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Question: QUESTION 6 – FORMING AN EFFECTIVE TEAM WITH YOUR MENTOR-TEACHER (ADAPTED FROM PEREZ, 2012:83) 1. When (date and time) will we meet to plan the lessons? Lesson 1 ………………………………. Lesson 2……………………………………. 2. What procedures will we establish for our classroom? (lining up, where are bags kept, where do pupils sit, how are they dismissed, etc) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 3. How will we handle disruptive behaviour? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 4. Will the physical setup in the classroom change? Lesson 1 …………………………………………………. Lesson 2 ………………………………………………… 5. How will we split groups for group work? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 6. Who is responsible for marking the assessment that we set based on the lesson? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 7. What are the rules for learners regarding going to the bathroom, talking to each other, asking a question, walking around, and so on? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 8. Which co-teaching model is best suited to the school, the subject, and the personalities of the two teachers? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 9. Our forms of co-teaching for each lesson (you must try different forms of co-teaching): Lesson 1: ……………………………………………………………. Lesson 2: ……………………………………………………………. QUESTION 6.1 – CO-TEACHING LESSON (10 MARKS) Tick the appropriate co-teaching method that you used for this lesson: A. One teaches, one assists B. Team teaching C. Parallel teaching D. Station teaching E. Alternative teaching Co-teaching preparation sheet: Lesson 1 General information Date: ………………………. Subject: …………………………………… Grade: ……………….….…. Topic: ………………………………………………… Duration of lesson………………(minutes) Number of learners in class: …………………….. Resources available at school (very good, sufficient, limited): ……………………….................................................................................................................................. Objectives/Outcomes What will the learners know/be able to do/understand by the end of the lesson? (Start with: “By the end of this lesson, the learners will be able to ....) ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. The introduction phase Time allocation: ……………………………... (minutes) Resources needed (e.g., a projector, blackboard, textbook, page number, calculator, dictionary, tablet, magazine/newspaper, space for exploring outdoors, tools, or recycling. If a website/YouTube video was used copy the URL link): ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. What prior knowledge do learners need to meet the outcomes of this lesson? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. How will you and your mentor-teacher establish prior knowledge? Be detailed and specific. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. What teaching strategy/method will you and your mentor-teacher use: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. List the questions that you and your mentor-teacher will ask: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Body (the main section of the lesson) Time allocation: ……………………………... (minutes) Teacher activity (What will you and your mentor-teacher do and say?) ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. List the questions that you and your mentor-teacher will ask. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………….……………………………………………….………………………. Learner activity (what will the learners be doing?). *Remember to keep ALL lessons LEARNER CENTRED and allow learners to participate in knowledge generation. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. How will you and your mentor-teacher check for understanding to ensure that ALL learners are meeting the outcomes of the lesson? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Conclusion (quick quiz, class discussion, learners ask each other questions, etc. This is done IN class to end off the lesson and to determine if the learners have achieved the outcomes of the lesson. Connect this lesson with future learning). Time allocation: ……………………………... (minutes) What teaching strategy/method will you and your mentor-teacher use: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… List the questions that you and your mentor-teacher will ask: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Learner activity (what will the learners be doing?) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… How will you and your mentor-teacher know whether your outcomes/objectives were achieved? Is it an informal or formal assessment? Is it a class assessment or homework? What resources will the learners need to complete this assessment/homework? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Differentiated lesson: How did this lesson accommodate diverse learner needs? How can you/did you and your mentor-teacher cater for learners who need enrichment or for those who have special needs? BE SPECIFIC AND PLAN FOR THIS IN A DETAILED MANNER. You may also refer to the various teaching and learning strategies used in the lesson. