
I observed an increased student engagement, the reason might be the presence of a new teacher and altogether two teachers.
As much as this experience provided me with an insight in my colleague’s way of perceiving things, it has also enlightened me with diversified teaching experience.
This experience allowed more class control and facilitated students to collaborate in group settings. I could observe that most of the groups were working as a team to complete the assigned task, this also gave them the opportunity to analyze, share and learn through peer collaboration.
I felt that co-teaching allowed us to be effective in solving issues promptly after the task was given to the students.
During the feedback segment of the lessons, a variety of questions allowed us to identify any misconceptions the students were having.
Providing students with a graphic organizer also was helpful, as this facilitated them to remain focused on their assigned task.
Areas for Improvement:
Co-teaching can be extremely helpful in gauging the needs of diversified students. Knowing this we worked over a plan where the Jigsaw reading activity was the core of the lesson. However, in actual practice, I can clearly reflect that both of us (me and my colleague) needed to spend more time planning and having our roles clearer and more aligned with the learning outcomes. There were instances, where I had to intervene and I could see that the students got confused with the statements of two different teachers.
The lesson started seemingly smoothly, but the instance the groups were made I could see the students not being in the practice of remembering their assigned numbers, as it was a big class of 29 students, we should not have missed the no. cards so that the students were clear about their movement during the switching of groups.
Also, the graphic organizer was good, but I could see some of the students struggle with the answer to the reason for the decline of the Tughluq Dynasty. Again, it was an error of planning where we missed the real-time situation into account, and also the delay made during the group movements, due to which the discussion could only prevail till the comparison of two rulers.
I believe, as a SL I should have done a more detailed meeting before going for co-teaching so that I could be more aware of the students. I also figured out that some of the students were given very less text to analyze and the whole formation of the groups created confusion as some of the students got the text in repetition which was a reflection in action by the co-teacher but due to certain instructions not given properly, it turned out chaotic for some time.
By aligning our instructional strategies, routines, and expectations more seamlessly, we can create a cohesive learning environment. Consistency in language, instructional cues, and classroom management approaches will help minimize confusion and maximize instructional time.
Overall, our co-teaching experience has provided both of us with a deep understanding of our teaching practices. It could be an extremely important tool for students’ and teachers’ growth and development. However, I do acknowledge the need to focus on clarifying roles and enhancing communication during PLCs, considering more and more differentiation strategies, and ensuring seamless transitions and consistency throughout the year for such an experience to be really beneficial for us as teachers and our students.
Looking ahead, I am dedicated to maintaining collaborative efforts, pursuing ongoing professional development, and engaging in reflective practice. By actively addressing these areas for improvement, I am confident that the co-teaching partnership will thrive, leading to further enhancements in student learning and continuous growth in our teaching practices.
Saira Zareen
I have conducted a model lesson for Mathematics , few days back in class VII .The objective of the lessons were :
Reinforce understanding of the meaning of the terms experiment, outcome, event, sample space, possible outcomes.
1) Reinforce understanding that for any event E, 0≤P(E)≤1.
2) Find the probabilities of events involving less than, greater than, at most, at least a particular number – for single event experiments
only.
3)Use the knowledge of probability for solving simple problems (with real-life contexts)
Strengths of the lesson:
It was a student-centered lesson due to the active engagement in pair and group activities.
Because of the experienced teacher, a good class class control, collaboration and discipline was observed during the activities.
Good AFLs strategies were used to asses students understanding .
Students were focused on the activities and were actively participating.
It was modeled for differentiated task and ability groups were made. Each group was able to finish the task in time and with highest accuracy.
Class environment was friendly and conducive.
Weaknesses:
I felt that I need to focus on differentiated questions ass there were few students who were making mistakes and I explained the concept for them again .
In future I will try to have more detailed meeting with the subject teacher before conducting the model lesson and will improve the strategies for differentiated task .
Math Lesson in Class VII
Starter Activity:
Think-pair and share:
Will write probability on board and ask
them to think for a minute what do they
know about it.
Will allot them a minute to think
individually, in another minute they will
share it with their pairs or in group and
finally with whole class on their turn.
Will take the feedback from them.
Main Lesson
Lesson Target Setting:
Will share the lesson objectives with
them.
Teacher’s Exposition:
Will explain them about probability,
probability scale that for any event E,
0≤P(E)≤1.
