Paper details:

Please match my order with a writer who is experienced in writing topics on “Education”. My docx attached is v. clear and specific requirements given. Thank you.
Re: writing on “Observation Feedback” for Part 2 & Part 3

Please refer to the info of docx Part 2 & 3 and the Lesson Plans as the Observation Feedback is based on Part 2 & 3 Teaching, Learning and Lesson Plan.

For Part 2 & 3 – ( is divided in A, B & C)

A. Pre-observation discussion – ( You acting as an observer, an experienced colleague):

• Intended outcomes of the observation – (to be agreed between teacher & observer)
( words limit min 80 to max 120words)

• Agreed focus for the observation- you should refer to the learning outcomes for the appropriate Part in the teaching & learning
(words limit- min 80 to max 120words)
B. Observation Record –

• Teaching (words limit – min 80 to 120 max)

• Learning(words limit – min 80 to 120 max)
• Key strengths (words limit – min 50 to 100max)

• Key areas for improvement (words limit – min 50 to 100max)

C. Post-observation discussion –
• General comments and outcomes of the discussion. (words limit – min 80 to 120 max)
Teaching and Learning – Evidence of Learning & Evidence of Reflection
Student Name
Institution
Teaching and Learning – Evidence of Learning & Evidence of Reflection
PART 3
TEACHING AND LEARNING
PART 3A —— A Lesson Plan on Respiratory System
PART 3A Lesson Plan
Session title Science Lesson on “Respiratory System” Date Location Tutorial Room

Learner group 4 Boys and 6 Girls;
the age range 9- 10 years 6months Duration 45mins Group size 10 students

Learning aims 1. Identify and understand the parts and organs that make up the Respiratory System

Learning objectives By the end of the lesson the students will be able to :
1. Understand the path and functions of the Respiratory System.
2. Understand the keywords and definitions.
3. Identify the functions of the diaphragm.
4. Understand reasons for increased breathing rate during exercise

Time Content and teacher activity Learner activity Formative assessment Learning materials and resources

Before
Lesson:

5 min. Lead in: Teacher sticks vocabulary and keywords flash card on the whiteboard (respiration, diaphragm, breathing, ribcage, bronchi, alveoli, capillaries etc). Also stick a picture chart of the Respiratory System.

1. Give an overview of the parts and functions of Respiratory System.
The Whiteboard (w/b) pens, KWL chart flashcards for vocabulary, picture chart of Human Respiratory System.

(The visual materials engaged the students , thoughts, as well as relate to the topic)

5mins
Teacher gives KWL chart to students to list out what they know about the system, what they like to find out about the system.
With the KWL chart, students to list under column “K” – what I know. Under “W”- what I want to find out before the in-class activity on Respiration.

KWL chart.

10mins 1. Teacher explains the functions of the parts and organs of the respiratory system.
2. Teacher explains the Path of Respiration.
3. Teacher explains the meaning of vocabulary and keywords relating to the respiratory system. This helps students to understand the topic better.
4. Chorus with students the keywords & vocabulary.
Fun way for students to be familiar with the vocabulary and improve their spelling skills.
15mins

7mins
3mins For immediate in-class practice:
1. Paired students to draw and label the parts & organs of the respiratory system.

2. Teacher moves around the groups to assess and assist when necessary.

Class discussions – questions and answer session.
Lesson Closure:
Teacher to summarize the Path of Respiration.
1. Students in group setting, to draw and label the parts & organs of the respiratory system with resources given.

2. Students to list the functions on the pictures drawn.
3. Students will work together to connect the parts to form the Path of Respiration.
Questions and answer sessions to allow the students to clarify the concepts they are uncomfortable with.
It allows the students to interact as they try to answer their peer’s questions.
Students to refer KWL chart again and list down under “L” – the things they have learned. Students to draw and label the parts of the respiratory system. Students can see how the digestive parts are arranged and connected.
Group work is emphasized and every activity also reinforces the student’s understanding of the concept. Collaborative skills ensuring an all -inclusive learning.
The class discussion enables students to learn how to look at things from other’s perspectives.
The KWL chart is useful in assessing both the students and teacher, in addition to the effectiveness of the visual aid materials. Construction papers (different colors), color pencils/magic pens, small scissors, writing pen/pencil & glue / sticky tape
The use of visual aid is helpful for the male student with SLI.
This enables the class to flow together.

