Observations were conducted in a Transitional Bilingual Education Kindergarten class at PS 120 and at a Dual Language First grade class at PS 163. Viewing a live classroom provided a novel learning experience from veteran teachers using various methods or strategies of teaching while observing the students’ responses, the classroom environment amalgamated with the interaction of students. On Friday 3/16/18, Ms. Hong’s Kindergarten class had 25 Chinese students concluding an 08:25 morning meeting, whence a language arts lesson commenced. A review of sentence writing began. Questions followed in rapid succession interspersed with instruction After the review, she asked students to work on their personal narrative stories. Then, Ms.
…show more content…
Hong’s class. Then at 08:30, as the students were seated around the meeting area, she asked,” what did we learn yesterday?” She asked,” How does the order of the number help you count to 50 by ones? We counted by one’s (displaying 1-50 in smart board.)” On the smart board displaying a picture of a zoo, she asked, “How many people come to the zoo? We counted each person which came to the zoo.” Choosing the zoo was wise, piquing high interest from the students. After the review, students learned the new lesson: Count from 50 to 100. In the video, there were a puppet and a man demonstrating counting numbers. It was entertaining and interacting. The puppet counted,” 1-10”; then the man counted,”11-20”. They alternatively counted and stopped at 89. The teacher asked question in Chinese, then in English as the puppet continued counting to 100, what numbers will the puppet count? No one raised their hand to answer. The teacher re-engaged the class by counting with the children,”1,2,3,...10; 11...20… 89”. The teacher stopped at 89 and pointed to the question asking “What numbers do we say when we count to 100 from 89 (in Chinese)? Which number is after 89?” Ms. Hong asked questions to guide students’ thinking. Everyone was quiet. The teacher scaffolded working toward the answer. Then students went back to their desks to complete exercises in Go …show more content…
Ms. Chang taught the preposition: “和” and “在” in Chinese. First, she wrote down the word “和 (AND)” providing examples: “Today, math homework are areas 10.1 and 10.2”; “Today we have Math class and Chinese Class”. The teacher chose the examples relevant to students. Next she introduced the word “在 (IN)” and gave examples. Then, Ms. Chang did a shared reading. Afterward, the teacher gave out worksheets for students to practice making sentences with “和” and “在. For the blue group, she asked students to fill in the blanks: 1. ___ and ___ is ___. 2. I have __ and ___. 3. I ate ___ and ___. 4. I saw __ and __ in ___. 5. I am in ____. For red group, she only have two sentences in the worksheet: 1. ___ and ___ are friends. 2. I am in __. Ms. Chang differentiated the activity providing different worksheets to match students’ needs. After students were done, the teacher called them back to the meeting area to promote sharing their sentences. That was very important for reinforcement of the
Hong’s class. Then at 08:30, as the students were seated around the meeting area, she asked,” what did we learn yesterday?” She asked,” How does the order of the number help you count to 50 by ones? We counted by one’s (displaying 1-50 in smart board.)” On the smart board displaying a picture of a zoo, she asked, “How many people come to the zoo? We counted each person which came to the zoo.” Choosing the zoo was wise, piquing high interest from the students. After the review, students learned the new lesson: Count from 50 to 100. In the video, there were a puppet and a man demonstrating counting numbers. It was entertaining and interacting. The puppet counted,” 1-10”; then the man counted,”11-20”. They alternatively counted and stopped at 89. The teacher asked question in Chinese, then in English as the puppet continued counting to 100, what numbers will the puppet count? No one raised their hand to answer. The teacher re-engaged the class by counting with the children,”1,2,3,...10; 11...20… 89”. The teacher stopped at 89 and pointed to the question asking “What numbers do we say when we count to 100 from 89 (in Chinese)? Which number is after 89?” Ms. Hong asked questions to guide students’ thinking. Everyone was quiet. The teacher scaffolded working toward the answer. Then students went back to their desks to complete exercises in Go …show more content…
Ms. Chang taught the preposition: “和” and “在” in Chinese. First, she wrote down the word “和 (AND)” providing examples: “Today, math homework are areas 10.1 and 10.2”; “Today we have Math class and Chinese Class”. The teacher chose the examples relevant to students. Next she introduced the word “在 (IN)” and gave examples. Then, Ms. Chang did a shared reading. Afterward, the teacher gave out worksheets for students to practice making sentences with “和” and “在. For the blue group, she asked students to fill in the blanks: 1. ___ and ___ is ___. 2. I have __ and ___. 3. I ate ___ and ___. 4. I saw __ and __ in ___. 5. I am in ____. For red group, she only have two sentences in the worksheet: 1. ___ and ___ are friends. 2. I am in __. Ms. Chang differentiated the activity providing different worksheets to match students’ needs. After students were done, the teacher called them back to the meeting area to promote sharing their sentences. That was very important for reinforcement of the