Wednesday, July 24, 2019
Classroom observation Essay Example | Topics and Well Written Essays - 1500 words
Classroom observation - Essay Example learning objective and target should be established in a way that includes a joint journey by the teacher and the classroom for the express purpose of gaining and assessing ââ¬Ëunderstandingââ¬â¢ (Moss and Brookhart, 2012: 9). Thus at the start of the lesson, the teacher announces the dayââ¬â¢s learning objective and target. This therefore places some responsibility on the classroom to achieve that target and with this understanding, the classroom is more likely to be involved in the lesson and therefore engaged (Moss and Brookhart, 2012). I observed that the learning objective and target was communicated in a way that was compatible with year three students. As Moss and Brookhart, (2012:9) suggest, the learning objective and target should be described in a ââ¬Ëstudent-friendlyââ¬â¢ way through the use of ââ¬Ëwords, pictures, actions, or some combination of the threeââ¬â¢ and should include what the teacher ââ¬Ëintends students to learn or accomplish in a given lessonââ¬â¢. This amounts to the ââ¬Ëmeaningfulââ¬â¢ sharing of learning objectives and targets and therefore are ââ¬Ëactual targets that studentsââ¬â¢ are able to ââ¬Ësee and direct their efforts towardââ¬â¢ (Moss and Brookhart, 2012: 9). I observed that the Saint Vincent year three teacher used a combination of words, pictures and actions to describe the learning objective and target. This communication had the effect of gaining the classroomââ¬â¢s attention and provided a reference point for the children to traverse thr ough the dayââ¬â¢s lesson. Essentially, the learning objective and target established for the students that the lesson for the day was meaningful. Moss and Brookhart (2012) explain how the meaningful communication of learning objectives and targets engage students. Students are engaged because there learning targets empower them. Empowerment and engagement occur because students are in a position where they are ââ¬Ëbetter able to compare where they are with where they need to goââ¬â¢ (Moss and Brookhart, 2012:
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