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MEDIATOR JOURNAL

Lesson Plan 1
Reflection
The class took time to settle down. Students were walking in late.
Following instructions was difficult for 50% of students.
Took a while to adjust and focus.
There were two students in class who were engaged in the discussion.
When attention was on one student several others would engage in private conversations.
Managing students behavior and getting them to focus on the lesson was challenging.
Students gradually learnt about efficient scanning for information.
Lesson Plan 2
Reflection
Strict rules were explained and students cooperation was requested.
Most of the students were on time except one.
Class was generally cooperative. Unacceptable behavior (calling out; chatting; leaving seat;
distracted by engaging in other tasks) was quickly managed.
There was more quality responses and active engagement in the lesson.
Students were more participatory and asked relevant questions.
Getting all the students to be on the same page is a challenge.
About 70% of the students were mostly on task.
Students shared examples of using directions /maps/technology.

Lesson Plan 3
Reflection
The class engaged well in the discussion when they were asked to use three strategies (Think,
Feel, & Do) on a given topic. Using the cognitive engagement model: Explore, Describe,
Explain, Demonstrate, and Evaluate, they discussed and shared their views / ideas and how it has
impacted on individuals and community.
They enjoyed the presentation and requested for more similar mode of presentation. Four of the
students started using the cognitive function terms (connected, relationship, multiple sources of
information, labelling).
A good 30% of the students had difficulty focusing and were easily distracted. They do engage
but do not sustain enough to well understand the discussion.
Impulsive and blocking behavior was seen in three students.
Organisation of Dots activity:
Main challenges were listening, following rules, impulsivity and sustaining work.
Four of the students gave up easily and found some of the frames difficult to do. With some
direction they continued with the task a little longer.
Five of the students were seen enjoying the activity.
General reflections of students were that the activity was hard, complex, and challenging. Three
of the students made general statements that it was easy but when checked they had not
completed or had several errors. Two students completed page 1 well and spoke about using
directions, seeing patterns, relationships and checking for accuracy. Each student was given a
copy of the lesson plans so that they can read and understand the objectives, vocabulary, and
summary of the lessons.

Lesson Plan 4 Page 1A and B
Due to the nature of students challenges in class it was taking two sessions to complete a lesson.
Relevant activities to motivate and engage students was necessary in each of the lessons. A good
60% of the students had limited attention span and encouraging them to stay on task was
necessary. It was not that that they did not know what or how to do the task. As all the students
had special educational needs across a range of difficulties they can be easily distracted.
Explaining rules, repeating information verbally and visually (data projector) and using students
to repeat instructions was helpful. Relevant video clips was identified and used in class. Students
engaged with video clips very well.
Students (3) who had completed their tasks early were persuaded to help those who were
struggling. There was a general feeling that students were starting to enjoy the activities.
At every lesson the related cognitive functions are discussed and elaborated. They all have a
copy of the list of cognitive functions.

Lesson Plan 5 Page E1

Three of the students had started earlier as they were able to complete the tasks faster.