Notes:
The lesson introduces the topic of respiration system, providing overview of processes that take place during respiration
I use the KWL chart since it is helpful in assessing the students.
I use lots of visual learning style and listing in short phrases because one of the four boys has Specific Language Impairment (SLI) and this enables him to keep up with other classmates.
The lesson is full of engaging activities for the class thus the lesson ends up being highly educational, informative and enjoyable.

PART 3B
Observer Feedback:
Mr. Marcus Alexis observed and formatively assessed my Lesson Plan. Alexis, a colleague, has vast experience on matters do with making of a lesson plan. He applauded my lesson plan, stating that it had clearly adhered to the required standards for purposes of teaching and learning. In terms of structuring, Alexis argued that the lesson plan had a coherent structure, clearly stating the aims and objectives. He also pointed out that I had effectively taken the necessary precautions to ensure that the students’ intellectual ability and class size became part of the structure of the lesson plan. Moreover, he argued that my approach in the analysis of the class worked well for me as it helped come up with the most coherent plan that encompasses the developmental stage of the students. In particular, the visual learning materials helped motivate and increase the students’ concentration while in class. The chart of the respiratory track showing the diaphragm, the lungs, alveoli capillaries and bronchi, and the whiteboard, gave the students an opportunity to have a reasonable visual perspective of the lesson.
PART 3C
Evidence of Learning:
Formative assessment will take place when the teacher intends to modify learning and teaching activities to improve student attainment during learning process. The assessment will help the students to understand the learning process. The teacher will use formative assessment monitor student learning and in the end provide feedback that students can use to improve their learning (Fisher & Frey, 2007). The assessment also guides teachers in making critical decisions about future instructions. Instructors can use this feedback to improve their teaching of respiratory track. It is important to use a variety of formative assessment methods to enable the students identify their fundamental strengths and weaknesses as well as the target areas or aspects of the topic that need extra work. These assessment methods need to be integrated into classroom practice to provide essential information that will help adjust teaching and learning (Fisher & Frey, 2007). Examples of formative assessment methods include questioning, observations, discussion, response logs, peer assessments, and practice presentations.
The learning outcomes of a lesson plan need to identify the actual approaches to teaching and learning. The formative assessment is the most effective form of assessment/evaluation and always takes into account the formative assessment. Formative assessment is central to the achievement of both the short-term and longer term learning objectives. All the learning procedures or processes should strengthen and reinforce the students’ understanding of the concept. The practitioner should let the students know that respiratory system is vital for survival of human body cells, tissues and organs (Gold, 2013). Other physiological processes such as the blood circulation and digestive system also depend on the respiratory system. Students of this age are always curious; they want to gain more insight about various systems and processes taking place in their bodies. The lesson overview will give students details of what they are yearning to hear and understand.
The students were able to describe respiration system as well as identify the functions of the diaphragm, nose, the lungs, and the alveoli. Many students could clearly explain the breathing process. The students were also able to make hypothesis based on what they learned and elaborate upon their understanding of the respiratory system (Frost, 2001). They were also able to explain why breathing rate increases during exercise. Lastly, the students were in a position to put up a model lung system and use it to discuss the process of respiration. Overall, the formative assessment provides necessary information to teachers and students that will help adjust teaching and learning.
PART 3D
Evidence of Reflection:
Formative assessment will take place in the lesson when the teacher wants to measure how much the students have learned until a given point in time. The teacher will therefore be able check for students’ understanding along the way and provide them with feedback on areas that require some improvement. Assessment methods such as visual presentations, graphic organizers, charts, summaries, practice presentations, and collaborative activities will help the instructor to check for understanding (Fisher & Frey, 2007). The assessment will also guide the teacher’s decision about the future. Meanwhile, it is important to plan a variety of assessment methods in a lesson. Planning of these assessment methods will help determine whether the teacher is meeting the educational standards and goals of the lesson. Also, the assessment methods need to be adequately planned since they affect instructional needs, grades, advancement, and curriculum.
