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Task 3

The teacher uses a variety of whole class, small group, paired, and independent activities to engage students. Activities include circle time, whispering, using magnifying glasses, pointing to letters, painting, and a science lab experiment. The teacher ensures students understand tasks by repeating instructions, using body language, and having students model or explain. Signals that students have had enough include asking to use the bathroom, being distracted or sleepy. Students show pride by presenting their own work and receiving applause, or disappointment by crying or kicking. Students observe and interact with each other during tasks.

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77 views

Task 3

The teacher uses a variety of whole class, small group, paired, and independent activities to engage students. Activities include circle time, whispering, using magnifying glasses, pointing to letters, painting, and a science lab experiment. The teacher ensures students understand tasks by repeating instructions, using body language, and having students model or explain. Signals that students have had enough include asking to use the bathroom, being distracted or sleepy. Students show pride by presenting their own work and receiving applause, or disappointment by crying or kicking. Students observe and interact with each other during tasks.

Uploaded by

api-296883339
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1

Task 3
Fatima Ahmed Alshehhi
H00328273
12B10ED01

TP Task Booklet for EPC 1401 Practicum 1a


Year One, Semester One/2015/SWC

Lesson Presentation
Learning activities
Complete the following table and answer the questions below
Types of activity the students
were engaged in
Whole class activities
- Routine

Describe what they were doing for each activity if it was


used in the class

Aseembly

- They make a staight line together, sing the national


anthem union and do the morning activity together.

- When they are in circle time, she let them sing, say doaa,
group hug, they sit down.

Small group/paired activities


- Whispering
- The teacher ask the kids to be in pairs and whisper to each
other the words that starts with letter S, she was saying
the word at the mean while they whisper it to each other.
- Magnifying glass activity

Independent activities
- Point on the right letter

-In the class there is a poster include 4 groups and it


contain the groups members ( good stratigy to avoid noise
and fights), the activity was about circle the eyes in the
card, the eyes were too small so they use magnifying glass
and to see the small eyes.

- The teacher turn on the data show, she show them a


PowerPoint slide and ask each one of them to come on
board and point on letter S.

-Paint your letter

- The Teacher ask me and Amal to call 5 kids seaprtly, to


sit with the children in the table , while the children while
they are painting the colors, also helping them to paint it,
and write their names with a sily face.

- Lab activity

- The teacher took the children to the science lab and ask
them to do finger point by powder, the activity was
enjoyable for kids, and they learn about finger print.

TP Task Booklet for EPC 1401 Practicum 1a


Year One, Semester One/2015/SWC

1. How does the teacher make sure the students are prepared for the day?
- The teacher do exercise, its like a routine.
- Ask each child, how are you?
2. How many tasks do they complete in one hour?
It depends on the lesson, but most of it from 3 to 4 activities, sometimes the lesson
need one activity, it means the children cant hold 4 activities in one hour.
3. Did the teacher use a variety of different types of learning activities?
Yes, she uses many types of activities; cards, puppet shows, Data show.
4. What materials did they use?
Color pencil, paper, and pencil.
5. Were the instructions, explanations and questions clear and appropriate for the
students needs? Give examples.
Yes, because she was repeating and ask them the questions by saying it while using
body language, after each question she was doing a question mark using her hand so
they know that it a question, she also draw the letters in the air, and they copy her.
6. What strategies did the teacher use to ensure the students understood what they are
about to do?
She asks them to explain it and model it, if its needed.
7. How does s/he make sure all students are involved and attentive?
She focus on them all, and if the child wasnt involve he was destructing his friends,
she ask him to repeat what she said, or she ask the child to model what she did in front
of the class.
8. What signals can you identify that the children have had enough?
If they ask the teacher to go to the bathroom, destructing each other, take a tour around
the class, sleepy eyes.
9. What signals do children show that indicate they are proud of their achievement or
disappointed?
When the teacher ask the child to present his work by him/her self, ask the kids to
clap their hands for the child, she tell the kids to say thank you (For example:
Hassan).
10. How do children demonstrate their frustration?
They start crying and kicking the floor or the teacher.
11. Do the children observe others?
Yes, when the teacher does the attendance she asks the kids to say who is absent.
12. Do the children interact with another child during the task?
The child asks his friend to copy the same drawing or use the same color that he uses.
TP Task Booklet for EPC 1401 Practicum 1a
Year One, Semester One/2015/SWC

13. What do they say or do while completing the tasks?


Sometimes they say the answer out loud, when they finish they go to the ones who are
still doing the task and ask them to help (destructing other children).

TP Task Booklet for EPC 1401 Practicum 1a


Year One, Semester One/2015/SWC

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