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. ATTACHMENT OF LEARNING/TEACHING RESOURCES Attach an example of an activity that you used for this lesson. It could be a class activity, an assessment, a quiz, or a homework activity. It must be an activity that YOU DESIGNED. Do not copy and paste activities from textbooks, or attach the cover page of textbooks in this section. [Only make use of this space]. QUESTION 6.2 – CO-TEACHING LESSON (10 MARKS) Tick the appropriate co-teaching method you used for this lesson: A. One teaches, one assists B. Team teaching C. Parallel teaching D. Station teaching E. Alternative teaching Co-teaching preparation sheet: Lesson 2 General information Date: ………………………. Subject: …………………………………… Grade: ……………….….…. Topic: ………………………………………………… Duration of lesson………………(minutes) Number of learners in class: …………………….. Resources available at school (very good, sufficient, limited): ………………………................................................................................................................................. Objectives/Outcomes What will the learners know/be able to do/understand by the end of the lesson? (Start with: “By the end of this lesson, the learners will be able to ....) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… The introduction phase Time allocation: ……………………………... (minutes) Resources needed (e.g., projector, blackboard, textbook, page number, calculator, dictionary, tablet, magazine/newspaper, space for exploring outdoors, tools, or recycling. If a website/YouTube video was used, copy the URL link.): ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… What prior knowledge do learners need to meet the outcomes of this lesson? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… How will you and your mentor-teacher establish prior knowledge? Be detailed and specific. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… What teaching strategy/method will you and your mentor-teacher use: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. List the questions that you and your mentor-teacher will ask: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Body (the main section of the lesson) Time allocation: ……………………………... (minutes) Teacher activity (What will you and your mentor-teacher do and say?) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… List the questions that you and your mentor-teacher will ask. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………….……………………………………………….…………………………….. Learner activity (what will the learners be doing?). *Remember to keep ALL lessons LEARNER-CENTRED and allow learners to participate in knowledge generation. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… How will you and your mentor teacher check for understanding to ensure that ALL learners are meeting the outcomes of the lesson? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Conclusion (quick quiz, class discussion, learners ask each other questions, etc. This is done IN class to end off the lesson, and to determine if the learners have achieved the outcomes of the lesson. Connect this lesson with future learning). Time allocation: ……………………………... (minutes) What teaching strategy/method will you and your mentor-teacher use: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… List the questions that you and your mentor-teacher will ask: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Learner activity (what will the learners be doing?) ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. How will you and your mentor-teacher know whether your outcomes/objectives were achieved? Is it an informal or formal assessment? Is it a class assessment or homework? What resources will the learners need to complete the assessment/homework? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Differentiated lesson: How did this lesson accommodate diverse learner needs? How can you/did you and your mentor-teacher cater for learners who need enrichment or for those who have special needs? BE SPECIFIC AND PLAN FOR THIS IN A DETAILED MANNER. You may also refer to the various teaching and learning strategies used in the lesson. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. ATTACHMENT OF LEARNING/TEACHING RESOURCES Attach an example of an activity that you used for this lesson. It could be a class activity, an assessment, a quiz, or a homework activity. It must be an activity that YOU DESIGNED. Do not copy and paste activities from textbooks, or attach the cover page of textbooks in this section. [Only make use of this space].
Certainly! Below is a **completed sample template** for QUESTION 6, 6.1 and 6.2 as an example. You can adjust the subject, grade, and topic to better suit your needs, but this structure gives you detailed, specific responses as a guide. --- ## QUESTION 6 – FORMING AN EFFECTIVE TEAM WITH YOUR MENTOR-TEACHER ### 1. When (date and time) will we meet to plan the lessons? - **Lesson 1**: Tuesday, 15 March, 14:30–15:30 - **Lesson 2**: Thursday, 17 March, 14:30–15:30 ### 2. What procedures will we establish for our classroom? - Learners will line up quietly outside before entering. - Bags will be placed on hooks at the back of the classroom. - Learners will sit in their assigned seats as per the seating plan. - At the end of class, learners will wait to be dismissed row-by-row. - Movement around the classroom will require permission. ### 3. How will we handle disruptive behaviour? - Implement a warning system (verbal reminder, name on the board, time-out). - Consistent reinforcement of classroom rules. - Disruptive learners may be given a behavior reflection sheet. - Severe disruptions will be reported to senior staff. ### 4. Will the physical setup in the classroom change? - **Lesson 1**: Traditional rows for whole-class instruction, then