The Reflection Of The Lesson Of Engineering Concepts

“The bunk house was a long, rectangular building. Inside, the walls were whitewashed and the floor unpainted. In three walls there were small, square windows, and in the fourth, a solid door with a wooden latch. Against the walls were eight bunks, five of them made up with blankets and the other three showing their burlap ticking. Over each bunk there was nailed an apple box with the opening forward so that it made two shelves for the personal belongings of the occupant of the bunk.”

(1987) described this form of instruction as a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. I have also used the strategy as reference for determining the strengths and weaknesses of my lesson. After conducting in class lesson and reviewing my video lesson multiple times, I was able to identify my strengths

Once questions are answered and all students feel comfortable moving forward then give introduction of the lesson activity.

The first reason why the third little pig is hard working is because he took the time and effort to build a brick house.He first found the bricks which probably were hard to find.Then after he found them, he had to transport them to the location where is the house was going to be.He then continued to lay the bricks down one by one to make a well-structured house to repel enemies.He is additionally hard working not only because he built the house out of brick but because he put up four walls a roof and even a chimney.For him to know the proper functions of a chimney is outstanding, but for him to actually

And then, the fox huffed and puffed and nothing happened. He kept huffing and puffing, and not before long, he became dizzy. He couldn’t blow down the goddamn brick house down. What a stupid wolf, he could’ve just broke the door down. Anyways, the crummy wolf got really mad, but his brain couldn’t think of anything to do. Eventually the wolf tried to jump in through the chimney that was one helluva stupid decision. The 3 little Pigs put a pot in the chimney, and that idiot wolf jumped in.

Mrs. Lawrence: When planning a lesson, I start with the objective. What is it I am supposed to be cover. Once I know, I start with a hook. I access their prior knowledge then I move on with either an example or model. All along I ask questions to make sure the students

How successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

The teacher instructed the content by showing examples of pictures, letters and other learning techniques she could for them. Foremost, the teacher instructed

Observing her classroom was very different from the previous two. I began observing in the beginning of their Geometry topic, which started with basic vocabulary. The strategy the teacher used for the students to help them learn the words was flashcards. She also printed out the notes for the student so they could just focus on the lesson. Before she had them do the flashcards, she asked the class “what words come to mind when you think of geometry?”. I thought this was a great strategy to see where the student overall understanding of a topic was before you even started teaching. She also allowed the student to experiment with making a polygon with two lines because they wanted to try to see if it was possible. Ms.Kennedy also did a lesson on Area and Perimeter of Quadrilaterals where she used real life examples to reinforce the topic. They also played “Simons Says” with different types of angles which is similar to the songs that the preschoolers and first graders did. One last strategy that I observed was the “Cartoon Corner’s” which is when Ms.Kennedy give the students a cartoon in relation to a problem and the students must solve it with a written journal

First knowing the subject, then deciding the length of the lesson and which key stage is it aimed for.

The lesson should first be introduced to the class through the vocabulary. This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing.

It was a warm summer day, the wind was a soft breeze and the sun was shinning. There were three little monsters, Dally, David, and Roger. All three of them liked different things. Dally liked sticks, David liked straws and Roger liked to build things with bricks. They all decided that it would be fun to build separate playhouses so they each could have their own. The following week on Wednesday they had an early out, they wanted to build their own playhouses after school that day. After school that day they had gathered their sticks, straws and bricks. Once they got everything they needed they grabbed a sandwiches and headed to the backyard. It took them about three hours to build their small houses and they got done just before their

The story of the “Three Little Pigs” has been around for a very long time. Parents have been telling their children this tale for generations. This story tells the narrative of three pigs, who construct their homes of three different materials, one straw, one wood and one brick. Then, comes along a Big Bad Wolf, who blows down two of the three homes and then focuses on tricking the final pig into coming out of his house so that he too, can be eaten. In this story, the third little pig, who made his home of brick, was the most admirable because he was clever, hard-working and courageous.

In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?