Video Observation and Reflection task, Chinese
Different community groupings have been used in the lesson as is evidenced by the black kid, others having Chinese backgrounds while others western. A total of thirty learners took part in the learning. Different students have been used in the lesson.
This is necessary in ensuring that the concept in the circuit learning is developed and entirely understood. Ms. Block has used significant gender variation by combining boys and girls in the learning. Team work has been incorporated in the lesson by making the girls work in their own groups. She explains that it is vital they work in that manner because the girls may not participate well when they partner with the boys. Completing the task required that the students partner so that they share and discuss how the connections worked. They also managed to walk around and ask the other students how they managed to work on their experiments successfully(Completing the Circuit: A Conversation About Teaching, 1999).
[...] Transfer of knowledge The students gained much knowledge of the subject looking at how they understood how the circuits are completed. They also became aware of the ways that could not allow for the transfer of electric currents. References Completing the Circuit: A Conversation light About Teaching (1999). [Motion total Picture]. Annerberg Foundation. Bilica, K. (2007). Taking Action in Elementary Science Teaching: A Reflection on Four Teachers' Collaborative Research Journey. Networks, 1-10. [...]
[...] Role-play is motivating and at the same time, fun. It also enables the students who are quieter to get the opening to articulate their feelings in a forthright manner(Bilica, 2007). The students in the class went through different experiments.Each one gotthe opportunityto demonstrate to their partner what he or she did not have the chance to show in the previous experiments. The students in Ms. Block's classroom used the batteries, the bulbs, the wires and the other materials in turn as per each and every one's group. [...]
[...] Block has used significant gender variation by combining boys and girls in the learning. Team work has been incorporated in the lesson by making the girls work in their own groups. She explains that it is vital they work in that manner because the girls may not participate well when they partner with the boys. Completing the task required that the students partner so that they share and discuss how the connections worked. They also managed to walk around and ask the other students how they managed to work on their experiments successfully (Completing the Circuit: A Conversation About Teaching, 1999). [...]
[...] Evaluation Ms. Block redirected the ideas that the students had about circuits, and how they would conduct electricity byallowing them to practically try out ideas.The students reported that circuits work when the connections are made in the right manner by making contacts between positive and positive terminals, or positive and negative terminals, depending on the type of connection one would need. Ms. Block could use questions and answers to evaluate the understanding of the students(Barton & Haydn, 2006). Evidence of critical thinking The students were viewing different ways in which connections could work or not by merely looking at the possible or obvious ways that this could be achieved. [...]
[...] Drama: Drama entails demonstrations as is noted through the whole process of the experiment. Communication: Talking about their experiences with the whole class enhances the communication skills of every student. Social studies: Interactions of students having different communities enhance social studies as a promotion of the civic competence. Effective questioning Ms. Block elicited hypotheses from the students by asking questions and allowing them demonstrates their thoughts through drawings. She appreciated every contribution of students by helping others who were wrong to revisit their ideas once again(Bilica, 2007). [...]
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