The experiential learning theory asserts that reflection, experience, testing and conceptualization are vital tools essential for effective learning. The cycle of learning that the theory introduces include reflective observation, concrete experience, active experimentation, and abstract conceptualization. Any teacher can use the lesson plan to meet his or her lesson goals (Mariotti, 2009). It allows a teacher to plan adequately for any emerging class scenario. A constant review of the comprehension content of students is necessary to develop an effective lesson plan. A reflective session can be vital in evaluating the students’ understanding of the lesson. For instance, the students would be in a better position to describe the three broad parts of the human respiratory system: the muscle of respiration, the lungs, and the airway.
Furthermore, the lesson links concepts from the previous lessons taught in class. Such progression is integral since it helps introduce students to more complex aspects of an issue through smooth transitions. It also helps students to push the learning horizons as well as the scope with each and every new lesson. In general, the theories of learning and teaching play an integral part in highlighting the most suitable methods for an effective lesson in the teaching practice (Ehrlich & Schroeder, 2004). These theories are often combined or used independently. They mainly depend on the teacher’s preference and the class dynamics. An effective lesson would demand application of many theories to successfully plan for the lesson. The level of creativity, knowledge, and experience of a teacher would determine their ability to formulate an effective lesson plan. Many of them found the lesson very lively, enjoyable and highly informative. In essence, students could easily relate their imaginations and thoughts with the real reasons.
I considered the intellectual ability of the students and the class size in structuring the lesson plan. I used visual learning materials and presentations because they increase the students’ concentration. These learning materials will be highly effective because students that age have a reliable and sharp cognitive ability. The visual materials not only trigger/stimulate their organization of thoughts but also provoke them to formulate opinions as well as gather information. The chart of respiratory system and the white board gave these students an opportunity to have a visual perspective/view of the lesson (O’Bannon, 2008). Thus many of them could relate their imaginations and abstract thoughts with the actual lesson. Such materials foster learning by making it informative and enjoyable for the students. The drawing and accurate labeling of the Respiratory System help the students gain adequate knowledge about the system. These drawing and labeling make the students become more acquainted with the keywords and vocabulary of the lesson. The lesson plan stresses group work as it provides the students with a more improved setting to learn science on the Respiratory System.
A teacher’s close encounter with an experienced practitioner will help to develop more insights about teaching and learning on the subject of Respiratory System. It will also open their eyes to understand and eventually embark on proper management of learning resources within their disposal to enhance effective teaching (McCrea, 2015). The various techniques of class management will be critical to understanding students as well as their wide-ranging needs. An effective lesson plan will help the teacher to match the content with different capabilities of students considering that they (students) have different attention spans. It will also facilitate allocation of invaluable resources, such as time and attention to the lesson details.
Finally, a reflective practice will help identify key strengths and areas of development by increasing self-awareness and helping to develop a better understanding of others. It also encourages active involvement/engagement in learning processes and helps to develop creative thinking skills (Jasper, 2003). Reflective practice will enhance further decision-making, problem solving skills, improve organizational skills, and help manage personal change. On the other hand, the theories of learning and teaching play an integral part in highlighting the most suitable methods for an effective lesson in the teaching practice. Such theories are normally combined or used independently. They mainly depend on the teacher’s preference and the class dynamics. An effective lesson would demand application of many theories to successfully plan for the lesson. Lastly, the level of creativity, knowledge and experience of a teacher would generally determine their ability to formulate an effective lesson plan.
References
Ehrlich, A., & Schroeder, C. L. (2004). Introduction to medical terminology. Clifton Park, N.Y: Thomson/Delmar Learning.
Fisher, D., & Frey, N. (2007). Checking for Understanding: Formative Assessment Techniques for Your Classroom.
Frost, H. (2001). The respiratory system. Mankato, Minn: Pebble Books.
Gold, S. D. (2013). Learning about the respiratory system. Berkeley Heights, NJ: Enslow Publishers.
Jasper, M. (2003). Beginning reflective practice. Cheltenham: Nelson Thornes.
Mariotti, A. S. (2009). Creating your teaching plan: A guide for effective teaching. Bloomington, Ind: AuthorHouse.
McCrea, P. (2015). Lean Lesson Planning: A practical approach to doing less and achieving more in the classroom. Brighton: Teacherly.co.
O’Bannon, B. (2008). “What is a Lesson Plan?”. Innovative Technology Center. Tennessee: The University of Tennessee.

PART 2
Teaching & Learning

Part 2A ——A Lesson Plan on Digestive System
Unit 2 Lesson plan

Session title Science Lesson on “Digestive System” Date Location Classroom environment

Learner group 4 Boys and 6 Girls , age range 9 years to 10 years Duration 45mins Group size 10 students

Learning aims 2. Identify the parts of the human digestive system and know their functions.