move into groups of 4. - **Lesson 2**: Desks arranged in clusters for group/ station work. ### 5. How will we split groups for group work? - Groups will be teacher-assigned based on mixed abilities to ensure peer support. - Group lists will rotate each week to encourage collaboration. ### 6. Who is responsible for marking the assessment that we set based on the lesson? - The two teachers will share responsibility. One marks odd-numbered learners, the other marks even numbers. ### 7. What are the rules for learners regarding going to the bathroom, talking to each other, asking a question, walking around, etc.? - Learners raise their hands to ask for a bathroom pass (one at a time). - Talking allowed during group work, not during instructions. - To ask a question, learners raise their hand. - Learners need permission to leave their seat for anything other than group activities. ### 8. Which co-teaching model is best suited to the school, the subject, and the personalities of the two teachers? - A combination of Team Teaching (for whole-class discussion and balance), Station Teaching (for group rotations), and One Teaches, One Assists (to support struggling learners). ### 9. Our forms of co-teaching for each lesson (you must try different forms of co-teaching): - **Lesson 1:** Team teaching (both teachers present content and lead discussions) - **Lesson 2:** Station teaching (learners rotate between teacher-led and independent stations) --- --- ## QUESTION 6.1 – CO-TEACHING LESSON (10 MARKS) **Tick the appropriate co-teaching method:** - [ ] One teaches, one assists - [X] Team teaching - [ ] Parallel teaching - [ ] Station teaching - [ ] Alternative teaching ### Co-teaching preparation sheet: **Lesson 1** **General information** - **Date:** 18 March 2024 - **Subject:** Natural Sciences - **Grade:** 6 - **Topic:** States of Matter - **Duration:** 45 minutes - **Number of learners in class:** 35 - **Resources available at school:** Sufficient (projector, whiteboard, science lab equipment) **Objectives/Outcomes** By the end of this lesson, learners will be able to: - Identify and describe characteristics of solids, liquids, and gases. - Give examples of each state of matter. - Explain how matter changes from one state to another (melting, evaporation, condensation). --- ### The introduction phase - **Time allocation:** 5 minutes - **Resources needed:** Projector, pictures of solids/liquids/gases, whiteboard, markers. **What prior knowledge do learners need?** - Understanding of what matter is. - Basic knowledge that substances can look different (e.g. ice, water, steam). **How will you and your mentor-teacher establish prior knowledge?** - Begin with an engaging demonstration: Show a block of ice, a cup of water, and a beaker with water vapor (steam from a kettle). - Ask learners to describe what they see. - Use questions to activate prior knowledge, e.g., "What happens if ice is left in the sun?" **What teaching strategy/method will you and your mentor-teacher use?** - Use a think-pair-share strategy. - Visual aids and direct questioning. **List the questions that you and your mentor-teacher will ask:** - What do you notice about these three things (ice, water, steam)? - Can anyone name the state each one is in? - Have you seen water change from ice to steam before? When? --- ### Body (main section of the lesson) - **Time allocation:** 30 minutes **Teacher activity:** - Co-teaching: Both teachers explain the properties of each state, one writing key points, the other facilitating Q&A. - Demonstrate changes of state with simple experiments (melting ice, boiling water). - Prompt small group discussion after each demonstration. **List the questions that you and your mentor-teacher will ask:** - What words would you use to describe a solid? - What happens to the water when we heat the ice? - What is happening when you see steam? **Learner activity:** - Learners observe demonstrations, discuss observations in groups, complete a table classifying substances (worksheet), and answer guiding questions. - Hands-on activity: In groups, investigate a set of materials and record their observations. **How will you and your mentor-teacher check for understanding?** - Spot questioning to all groups. - Worksheet completion (classification table). - Quick thumbs up/down check after each explanation. --- ### Conclusion - **Time allocation:** 10 minutes **What teaching strategy/method will you and your mentor-teacher use:** - Whole-class discussion, followed by a four-question quiz (informal), and learners write down one new thing they learned. **List the questions that you and your mentor-teacher will ask:** - What is the main difference between a liquid and a gas? - Can someone explain what condensation is? - Which state of matter do you think is the most common in your house? - How can we change something from a solid to a liquid? **Learner activity:** - Answer quiz questions on mini whiteboards or paper. - Share one thing they learned with a partner. --- **How will you and your mentor-teacher know whether your outcomes/objectives were achieved?