Conceptual Framework of The College of Education Reflection Paper you are supposed to write a reflection paper of the first conceptual framework of the col

Conceptual Framework of The College of Education Reflection Paper you are supposed to write a reflection paper of the first conceptual framework of the college of education, Academic Rigor and Specializes experience. In your paper: 1/explain the meaning of the conceptual framework using your own words. 2/explain how the work attached can be considered as an evidence that you have, as a student in college of education, achieved this conceptual framework. this can be done through: a/mentioning the title of the work and the subject, teaching method2, in which it had been submitted. b/mentioning the objectives of the work. c/ writing a brief summary of the work. d/the reason why you chose this particular work as an evidence. e/ how this work is related to the conceptual framework. Zakaria Al.Hakamani
ID: 111960
Task 1:
–
The lesson is about writing a film review.
The student is in grade nine, first semester.
He is excellent in English.
He has high self-esteem (it can be observed in his confidence when he is
participating in class and correcting his classmates’ errors).
He is a fluent speaker.
He explains the meaning of the word “graphics” in an excellent way.
He shares many sentences when the teacher is writing examples on the board.
He is the first student to finish identifying the key words used in an extract of a
film review.
In general, the student had a high level of participation. The lesson was about writing a
film review and it seemed that he knew everything about it in advance. When the teacher
started to explain how to write a film review, he was so excited to comment and add on
what the teacher was explaining. The teacher chose the review of the film “The plague
dogs” as a model that students can follow to write their own film reviews. The students
did not know the meaning of the word “plague” and this student immediately explained
its meaning for the whole class. When the teacher explained the film review on the board
using the projector, he was so enthusiast to share his own ideas so that the teacher writes
them on the board. Then the teacher distributed papers for all students to practice writing
a review of a three-minute animated film entitled ‘ Piper’. This boy was the first one to
finish writing, and he immediately asked the teacher to check his answer.
2.
Learners’ error
Type of error
Did teacher offer
treatment?
Some students were Behavioral
standing up
frequently during
the first few minutes
of the class.
Yes
A student was
Behavioral
saying the answers
without the
teacher’s permission
during the time
where his
classmates were
saying their
answers.
A student
Linguistic
mispronounced the
word “Australia.”
Yes
Yes
What was the
treatment? If no
treatment offered,
why do you think
this was?
He asked them
firmly why they had
stood up frequently
for no logical
reason. Then, he
ordered them to sit
down and not to
disrupt the class by
unnecessary
movements.
The teacher looked
at him using eye
contact to show
disapproval. The
student then stopped
doing so.
The teacher
corrected the
student’s error by
saying the first
letters of the word
where he makes the
pronunciation
mistake(Aus……)
and the student then
recognized his
mistake and
pronounced the
word correctly.
While the students
were writing on
their own papers, a
student was
constantly laughing
and did not start
writing.
Behavioral
Yes
A student said a
sentence with
grammatical
mistakes (The lizard
is color with yellow
and brown).
Linguistic
No
The teacher went to
the student and told
him to stop laughing
and to immediately
start writing. The
student stopped
laughing, but did
not start writing.
The teacher firmly
told him that he
would not give him
extra time to write
and he would deduct
one mark if he did
not start writing.
A justification for
not correcting this
error is that the
meaning of the
sentence was
understood no
matter what
grammatical
mistakes the student
performed. The
teacher mainly uses
the communicative
approach, so his
main focus is on the
meaning not
grammar.
One of the main generalizations that can be made regarding students linguistic errors is
that they usually want to deliver the meaning in their minds regardless of the way of
doing so, whether they use the write form or not. Students, especially in the early stages,
cannot recognize their own grammatical mistakes because these rules are abstract. So, it
does not make a clear different for them to produce a sentence with a helping verb for
example or without a helping verb. The contributions of such abstract rules are not
discernible.
Regarding the treatments offered by teachers, I noticed that teachers who teach early
stages focus more on correcting students’ grammatical errors by using different ways
such as the denial, correction and asking them to repeat the correct form in a chorus. As
for me, I find it very beneficial for the students in the early stages to recognize their
errors and correct them based on the feedback given by a teacher. On the other hand, I
found out that teachers who deal with advanced stages do not use the same way of
correcting students’ errors; they rather choose to let them discover their own mistakes
and correct them by themselves because they believe that students’ mistakes in such
stages are accidental and they can fix them themselves. So, students would reduce the
amount of errors they make as time goes on as long as they monitor their own language.
On the same hand, there are teachers who do not pay much attention to students’ tiny
mistakes because they want to focus on the meaning and content more than the technical
issues. For me, I find that all three ways work for students depending on the situation a
teacher is in.
Task2:
Date of lesson,
EFM Grade,
book, unit and
page numbers
–
th
6
Novembe
r 2018
Grade
seven, 1st
semester.
The
assessme
nt is not
from the
book.
Content of
lesson (what
was taught?)
Type of
assessment
used
What teacher
did and what
students did?
Informative
writing
Formative
assessment
(a writing
exercise)
The teacher
determined the
time of
assessment
which was 15
minutes and
told them the
instructions.
He then
distributed the
assessment
papers.
How did the
teacher give
students
feedback on
their progress/
results?
After the 15
minutes, the
teacher asked
the students to
come to check
their answers
with him as
soon as they
finish. He
gives them
feedback and
asks them to
write their
Date of lesson,
EFM Grade,
book, unit and
page numbers
–
Content of
lesson (what
was taught?)
Geographical
13th
Novembe environments
r, 2018
Grade
seven, 1st
semester
The
assessme
nt is not
from the
The students
started writing
and finished on
time. They
asked the
teacher some
questions while
writing about
the meaning of
two words and
the teacher
answered them
because the
main focus was
not testing their
vocabulary
repertoire but
their writing
skill.
second draft
paying
attention to the
feedback given
and then come
back in the
following day
to check their
work.
Type of
assessment
used
What teacher
did and what
students did?
Formative
assessment
(Oral
assessment)
The teacher
stuck pictures
of different
environments
learned
previously on
the board. He
told them the
instructions.
Then he
How did the
teacher give
students
feedback on
their progress/
results?
After each
student said his
sentence, the
teacher used
different
correcting
techniques to
give feedback
for the student
mainly on
book.
distributed two
cards that
contained
pictures of
animals for
each group.
grammar and
pronunciation.
The teacher
focuses on
using the
audio-lingual
approach
Each student
because
who held a card students in
went to the
such grade
board and stuck should acquire
it on the picture the language in
of its
a correct
environment.
manner.
The student
says a sentence
about where
the animal
lives, e.g.
camels live in
deserts.
At the end of the lesson, the teacher asked different questions orally, and he lets students
answer quickly. Moreover, he used to ask them about the elements of the lesson that he
wrote on the board at the beginning of the class, whether they do understand them or not.
I think one good way of assessing students, as a type of group assessments, is that the
teacher puts them in groups and gives different types of questions for each group, and
then the teacher can check whether they understand or not. As for individual assessment,
I believe that one of the most efficient ways to assess students is to give each one of them
a short quiz about the materials discussed at each period. This can be done during the last
five minutes of the period, so it saves more time and provides teachers with a clear image
about every student’s performance and progress during the semester.

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