Learning objectives At the end of the lesson students will be able to :
5. give the functions of some of the organs of the digestive system.
6. understand the process of digestive system.

Time Content and teacher activity Learner activity Formative assessment Learning materials and resources

Before
Lesson:

5 mins Lead in:
Teacher hang a picture chart of the human digestive system on the w/b .

1.What happens when you eat?
2.Teacher shows picture about the human digestive system..
3.Teacher writes on the w/b what the lesson objectives are & key words of the digestive system.
4.Teacher gives an overview of what the Digestive System is all about

Whiteboard pens; flip paper; blue- tac.
5mins
Teacher gives KWL chart to students to list out what they know about the system, what they like to find out about the system.
With the KWL chart , students to write down what they know about digestive system followed by what they want to find out.

KWL chart
10mins 1.Teacher explains the functions of the parts of the digestive system.
2.Teacher explains the path of digestion .
3. Teacher explains the meaning of vocab & key words relating to the digestive system. This helps students to understand better.
15mins

7mins

3mins For immediate in-class practice:
1.Teacher gives clear instructions to students for the group activities & assigned roles to the students for the group work.

2.Teacher moves around the groups to assess and assist when necessary.

Lesson Closure:
Teacher to summarise the Path of Digestion 1.Students in group setting, to color , label and list the function of the parts of the digestive system with resources given.
2.Students will work together to connect the parts to form the path of digestive system.
3.Students to refer KWL chart again and list under “L” – what they have learned.
1.This helps students to focus on what they will have learned by doing it.
2.Students are learning to work effectively in groups.Collaborative skills ensuring an all -inclusive learning.

Class discussions :
Feedback – about their work ;
Questioning – Teacher carries out questioning to create classroom climate where students think aloud and explore their understanding ; and
Peer & self -assessment & self-evaluation –-to enable them to recognise success in their work and to focus how they are learning as well as what they are learning.

All activities also reinforce the student’s understanding of the concept.
The class discussion enable pupils to learn how to look at things from other’s perspectives.
The KWL chart is useful in assessing both the students and teacher, in addition to the effectiveness of the visual aid materials.
construction paper, vanguard sheets , magic pen, color pencils,pens , pencils, small scissors , glue ,arts and craft supplies,

The use of visual aid is helpful for the male student with SLI.

(The visual materials engaged the students , thoughts and relate to the topic)
Use as many rows in the table as applicable – add rows if necessary

Notes

Part 2B
Evidence of Learning : ( writing has to answer /relate to the Qs )
• Why is it important for a lesson to have clear aims and objectives?
• What are the most important elements that need to be considered when designing a lesson?
• How will the chosen learning activities and teaching resources help learners meet the learning aims and objectives?
• What criteria need to be considered when selecting teaching and learning resources?
• What methods will be used to formatively assess the learners’ learning?
• Why have these formative assessment methods been chosen?

In structuring the lesson plan, I had to consider the class size and the intellectual ability of the students. I had to analyze the class in a psychological manner so that I could come up with a plan coherent with the developmental stage of the pupils (Willis 2009). For instance, boys aged around ten are easily distracted thus visual learning materials will increase their concentration. Kids this age have a sharp and reliable cognitive ability thus the use of visual learning materials. These materials trigger their organization of thoughts, provokes them to form opinions and gather information. The male student with a delayed speech problem can keep up with his classmates (Mccrea, 2015).
The whiteboard and the chart of Human body and digestive system gave the students a chance to have a visual view of the lesson. Students could relate their abstract thoughts and imaginations with the real lesson. Such learning materials enhance lessons making them enjoyable as well as informative for the students.
The construction papers, color pencil, small scissors, glue, and sticky tape reinforce the lesson. Drawing and labeling the Digestive System helps the student become familiar with the system. It is easier for them to memorize and remember it. By drawing, the students become familiar with the vocabulary and keywords for the lesson. The drawing is done in groups. It allows them to learn the values of cooperation and to work together. Teaching such values in a fun way is very effective while the students also get to learn the facts. Working together to assemble different parts and state their functions allows the students to learn to work in an inclusive environment (Mccrea, 2015).
The science lesson plan is in a way that the students are actively involved all through the lesson to make it enjoyable. Children in this age range need to be actively involved to avoid them being distracted the boys especially. In this case, the male student with delayed speech needs support and encouragement for him to keep up with the rest of the class. For these reasons, the plan is made as participative, lively, visual, and enjoyable as possible (Serdyukov & Ryan, 2008).
Group work is emphasized on as it gives the boys a better setting to learn science. Their time management skills are also improved as they interact with other students especially the female students. The male student’s ability to grasp the lesson is helped by the whiteboard and the Digestive System of the Human Body. As he draws labels and assembles the parts, he learns more than he would in the traditional setting of learning. He can express what he learns in simple sentences .
All the activities are also to reinforce and strengthen the student’s understanding of the concept. Letting the students know that the body changes food into a form it can utilize is a good way of capturing their attention. At this age, they are curious and want more insight into the lesson. The overview of the lesson gives details of what is to be taught. The students get to know the vocabulary of the lesson as well as the keywords they are to understand. After the lesson, the KWL chart assisted students to review and assess themselves Marzano (2007).
The KWL chart is divided into what the student already knows allowing the teacher to know any previous knowledge the students have. The students have an opportunity to state their expectations of the lesson. The L part says what they have learned in the lesson. In this section, the teacher evaluates if the students have understood and learned from the lesson’s activities and if the students have grasped the lesson’s objectives Ogle, D. M. (1986).
(617 words)
Part 2C