Explain them the meaning of the terms
experiment, event, sample space,
possible outcomes.
I will allot them material related to the
probabilities of events involving less than,
greater than, at most, at least a particular
number for single event experiments to
read and discuss, each group will get
specific part to discuss and feedback will
be taken. ( I will explain them if needed)
Will solve a simple a real-life problem by
using the knowledge of probability on
board by taking their responses.
Will take feedback.
Differentiation by process:
Group work (same ability):
Will make same ability groups and allot
them task keeping their capabilities in
mind, ask them to discuss and solve the
worksheet in collaboration.
Low achievers will watch the video and
answer the worksheet. Average students
group will be given hands on experience
and above average will solve the
Will take feedback.
Individual work:
I will allot them a worksheet to solve
independently.
Will take feedback.
Plenary: (tweet sheet)
Will distribute tweet sheets and ask themto fill it.
Will take the feedback
objectives:
Compare and contrast types of reproduction in plants.
Class: VI
Co-Teaching Evaluation: Strengths and Areas for Improvement
Strengths:
i. Elevated student engagement and active participation fostered by the collaborative nature of co-teaching with two educators.
ii. Acquisition of valuable insights into my colleague's unique teaching approach, enriching my repertoire of diverse instructional strategies.
iii. Enhanced classroom management skills leading to improved student collaboration and cooperation within group settings and learning stations.
iv. Effective troubleshooting and prompt support provided to students, ensuring smooth progress after task assignments.
v. Identification and clarification of student misconceptions through a wide range of probing feedback questions.
vi. Successful utilization of well-designed worksheets to assess student learning and promote collaboration, enhancing conceptual understanding.
Areas for Improvement:
i. Strengthening planning efforts and aligning roles more clearly with intended learning outcomes to minimize confusion arising from discrepancies in teacher statements.
ii. Refining group management techniques, including the implementation of task cards or labels, to facilitate seamless transitions and avoid task-related confusion.
iii. Addressing student difficulties in specific content areas, such as providing comprehensive explanations for the distinctions between asexual and sexual reproduction in plants.
iv. Conducting thorough and detailed pre-co-teaching meetings to deepen understanding of student needs and proactively address potential challenges.
By leveraging our strengths and actively addressing areas for improvement, we can optimize the co-teaching experience, cultivating an enriched and inclusive learning environment for all our students.
Model lessons are the way to overcome the errors in the lesson that is to be conducted in the class. It's an effective means of creating a road map for learning.
I conducted my model lesson in class VI.
MY OBJECTIVES WERE :
mera objective tha keh prahye gaye sabq (hmein kea bura tha jagna) ki mahraton( salees nigari khulasa nigari aap biti kirdar nigari) ka ada krwana tha
STRENGTHS:
gufto shaneed ky doran circle time activity krwai gai jis main tulba nay bhtreen andaz main hissa lea aur sabq ko khulasy ki sorrat main phir say bayan kia
seekhy gaye naye ilfaaz ko jamlon main istamal kia
task card kay zarye ilfaz aur taraqeeb ka ada kea aur deye gaye task card pr jumlon ko prh kr bataya kah ye kis nay kis wqt kahye
ap biti salees nigari aur khulasa nigari ke mahrton kay asoolon ko thk kia aur remarks likhy
WEAKNESSES:
although this revision task went well the thing to focus on was that I should make a good grip on these skills of students by giving them practice tasks
WAY OF IMPROVEMENT:
To improve this weakness I decided to CONDUCT co-teaching and model lessons at the start of the session so my mentee should understand the skills in the better way
Co teaching
Class 5
Objectives of the lesson
*Identify difference between parallel and series circuits.
*Construct parallel and series circuits using conventional
Strengths
A recap of the previous lesson at the beginning.
Clear lesson objectives in the form of expected learning outcomes are shared with students and revisited as the lesson progresses.
Clear explanations using language that is accessible to students while developing scientific vocabulary appropriately.
Appropriate AFL strategy to test the level of understanding and thus the progress towards meeting the stated objectives.
Provide clear feedback on students’ progress
Collaboration through group work
Weakness
It was co teaching next time when I will co-teach I will focus on planning
In this lesson teacher asked students to draw circuits instead of drawing teacher should ask students to make circuits and go for gallery walk students observe other groups circuits and suggest corrections and give constructive remarks this will make lesson more inclusive and students will enjoy the lesson.
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