In the next phase of the lesson the teacher informed the pupils that there are words in the poem that sound alike and she elicited from them that these words are called The teacher then read the first three lines of the poem and asked the ‘rhyming words’. pupils to identify the rhyming words. One child identified a pair of words and the teacher invited her to select those two words from a set of word cards on the table, spell them and match them to the same words in the poem. This activity was repeated with different children until all rhyming words were identified, spelt and matched. During the final section of the lesson the teacher informed the pupils that she had something special for them and proceeded to dress two pupils in headbands representing the sun and a seed. She then asked the pupils ‘What do you think the to which they responded All other pupils in the class others will be?’ ‘raindrops’. were dressed in headbands representing raindrops. The teacher read the narrative parts of the poem while the pupils read the relevant lines for their respective characters and dramatized the corresponding actions. This assessment activity was purposeful and promoted creative and critical thinking. It was interwoven with the teaching and based on each progression as it required individual application of knowledge and pupil’s skills as opposed to recalling facts. It also excluded competition from among the pupils. The instructional strategies and methods used during the lesson catered somewhat to the needs of the pupils in that while emphasis was not placed on the feelings and perspectives of the children, neither on their psychological needs, the activities were based on their intellectual and physical needs and their interests. The activities were playing a game and reciting and dramatizing poetry. These activities helped to foster creativity as well as promoted social interaction between pupils and pupils and pupils’ teacher and pupils. In addition all of the materials co-ordinated with the lesson and provided opportunities for all pupils to be involved in the lesson and to purposefully use and interact with physical materials. Lesson 2 The Mathematics lesson on was approximately eighty minutes long “Pictographs” and was integrated with Reading. The aims as inferred from my observation were to introduce the pupils to the concept of pictographs and involve them in constructing a
In the next phase of the lesson the teacher informed the pupils that there are words in the poem that sound alike and she elicited from them that these words are called ‘rhyming words’. The teacher then read the first three lines of the poem and asked the pupils to identify the rhyming words. One child identified a pair of words and the teacher invited her to select those two words from a set of word cards on the table, spell them and match them to the same words in the poem. This activity was repeated with different children until all rhyming words were identified, spelt and matched. During the final section of the lesson the teacher informed the pupils that she had something special for them and proceeded to dress two pupils in headbands representing the sun and a seed. She then asked the pupils ‘What do you think the others will be?’ to which they responded ‘raindrops’. All other pupils in the class were dressed in headbands representing raindrops. The teacher read the narrative parts of the poem while the pupils read the relevant lines for their respective characters and dramatized the corresponding actions. This assessment activity was purposeful and promoted creative and critical thinking. It was interwoven with the teaching and based on each pupil’s progression as it required individual application of knowledge and skills as opposed to recalling facts. It also excluded competition from among the pupils. The instructional strategies and methods used during the lesson catered somewhat to the needs of the pupils in that while emphasis was not placed on the feelings and perspectives of the children, neither on their psychological needs, the activities were based on their intellectual and physical needs and their interests. The activities were playing a game and reciting and dramatizing poetry. These activities helped to foster pupils’ creativity as well as promoted social interaction between pupils and pupils and teacher and pupils. In addition all of the materials co-ordinated with the lesson and provided opportunities for all pupils to be involved in the lesson and to purposefully use and interact with physical materials. Lesson 2 The Mathematics lesson on “Pictographs” was approximately eighty minutes long and was integrated with Reading. The aims as inferred from my observation were to introduce the pupils to the concept of pictographs and involve them in constructing a
FINAL%20DISSERTATION%20-%20MARCH%202017.docx