Observation Task 1: Differentiating Centers

Focus: Differentiating centers based activities in the early childhood classroom

Objective: To encourage student teachers to identify how classroom centers can be
differentiated to meet all student levels (Mastery, Developing and Emerging)
Procedure: Photograph and document the centers based activities implemented in the setting
during the course of the day and identify the ADEC learning outcomes the activities met

Table 1: Differentiating Centers

Observed learning Centers
(include photo):

Description:

Make a night sky

in the art area.
The students color
the roll carton
board by used
blue paint and
brushes. Then
they will stick the
stars in the roll
carton board by
use glue.

Resources:

Roll carton board.

Blue paint.
Small stars.
Brushes.
Glues.

ADEC Learning
Outcome:

Differentiated Ability
Levels:

(list only what you

consider to be the
primary goals)
Describe
characteristics of day
and night.

Mastery
Color nicely and stick the
star without help.
Developing
The students can color but
cant sticks the stars. So
they need help to put the
glue in the stars and give it
to them to put the star in
the carton board.
Emerging
The students can color the
carton board and some of
them color the carton
board many time and they
waste the time without
compete their work.

Reflections on Observation Task 1: Differentiating Centers

Read the questions below and write your answers

1. What are classroom learning centers?

Make a night sky in the art area.

2. What is the purpose of classroom learning centers?

Link between what they took (the lesson) and the art. Let students to create their own night sky.

3. What is the role of the students while engaged during learning centers?
They color, put glue and stick the stars.

4. What is the role of the teacher as the students are engaged during learning
centers?
Support the students, explain for them and praise.

5. Do you feel it is important to offer tasks that are developmentally

appropriate for all student ability levels? Why / Why not?
Yes, because some students cant do task upper than their abilities. So teacher should choose a suitable
tasks for the different ability levels.

Observation Task 2: Identifying Children with Special Educational Needs (SEN)

Focus: Identifying types of learning support needed for SEN students
Objective: To encourage student teachers to support and included the learning needs of
identified SEN students in the classroom
Procedure: Identify two children who have SEN and complete table 2 to highlight their needs
and identify support that is offered which facilitates their learning. If your class has no SEN
students you will need to go to a class that has SEN students in order to complete this task.

Table 2: SEN Support for Students

Name

Matar

Age

5 years old

IEP

Area of Focus

Possible ADHD: target do the

activity without playing with the
materials or use different materials
that he does not need.

Type, range and frequency of support

provided / needed.
Daily Teacher Support with advice from
Learning Enhancement Teacher:

Fares

5 years old

Possible ADHD: target - sit with

students in the carpet, sing the
morning song and do the movements
and answer the questions.

Placing Matar in a table that is only for him

where I can see him and be able to control
him.
Used private boards during the activity.

Daily Teacher Support with advice from

Learning Enhancement Teacher:

Putting the rules in place where he can see

it.
Asked him to teach his friends the morning
song and the movements.
Used a reward system to praise him.

Reflections on Observation Task 2: Identifying Children with Special Educational

Needs (SEN)

Read the questions below and write your answers

1. What is the school policy for inclusion for SEN students in the school?
The ADHD students should be included in the classroom.

2. What accommodations were made for the identified SEN students in the
classroom?
Extended the time for tests, finish an assignment, or complete an activity

3. Was there any assistive technology, other equipment or materials used

with the identified SEN students? If yes, please describe the equipment that
was used and what it was used for.
Smart board: sometime teacher ask the ADHD students to do the activity in the smart board.

4. What teaching strategies did your MST use with the identified SEN
students?
Use reward system.

5. Where there any other school staff that worked with the identified SEN
students? If yes, please explain their role and what they did with the
identified SEN student.
The school do not have stuff for the SN students.

6. Do you think that SEN students should be included in the classroom or

taught in class specifically for SEN students? Why / Why not?
Should be included in the classroom because the ADHD is not difficult status.

Observation Task 3: Supporting Learning through the Performing Arts: Music

and Movement
Focus: Understand the importance of using performing arts in the classroom to link with
academic subjects
Objective: To encourage student teachers to identify different ways that performing arts can be
used in academic subjects
Procedure: Identify two music and movement activities students performed in the classroom
and complete the table

Table 3: Music and Movement (Example)

Observed learning Centers
(include photo):

Description:

The students
dance while they
sing the shake
your sells out
song.

Objective
(Music & Movement)
Music:
Appreciation: the students imitate what the man in the video do.
Pitch: students sing at the same pitch
Rhythm: the students will make the same rhythm while they sing.
Conservation: students remember the melody of a song.
Movement:
High
fast
skip, stomp, march,
Relationship: the students will have a good relationship because
they do movement together imitate their classmates movement.
Interpretation:

ADEC Learning
Outcome:

Describe the five

senses and their
corresponding
body parts.

Observed learning Centers

(include photo):

Description:

The students
make movement
while they sing
five little
monkeys song.

Objective
(Music & Movement)
Music:
Appreciation: the students imitate the monkeys when they jump
and fell down.
Pitch: students sing at the same pitch of the song.
Conservation: students remember the tune of a song
Movement:
high
slow
jump and march,
Relationship: the students will have a good relationship because
they do movement together imitate their classmates movement.
Interpretation:

ADEC Learning
Outcome:

Identify features
of the natural
environment.

Reflections on Observation Task 3: Supporting Learning through the Performing

Arts: Music and Movement
Read the questions below and choose one to answer
1. The creative arts teach children that problems can have more than one

solution and that questions can have more than one answer. One of the
large lessons kids can learn from practicing creative arts is that there are
many ways to see and interpret the world. In your opinion, why is this
important and what impact does this have on education?
2. Creative thinking and reasoning have been identified and highlighted as an
essential twenty-first-century skill by many business, education, community
and government leaders. In your opinion, do you think that this is an
important skill for children to learn? Why or why not.

3. Some people view creative arts education as a luxury and do not help with
the building blocks of child development. In your opinion, what are the
benefits for children who are engaged in creative arts in school?
The creative arts education is very important for the students because it help them to
learn by doing. For example if the lesson about the animals and the teacher play a music
video that include how the animal move (jump, walketc.) and students imitate the animal
that will help them to get information about the animals.
Also, creative art education will develop students physical skills (fine and gross motor). For
example: when the students do movement they will develop their fine and gross motor.