TPTG620

Bc200412615
Assignment 2 (Week 2)
Week 2: Observation of Teaching and Other Classroom Activities

Activity 1: Observation of Classroom Layout/Set-up

Task: Sketch the sitting arrangement of the classroom (blackboard, students’ desk, and chairs,
teacher’s desk, door, etc.) Sitting Plan
Reflection: Based on your observation of classroom layout, answer the following questions.

1. How does this seating plan help involve all students in the lesson?

The sitting plan was simple. There were two rows of benches. Three students were sitting
on one bench. Students with low mental levels and low IQ levels were sitting on front
benches so that they may focus on the whiteboard easily. A group of three students on one
bench of almost the same talent was very encouraging because students develop a sense of
competition.
 2. Did the seating plan facilitate group work during any activity? (Where applicable)

Yes, Group study is easy for students in such sitting positions. All benches contain three
students, so groups of three students are automatically formed that can be observed by the
teacher easily and they can easily discuss everything with one another.

3. What changes would you like to make in this classroom seating plan?

I was satisfied by the sitting plan according to the situation of the classrooms. Multiple
sitting plans can’t be observed due to limited space, size of classrooms, and furniture. A
maximum of 35 students were sitting per classroom according to PEF rule, so multiple
arrangements of benches are not possible.

Activity 2: Observation of Classroom Teaching

The purpose of this activity is to observe how a teacher has planned la lessons and his/her
teaching styles while conducting the lesson plan (discuss with your cooperating teacher about
this activity and request him/her to provide a lesson plan before the start of the class). This
activity has two parts. In 1st part, you will observe the teacher in the classroom and reflect on it.
In 2nd part, you will prepare your lesson plan based on your observation.

Part 1: Review of Lesson Plan (If available)

Review the Lesson plan according to the format given below.

Cooperating Teacher: Saima Sabir Class: 9th Subject: Physics

Topic: Energy subtopics (if any): Types of Energy and sources

Note: Give your comments on the lesson plan.

Elements Yes, Comment (if any)
No
The lesson plan has all the elements according to Yes The lesson plan was according to model
the model lesson plan/format (provided to you) books of lessons plans provided in
schools.
General Objectives/ specific objectives are clearly Yes Yes, Key points and general objectives
stated were mentioned.
Objectives are in behavioral form (using Blooms’ No Randomly mentioned no specific
or SOLO) taxonomy pattern.
The methodology is clear and relevant to the topic Yes Methods used:
AV aids/ Materials/ Resources to teach this Yes Whiteboard, different markers, duster,
particular lesson/topic are mentioned charts, etc.
Activity/ Group work is planned (where applicable) Yes Yes, instructions for group work were
mentioned.
The worksheet is available/ready (if required) Yes Available.
Learning sequence/ Procedure is present e.g., Yes Yes, the sequence was according to the
checking prior knowledge, introduction, model lesson plan. Grade, textbook,
explanation, activity, homework time duration, general objectives,
instructional objectives, SLO,
resources, Homework, Assessment
Feedback of students (questioning/answering) Yes Yes, questions were written for
students.
Homework is mentioned/given Yes Yes, homework was available.

Reflection: Reflect on how successfully the teacher has delivered the lesson.

1. Did the teacher check the prior knowledge of the students about the topic? (Given
example)

Yes, the Teacher checked their previous knowledge by asking simple questions after giving
some time to students for revision. These questions were general life types from the last day
topic and some simple from the current topic. One thing I liked most is that teacher was
encouraging those students who were answering conceptual in their own words.
For example:
 Do you know about the importance of energy?
 What is the source of energy used in our houses?

2. Did the teacher respond to students’ questions during the lesson? Were the questions
relevant to the topic?
In reality, students at the school level are not confident enough about asking too many
questions. But my cooperating teacher has motivated students about the importance of asking
questions. Now I observed students were asking simple questions. Their questions were
answered very politely by the teacher and apricate them.

3. What strategies teacher mention in the lesson plan to motivate students?

 She was giving students a sense of control by keeping students on task and giving
assignments that motivates them to do more.
 She developed a threat-free environment to encourage them to do more freely and
creatively.
 Teacher told me they often change student scenery to keep them involved in studies.
 She develops a sense of competition among students.
 Students are given rewards for outstanding performance by appreciating.
 Students are trusted and given classroom management responsibilities.

4. Which aspects of this lesson plan need to be reviewed again and why?

This lesson plan can be improved and can be made more effective if the following points were
kept in mind.
 Plan test ahead of time.
 Consider individual students and their needs.
 Ask yourself what you want to know if you were a child.
 Consider homework carefully.
5. How does the teacher prepare the blackboard e.g. writing date, topic name, and
classwork? Is the blackboard work clear/neat/understandable?

I have not seen any blackboard in school. All were whiteboards. The teacher professionally
used a whiteboard. He used in following ways
 She wrote the date on the left upper corner.
 She wrote the day name below the date.
 She mentioned the topic names before students and wrote in upper mid.
 She started the lesson plan and properly used the board and kept on asking
backbenchers about clear vision.
 At the end he wrote homework on board and guided students on how to do it.
 6. How did the teacher prepare students’ Homework tasks? Was the homework relevant to
the objectives of the topic?

Yes, homework was clearly according to the objectives of the topic and also conceptual to
enhance creative abilities.

7. Observe the notebook of any two students to see if those are properly checked or not?

Yes, homework was checked regularly. Student mistakes were highlighted with a red marker.
In end, there was a signature and date written.

