Observe in a classroom, keeping a record that lets you answer the following questions. Record/write down a list of what is said for 10 minutes during the CORE part of the class:
Summary of the Lesson:
This Lesson is Lesson 4 in chapter 9 which is was finding the volume of Rectangular Prism. This lesson was planned by me and MST and taught by Miss Aaesha because the Principle will observe her teaching.
At start of the lesson Miss Aaesha faced two problems. First, the Smart Reader Program didn't opened. second, students can't upload the lesson. Therefore, to solve these problem she asked students to share the power point using Flash Driver and instead of using Smart Reader she used power point.
She started the lesson with animated movie about volume of rectangular prism and why we need o know about. Then, she let students anticipate what they know about prism and what the difference between 2D and 3D shapes. After that, she present connecting blocks in rectangular shape and asked students to count how many cubes are their. After that, she take each group rectangle and connected together to help students understand the relationship between area and volume which helped them to identify the formula of the volume of the rectangular prism. I believe it emphasized the conceptual knowledge for students.
In addition, she give students example of how to find the volume of the prism and let students solve 6 questions individually which I believe it help them to understand the procedural understanding. However, to help students have fun with the lesson I created the geometry kitchen activity which basically about making a cake of rectangular prism and find it area. We let one chef of ea group bring the food supplies and each students in group will make their own cake, find its volume and then eat it. Moreover, through this activity we connect the lesson to the real life situations.
· What proportion of time does the teacher talk?
A fair amount of time teacher did talk. Students were talking and interacting with each other most of the time. According to Vygotsky, interaction build students abstract thinking (Vialle, Lysaght & Verenikina, 2008, p.63). Therefore, I believe that when students talk more that helps to build their critical and abstract thinking.
o Time the class for 10 min, how many of those minutes is the teacher talking?
In ten minutes, Miss Aaesha speak 3 minutes only and the rest of 7 minute students were speaking from student to student and student to teacher.
· What types of questions does the teacher ask?
My MST asked "Can you remember what you learnt" and " What is the definition of the volume? Can you help me again?". The first question is open question because of the students understanding and remembrance. However, the second question is closed question because it have specific answer. According to my study of bloom Taxonomy both questions in for knowledge stage and it help to complete cognitive tasks such as describe, recite, define, identify and tell.
o List all the exact words you hear the teacher uses when asking questions about the math topic (not review or procedural questions)
- What is the Volume?
- What the relation ship between Area and Volume?
- Why do you think that we have cubed cm in the example?
- Give me some examples of the volume?
- Give me reasons to find the volume of the rectangular prism?
- Why we call it Rectangular prism?
· What evidence do you see that children have learned some mathematics?
Students find the volume of rectangular prism correctly and they followed the same steps as teacher taught.
During last activity (Geometry Kitchen) students use ruler to measure length, width and height and they point it out correctly in the cake so they understand the concept of volume of rectangular prism and how it is connected to the Area.
o What are children saying or doing that shows they understand a new topic?
When as whole class teacher started to find the volume students were able to identify length, width and height of the prism. Then, they tell teacher to write the formula of it which is V= L x W x H and then solve it together.Moreover, when students were finding the volume by them self they were following the steps correctly.
· How many of the children have an opportunity to talk?
All of the students have opportunity to speak in the class because the teacher create that environment for students.
o Are children talking only when the teacher calls on them?
Most of the time yes but sometimes they talk within the group also and my MST are okay if student were speaking in order to understand more.
o Do children talk to partners or in table groups?
Most of the time they talk to their table group (interactive Learning)
o Do children raise their hands to ask questions? What are they asking?
Most of the time they raise their hand if they have the question. Students ask questions such as "Why we lean about the volume?" "Where is Length, Width, height?" and "Why cm is cubed not square?".
· In your opinion, is the classroom discourse about important and new mathematics?o Why or why not?
I think classroom discourse is important because when students talk about new information that information will stick in their minds.
