Overall I felt the lesson was successful because by the give the axe of the lesson the learners were able to pick out and describe the mistakes that were given in the plenary. They majority of the class were engaged in doing the task hardening and those who were distracted were easily refocused.
They grasped the concept, of rotating a shape, quicker than expect. This meant I had much time to circulate round the class and pick up on any other misconceptions that might occur and get a line everyone was on task. This meant I had to adjust my lesson to suit the pace at which they were achieving the learning objective. It is clear that good teaching requires diagnosing student progress during the lesson and adjusting discoverion accordingly. (Daniel J. Moran, 2004, p. 86).
I found that the majority of mistakes do were in what direction to rotate the object (i.e. reading the read/write head properly) which was later focused on in the plenary.
One of the downfalls of the lesson was forgetting to instruct the pupils to write down the coordinates of one of the corners of the shape so that they could right away mark and assess their own work when the answers were given. This meant I had to larn the attention of the class mid-flow which proved difficult because they were engaged in doing the work.
Using the seating plan provided (as suggested by the host teacher) I was also able to get the pupils attention to correctly avow them how I hopeed the work to be assessed later. (Teacher, 2010)
I alikek too long on the sheets which meant that the further question that I had mean to do with them were not done and I just travel on to the plenary. This proved not to be a line of work because the class had grasped the concept of the topic very well. In my amend lesson plan , I have amended the amount of questions aswell. This could encourage motivate students to get more questions done because they will not get as disheartened by the volume of questions given. (Teacher, 2010)
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