8. How was the teacher monitoring students’ participation in class? (e.g. verbal/nonverbal
responses)

The teacher was strict about discipline. She was not allowing any student to create a
disturbance. The teacher asked the students to focus on the lecture. During the lecture, she was
observing students and her body language was giving messages to the student to stay focused.
Moreover, her teaching style was interesting to keep students attentive.

9. Reflect on what you have learned after observing this activity?

This was an amazing experience of practical observation of the teaching-learning process. I

observed
 How class discipline is maintained?
 How lesson plan is prepared?
 How students are arranged in class?
 How whiteboard is used?
 How is homework checked and assigned?
 And much more…
Part 2: Recreate Lesson plan

Recreate this lesson plan as you want to teach this topic. You may use the University
format to create your version of the Lesson plan for the same topic.

Subject:
Physics
Grade level/ Class:
9th class
Text Book:
Punjab Textbook.
Topic & Sub Topic:
“Energy”
Types of Energy
 Wind energy
 Solar energy.
 Nuclear energy.
Sources of energy (Assignment)

Time duration:
Time Allowed: 38 minutes

General Objectives:
 To understand the importance of energy in our life.
 To teach sources of energy available in Pakistan.
 To teach comparison of different sources of energy.
Specific/Instructional Objectives:
 Students should learn the need for energy and production in Pakistan.
 Students should understand how and why solar energy is economical and
environment-friendly.
 Students must keep in mind the procedure of energy production.
Student Learning Outcomes:
In this lecture, students will learn some real applications of energy and sources
of energy that are used to produce energy in Pakistan. They will know how load
shedding problems can be solved by making these sources more productive.
They will be able to give a presentation on these topics.
Resources/Materials A.V aids:
Whiteboard, board marker, Charts, etc.

Procedure:
Solar energy is derived from the sun’s radiation. The sun is a powerful energy
source, and this energy source can be harnessed by installing solar panels. Did you
know that the energy it provides to the Earth for one hour could meet the global
energy needs for one year? However, we can harness only 0.001 percent of that
energy.
 Renewable Energy Source.
  Reduces Electricity Bills.
 Low Maintenance Costs.

Wind energy is a form of solar energy. Wind energy (or wind power) describes the
process by which wind is used to generate electricity. Wind turbines convert the kinetic
energy in the wind into mechanical power. A generator can convert mechanical power
into electricity. Mechanical power can also be utilized directly for specific tasks such
as pumping water.
 Wind Energy Is Renewable & Sustainable.
 It’s Also Environmentally Friendly.
 It Can Reduce Fossil Fuel Consumption.

Nuclear energy originates from the splitting of uranium atoms – a process called
fission. This generates heat to produce steam, which is used by a turbine generator to
generate electricity. Because nuclear power plants do not burn fuel, they do not
produce greenhouse gas emissions. Nuclear energy offers many advantages as the
emissions-free workhorse of our energy grid. Its unique value cannot be found in any
other energy source.
 Nuclear produces electricity reliably.
 Nuclear protects national security.

Assignment or Homework:

Write down about Sources of energy (solar, wind, nuclear). Make schematic diagrams
showing how their plants work.

Assessment of Student Learning:

Questions for students:

 Why we are so curious about energy production?
 Which source is pollution-free?
 Which energy source is more suitable according to the circumstances of
Pakistan?

Activity 3: Observation of Classroom Activity/Group work

The purpose of this activity is to check both the clarity of instructions given by the teacher and
students’ understanding to follow instructions to perform an activity or group work.

Teacher’s Instructional skills

Observe the instructions the teacher is giving before starting and during the activity and
complete the table. For each skill, decide how successfully it was achieved, (Clear and
Unclear) and write your reflection against each observation.

Clear,
Instruction-giving skills Unclear Discussion points (if any)

Start of activity (explaining the clear Yes, the teacher explained the purpose
purpose of activity) station of the activity.
Use of simple language/short clear The teacher used simple language which
sentences was easy enough to understand.
Voice quality (loud) clear Yes, the voice was very fresh and loud.

Follow up instructions during clear Yes, the teacher was revising instructions.
the activity
Use of visual aids (where Not clear Limited resources restricted to use
applicable) whiteboard only.
Demonstration rather clear The demonstration was satisfying.
than explanation
End of activity (summarization) clear The conclusion was short and quite
understandable.
Reflection:

1. In the case of group work; how does the teacher decide students for grouping and also
mentioned the number of students in one group? What responsibilities were assigned to
each member of the group?

The teacher divided 35 students into 7 groups. Each group was containing 5 students.
Due to limited sitting plans in less space teacher asked students of two benches to make one
group of 5 students. Students of different talents were part of one group. In one group some
students have low IQ levels and some are talented students so they can help each other, so
having low IQ level students can participate in the discussion by helping talented students. The
teacher asked the group to read carefully turn by turn. After reading discuss with one another.
After discussion, each student should try to explain in his own words.

2. How all the students were participating in the group work? How teacher ensure the
participation of each student?

The teacher motivated students before the start of the activity so that each student can
participate with full passion. So, students are showing full interest because they were enjoying
each other company. They were comfortable while using their own language Punjabi.
The teacher was also visiting every group and was asking about their problems. She was
making sure participation of every student.

3. Were all the students following the instructions and completing the activity?

Yes, most students were self-motivated. They started the activity after listening instruction
carefully. They were used to such type of work, so they completed it comfortably.
The teacher was also very curious about completion.

4. Reflect on what you have learned after observing this activity/group work?

I have learned a lot from this activity which was knowledgeable and interesting. I observed
 How to start a group activity?
 How to give instructions?
 How to observe students’ discussion?
 How to make groups?
 How to ensure the participation of every student?
 How to sum up activity?