“Evidence of reflection” —( writing has to answer /relate to the Qs )

• How will the teacher know if the lesson has been effective ?
• Why is it important to reflect on how effective a lesson has been ?

Effective learning is based on experience, reflection, conceptualization, and testing as
established by experiential learning theory . The theory introduces a cycle of learning which include concrete experience, reflective observation, abstract conceptualization, and active
experimentation. Each stage is supportive of the other in the cycle and all calls for different methods of teaching and learning (Stewart & Community College of Vermont, 2004). The theory advocates for teachers to employ activities that gives the learners the opportunity to engage themselves in the learning process in a manner that favors them.
Effective lesson depends on the creativity, experience, and the knowledge of the teachers.
For an effective lesson, the teacher should first know his/her students backgrounds. I observed that the senior practitioner, I undestood the need to know my students and their various interests, abilities, experiences, attention spans, and learning preference. This would aid me in my future efforts to assess the students on various aspects. The experienced practitioner echoed the need for a teacher’s knowledge of the subject content. This coupled with the identification of materials essential in the learning process
A lesson plan is very essential in meeting the lesson goals for any teacher. A lesson plan, according to the experienced practitioner, allows one to plan for any possible emerging class scenarios. It also allows for ease in allocation of resources such as time, attention to various lesson details et cetera.
An effective lesson also requires constant review on the students’ comprehension of content. This can be enhanced through question sessions (Ornstein & Lasley, 2004). A reflective session, as per the practitioner, can be integral in evaluating students’ understanding of the lessons in class. The lesson should link concepts from previous lessons. This points to a transition from the old to the new. The progression is integral in introducing students to more intricate aspects of a subject through a smooth transition. It helps the students to push their learning scope and horizons with every new lesson.
It is evident that learning and teaching depend on a variety of theories. The theories play a fundamental role in identifying methods to use in teaching practice for an effective lesson. Although the theories have to be used either independently or combined, they depend on the class dynamics and the teacher’s preference. It is notable that for an effective lesson, a teacher cannot depend on one theory to plan for the lesson.
The close encounter with the experienced practitioner was insightful as it opened my eyes to the proper management of resources at my disposal for effective teaching. The observed techniques in class management will be essential in understanding the various students and their needs. Given that many students have different attention spans, a good lesson plan, for instance, will help in matching the content with their different capabilities.

References:
Willis, C. (2009). Creating inclusive learning environments for young children: What to do on Monday morning. Thousand Oaks, Calif: Corwin Press.

Mccrea, P. (2015). Lean Lesson Planning: A practical approach to doing less and achieving more in the classroom. Brighton: Teacherly.co.
Serdyukov, P., & Ryan, M. (2008). Writing Effective Lesson Plans: The 5-Star Approach. Boston: Allyn & Bacon. .

O’Bannon, B. (2008). “What is a Lesson Plan?”. Innovative Technology Center. Tennessee: The University of Tennessee.

Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39, 564-570.

Education Technology Tools for Teachers | TeachTomorrow.org. (n.d.). Retrieved from http://www.teachtomorrow.org/education-technology-tools/