Task 2

Perform two Lesson Observations (CLOs 1-6)

(complete the following forms for lesson/activity observation (2 in total) that you do
based on the provided video links).

Video Lesson Observation Number: Lesson One

Date/Time: Jan 30, 2016 The link of the video:
https://www.youtube.com/watch?v=cjNv2dQCFEk

Setting: Classroom Grade: Kindergarten

Area of Focus (i.e. any particular area of The focus of the video:
practice that your friend wants to pay The teacher in this video was focusing on the sound of
particular focus to today e.g. classroom phonics and the children identified the sounds of the
management) letter in words through using different strategies.

Topic for the lesson & Expected Learning Outcomes, refer to MOE KG outcomes:
Outcome: listen to and identify phonemes in words.

a) What is the goal or the focus of this a) What other strategies have you observed helped
observation? and supported the strategy you are observing?

b) What strategy is to be observed? The

strategy is to be observed is the flashcard to 1. Sticks with flashcards, the teacher says the sound,
teach the sound of the letter. and the children show the letter by raising the
flashcards. Talk, share, pair
c) What was efficient about this strategy?
2. My turn your turn.
The flashcards that teacher use in this
video was helpful because it engages active 3. Teacher says the sound and they write the letter in
recall. The flashcards can so easily help the small whiteboard, then they say the sound.
repetition, they are the best way to create
multiple memory-enhancing recall events. 4. Talk, share, pair

For example, When the child looks at the front 5. All eyes on me.
side of a flashcard and thinks of the answer,
the child is engaging a mental faculty known 6. Count forward "543210" to make the children's
as. attention and focus.
d) How could this strategy be improved?
When I observed the lesson, I was thinking
about active and creative activities of using
flashcards strategy. For example:
1.Pass and Say
First, have children sit in a circle then show
them a flashcard and say the word or sound of
the letter (choose one). Pass it to the kid sitting
next to you and encourage him/her to say the
letter and give it to the next child. For bigger
groups, the teacher could have two or four
cards going around at once.
2.Roll the Dice
Using a large die, put the numbers 1 to 6 on
the board with different flashcard next to each
number. Each child gets a chance to toss the
die up. The number it lands on is the card they
say out loud.
3.Say It Fast, Say It Slow, Say It High, Say It
Low
The teacher can play with her voice when use
the flashcard of the letters. Children should
repeat the letter how she says it. They will have
a ball and each will have the ball they will say
out the letter.
7. Tell your friend a word with P sound.
8. Put your point in the air then put the point on the
floor to write the letter.
9. Writing words that student says it with letter P by
using the whiteboard.
10. The teacher says" Teo toe" the children will go to
the table
11. Pretending eating pizza for letter P, is the teacher
say a word starting with p sound they will act like they
pit the pizza.
12. Sight word cards.
13. My turn our turn your turn.
14. Whole feedback good work.
15. Paper activity for letter P.
16. Using paper to read words by pointing the letter.
b) What was efficient about these strategies in
terms of supporting the focus strategy of
observation?
1. The strategy "Talk, share, pair" It was
helping children to think individually about the
sound of the letter. Children share their ideas
with classmates and develop their
communication skills.
2. The strategy "All Eyes on me" it's a positive
eye contact that helps children develop an
agreement with the teacher's and gives them a
sense of involvement and conveys your message
on a personal level.
3. The strategy Pretending that the teacher use,
 it benefits them in many major points like:

Social development: when children engage in

pretend play, they're actively experimenting
with the social roles of life.

Language development: Children can develop

their vocabulary and explore freely with words
in their own space and time. By pretending to
play with others, children begin to understand
that words give them the power to re-enact a
story and to organize play.

Emotional development: Imaginative play allows

children to display both positive and negative
feelings. It also helps them to work through
difficult emotions and to understand them.

c) How could these strategies have been improved

to better support the lesson in general?

While I was observing the lesson, I noticed that

the teacher uses a lot of worksheets, and I think
this is too boring for children because they need
to work with a hands-on activity. So when using
worksheets the teacher can let the children sort
the pictures by their beginning sound. I
recommend sorting letters that are very different
in their sounds, especially at first. For example,
the letter sounds of Dd and Cc are made with
different parts of the mouth and are easier to
distinguish. As the children grow more confident
in their letter sounds, they can sort more
letters/picture cards at the same time and even
sort similar sounding letters (such as Ss and Cc).
 Video Lesson Observation Number:
Date/Time: 27-10-2015 The link of the video:
https://www.youtube.com/watch?v=D2o6MDpL1v0

Setting: Classroom Grade: Kindergarten

Area of Focus: The focus of the video:

Focuses on the opening of the lesson. Decomposing 5 and adding from (0-5).

Topic for the lesson & Expected Learning Outcomes, refer to MOE KG outcomes:

Identify the familiar and patterned arrangement for 1-5

e) What is the goal or the focus of this observation? d) What other strategies have you observed
helped and supported the strategy you are
The goal of this lesson is to teach children to count the observing?
number from 0 to 5 and decomposing number 5. For
example, children counting the numbers and breaking The other strategies she used in her lesson:
down through using different tools, such as chairs and 1- Song
toys. 2- Worksheet

f) What strategy is to be observed?
She read a story about "Little Quack" this story related
to the lesson.
Using story mat and cubes to observe the children if
they understand the mean of the decomposing and
help the children to understand easily. (Hands-on
activity).
g) What was efficient about this strategy?
This strategy worked well and a very successful way of
linking reading (read the story about little quack) and
studying math together (decomposing).
h) How could this strategy be improved?
When I observed this lesson, I think the teacher can
use a different kind of activity of decomposing.
Also, while she read the story about "Little Quack" she
used the cubes so she can change this strategy to use
ducks instead of the cubes to be more active and
engage.
3- Pair share
4- Game
5- Different tools (Chairs, toys such as
jewelry, beads, and bracelets).
e) What was efficient about these strategies in
terms of supporting the focus strategy of
observation?
These strategies supporting the focus strategy
because there are linked to each other
through the activity so the students can
understand, and the teacher can observe the
child in a simple way.
f) How could these strategies have been
improved to better support the lesson in
general?
I think the teacher can use differentiation
strategy in teaching by allocating tasks based
on students’ abilities, to ensure no one gets
left behind.