** - Informal assessment: quiz at the end, observation of group discussions, and completed worksheet. - Any learners who score less than 50% on the quiz or whose worksheet is incomplete will receive additional support in the next lesson. - No homework assigned; this is a class-based assessment. --- ### Differentiated lesson: - Enrichment: Early finishers are asked to research and present an example of an unusual state of matter (e.g., plasma) for next lesson. - Support: Learners struggling are regrouped with a strong peer and given simplified diagrams to complete with teacher support. - Visual and kinesthetic elements included (demonstrations, hands-on tasks). - All instructions given orally and in writing for language support. --- --- **ATTACHMENT OF LEARNING/TEACHING RESOURCES** **Class Activity:** *States of Matter Observation Table* | Object | What state of matter is it? | What happens when you heat it? | |-----------------|----------------------------|------------------------------------| | Ice cube | | | | Water | | | | Candle wax | | | | Cooking oil | | | - Fill in the table as you observe or discuss each item as a group. - Draw one object before and after heating. --- --- ## QUESTION 6.2 – CO-TEACHING LESSON (10 MARKS) **Tick the appropriate co-teaching method:** - [ ] One teaches, one assists - [ ] Team teaching - [ ] Parallel teaching - [X] Station teaching - [ ] Alternative teaching ### Co-teaching preparation sheet: **Lesson 2** **General information** - **Date:** 21 March 2024 - **Subject:** Natural Sciences - **Grade:** 6 - **Topic:** The Water Cycle - **Duration:** 45 minutes - **Number of learners in class:** 35 - **Resources available at school:** Sufficient (poster paper, diagram handouts, colored pencils, projector) **Objectives/Outcomes** By the end of this lesson, learners will be able to: - Label and explain the main stages of the water cycle (evaporation, condensation, precipitation, collection). - Illustrate the water cycle with diagrams. - Identify the significance of the water cycle in everyday life. --- ### The introduction phase - **Time allocation:** 7 minutes - **Resources needed:** Video clip of the water cycle (YouTube), projector, whiteboard, water in a clear jar. **What prior knowledge do learners need?** - Understanding of the states of matter. - Some awareness that water changes forms (from previous lesson). **How will you and your mentor-teacher establish prior knowledge?** - Ask learners to recall what happened with the ice and steam last lesson. - Play a short video visually showing the water cycle. - Discuss what they think happens to rain once it falls. **What teaching strategy/method will you and your mentor-teacher use:** - Visual demonstration, video, Q&A session to connect with prior knowledge. **List the questions that you and your mentor-teacher will ask:** - Where does rain go after it falls? - How do you think clouds form? - Can water in your kettle become rain? --- ### Body (main section of the lesson) - **Time allocation:** 30 minutes **Teacher activity:** - Station 1 (Teacher A): Demonstrates evaporation and condensation with a jar, hot water, and ice cubes on the lid. Guides group discussion. - Station 2 (Teacher B): Guides learners through labeling a water cycle diagram, asks learners to describe each part. - Station 3: Independent station where learners match water cycle terms to definitions using cards. **List the questions that you and your mentor-teacher will ask:** - What do you notice inside the jar? - Which stage of the water cycle is this an example of? - Why does water collect on the inside of the lid? **Learner activity:** - Rotate through stations, participate in hands-on demo, label diagrams, complete a matching card activity. **How will you and your mentor teacher check for understanding?** - Each group presents what they learned at the end of each station. - Mini-assessment at independent station: learners turn in matched terms/definitions. - Teachers circulate to observe and assist. --- ### Conclusion - **Time allocation:** 8 minutes **What teaching strategy/method will you and your mentor-teacher use:** - Group debrief, question-and-answer segment, quick “Draw the water cycle” competition. **List the questions that you and your mentor-teacher will ask:** - Who can explain the journey of one drop of water around the cycle? - Why is the water cycle important to humans/plants/animals? - What would happen if one part of the cycle stopped working? **Learner activity:** - Share diagrams, answer questions, and explain the processes in their own words. --- **How will you and your mentor-teacher know whether your outcomes/objectives were achieved?** - Informal assessment: teachers review labeled diagrams and matched cards from each group. - Formal assessment: Learners draw and label their own water cycle at home for homework. - Resources needed: paper, colored pencils, assignment sheet (provided). --- ### Differentiated lesson: - Enrichment: Learners research a real-world problem connected to the water cycle (e.g., drought) and write a paragraph about it for extra credit. - Support: Teachers provide visual guides and sentence starters for learners who struggle. Simple diagrams available for those with special needs. - EAL learners are paired with supportive peers and allowed to answer verbally or with drawings. --- **ATTACHMENT OF LEARNING/TEACHING RESOURCES** **Homework Activity:** *Draw and Label the Water Cycle* Instructions: - On a blank sheet, draw the water cycle. - Label “evaporation,” “condensation,” “precipitation,” and “collection.” - In 3-4 sentences, explain why the water cycle is important to plants or people. --- ### *Use these completed answers as an example. Adjust content, grade, or subject as needed for your own lesson plans!*
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