This Lesson is Lesson 4 in chapter 9 which is was finding the volume of Rectangular Prism. This lesson was planned by me and MST and taught by Miss Aaesha because the Principle will observe her teaching.
At start of the lesson Miss Aaesha faced two problems. First, the Smart Reader Program didn't opened. second, students can't upload the lesson. Therefore, to solve these problem she asked students to share the power point using Flash Driver and instead of using Smart Reader she used power point.
She started the lesson with animated movie about volume of rectangular prism and why we need o know about. Then, she let students anticipate what they know about prism and what the difference between 2D and 3D shapes. After that, she present connecting blocks in rectangular shape and asked students to count how many cubes are their. After that, she take each group rectangle and connected together to help students understand the relationship between area and volume which helped them to identify the formula of the volume of the rectangular prism. I believe it emphasized the conceptual knowledge for students.
In addition, she give students example of how to find the volume of the prism and let students solve 6 questions individually which I believe it help them to understand the procedural understanding. However, to help students have fun with the lesson I created the geometry kitchen activity which basically about making a cake of rectangular prism and find it area. We let one chef of ea group bring the food supplies and each students in group will make their own cake, find its volume and then eat it. Moreover, through this activity we connect the lesson to the real life situations.
· What proportion of time does the teacher talk?
A fair amount of time teacher did talk. Students were talking and interacting with each other most of the time. According to Vygotsky, interaction build students abstract thinking (Vialle, Lysaght & Verenikina, 2008, p.63). Therefore, I believe that when students talk more that helps to build their critical and abstract thinking.
o Time the class for 10 min, how many of those minutes is the teacher talking?
In ten minutes, Miss Aaesha speak 3 minutes only and the rest of 7 minute students were speaking from student to student and student to teacher.
· What types of questions does the teacher ask?
My MST asked "Can you remember what you learnt" and " What is the definition of the volume? Can you help me again?". The first question is open question because of the students understanding and remembrance. However, the second question is closed question because it have specific answer. According to my study of bloom Taxonomy both questions in for knowledge stage and it help to complete cognitive tasks such as describe, recite, define, identify and tell.
o List all the exact words you hear the teacher uses when asking questions about the math topic (not review or procedural questions)
- What is the Volume?
- What the relation ship between Area and Volume?
- Why do you think that we have cubed cm in the example?
- Give me some examples of the volume?
- Give me reasons to find the volume of the rectangular prism?
- Why we call it Rectangular prism?
· What evidence do you see that children have learned some mathematics?
Students find the volume of rectangular prism correctly and they followed the same steps as teacher taught.
During last activity (Geometry Kitchen) students use ruler to measure length, width and height and they point it out correctly in the cake so they understand the concept of volume of rectangular prism and how it is connected to the Area.
o What are children saying or doing that shows they understand a new topic?
When as whole class teacher started to find the volume students were able to identify length, width and height of the prism. Then, they tell teacher to write the formula of it which is V= L x W x H and then solve it together.Moreover, when students were finding the volume by them self they were following the steps correctly.
· How many of the children have an opportunity to talk?
All of the students have opportunity to speak in the class because the teacher create that environment for students.
o Are children talking only when the teacher calls on them?
Most of the time yes but sometimes they talk within the group also and my MST are okay if student were speaking in order to understand more.
o Do children talk to partners or in table groups?
Most of the time they talk to their table group (interactive Learning)
o Do children raise their hands to ask questions? What are they asking?
Most of the time they raise their hand if they have the question. Students ask questions such as "Why we lean about the volume?" "Where is Length, Width, height?" and "Why cm is cubed not square?".
· In your opinion, is the classroom discourse about important and new mathematics?o Why or why not?
I think classroom discourse is important because when students talk about new information that information will stick in their minds.
Reference:Vialle, W., Lysaght, P. & Verenikinam I. (2008). Handbok on Child Development (2nd ed.). South Melbourne, Vic.: Nelson Cengage Learning.