Observation Task 1: Differentiating Centers

Table 1: Differentiating Centers (Example)

Observed learning Centers Description: Resour Internat Differentiated Ability
(include photo): ces: ional Levels:
Learnin
g
Outcom
e:
(list only
what you
consider
to be the
primary
goals)
- Recogniz Mastery
-Subtracting by -The children are counting Differen es, For the students who have
how many cubes are there, t counts, high mental abilities, the
using cubes then they take away 3 colored orders, teacher right on the smart
blocks and count how many cubes writes board 10-2= and they
blocks are left .As the (enough and uses build 10 blocks after that
students finish the MST for 6 numbers as they see the
gives each child a chance so student up to 10. subtraction sign they take
that she hears their answers s) 5 cubes away and they
and help the students who Sorts or recount how many cubes
face some difficulties on - matches are left, the students raise
taking out 4 blocks and Markers objects their hands and wait for
recount them again. The 6 and talks the teacher to ask each
teacher knows the students about child to say the correct
who have low mental -Smart sorting answer out loud.
abilities and the smart board Developing
students who understand The students whos in the
the concept from the medium level , they cant
beginning and without understand the concept
repetition. Students who from the first time, the
have low mental ability are teacher delivers the
always beside the teacher so concept to the students in
that the teacher give them 5 a simple way for example
cubes and tell them to take if the students who have
2 cubes from the 5 cubes. high mental ability they
The teacher make it simple build 10 blocks and they
and easy at the same time take 5 cubes away for the
for the students who have students who have low
low mental abilities, mental ability the teacher
students count the cubes wrote on the board 5-3=
so the students first
from1 to 5 slowly and while
their counting they should
put their fingers in each
cube while their counting so
that they dont miss any
cube and count correctly.
The teacher doesnt like to
start with anything unless
they all understand the
concept of the activity. The
teacher assign the students
who have high mental
abilities to come up and
right down the correct
answer on the white board.
understand simple
equation to solve and
after 1 week they start
solving little bit hard
equations and to make
sure that they all
understand the concept so
that the teacher knows
that they are following
with the students who
have high mental abilities.
Emerging
The teacher assistant
knows the students who
have low mental abilities
so she sit with them on
the table and explain for
the students in a simple
way and she speaks to the
students in a simple
language. On the table the
students has a printed
table and they are stake
on their tables and above
the table they have
numbers from 1-20
.Students will have the
cubes and the teacher
assistant will first show
them when she puts for
example 4 cubes on the
small table and she show
them the subtraction sign
and tell them that when
they see this sign they
take away and let the
students repeat after her
we take away then she
show them number 2 and
while shes taking away 2
cubes she counts one
/two and ask the students
can you count how many
cubes are there? This will
really help students to
understand the concept in
a simple way.
Observed learning Centers Description: Resourc Inte Differentiated
(include photo): es: rnat Ability Levels:
ion
al
Lea
rnin
g
Out
com
e:
(list
only
wha
t
you
cons
ider
to
be
the
prim
ary
goal
s)
 picture - Mastery
-Word family(ig) The lesson was about the
family word first the
s of
ig
Stude
nts
-After they
watch the
teacher showed them https:// will be video of the
pictures that has ig the www.y able family word
last two letters for example outube. to the teacher
Twig and Wig. They all were com/w know will give the
so excited because the atch? the students who
students were standing and v=aoU word have high
waiting for the teacher to mRQ- family mental ability
play the video and all of the j5Bk ig a small white
students were engaged and smart board and ask
try to sing along with the board - them to write
video. After they finished small Stude the family
the video the teacher white nt s word that they
chooses random students board will be have learned
to ask them questions for Marker able today and as
example can you tell me s to they finish
any word that ends with write they can help
ig if they didnt know she ig the students
tell the students think nicely. that they dont
about it for a while and I know how to
will come back to you. write the
When the teacher ask the letters
students questions she correctly or the
directly knows the students students that
who have high mental they didnt
abilities , medium and low understand
so that she can concentrate anything at all,
and work more hard for the because most
students who have medium of the time
and low mental abilities. some students
distract the
class and they
dont
concentrate
they miss
everything and
the result is to
bad. The
students who
are helping the
students who
are facing
difficulties they
will get
stickers beside
their names
and they will
get a big hug
from the MST
as well so that
they feel that
they really did
something and
achieved well.

Developing
The students
whos in the
medium level,
the teacher
will give them
work sheet
that has 5
different words
that ends with
ig and the
rest are normal
words that
doesnt ends
with ig so
students will
make a circle
on the last two
letters which is
ig as they
finish they will
have some
pictures beside
each word and
they will start
coloring in
different colors
or in one color
as they like.

Emerging
-The students
whos in the
low level the
teacher will
show them
how to
pronounce the
two letters
together and
repeat after
her after that
the teacher
will show them
how to write
ig on the air
with her finger
 then she will
give each
student a
chance to write
on the air and
while their
writing they
should
pronounce the
two letters
together to
make sure that
they
understand
and next week
she will give
them
worksheet that
is traced with
these two
letters so that
they slowly try
to follow the
rest of the
students
because they
all know how
to write these
two letters and
pronounce
them as well

Table 1: Differentiating Centers

Observed learning Centers Description: Resour Internation Differentiate
(include photo): ces: al Learning d Ability
Outcome: Levels:
(list only
what you
consider to
be the
primary
goals)
 -White -Students Mastery
-Different seasons -Each week the
students learn
paper
-Yellow
will learn the
4 seasons
-The teacher
Draw a tree
about the 4 sticky Students will that represents
seasons and they note be able to the fall season
are asked to draw -Colors color on the smart
pictures that properly. board and the
represent each students who
season. So when I have high
was observing the mental ability
students they were copy the
learning about new drawing on
season which is their sticky
called fall. The notes . They
teacher explained draw by
to the students that themselves
what happens in with no help
this season, she and they cut
told them that all the orange
the leaves falls on paper and
the ground and shape it like a
there are different pumpkin and
colors of leaves stick it on the
green orange small paper.
and yellow and
she also tell them
that in this season Developing
they can found all Students who
kinds of berrys and are in the
pumpkins as well. medium level
Then she ask them they still dont
what kind of berrys know how to
do you like to eat, draw properly
she gives each and cut in the
students to have same time so
the chance to listen the teacher sit
to each student beside the
answer. students and
show them
slowly how to
draw first the
stem of the
tree and the
leaves she also
train them how
to hold the
scissors
properly and
cut. The
cutting it
shouldnt be
perfect
because they
still are
learning how to
cut, they will
learn
everything
while their
using the
scissors while
their doing the
activities.

Emerging
-For the
students who
are in the low
level they will
have
worksheet that
has different
season pictures
and they are
asked to circle
the fall season
and as they
finish they
should color
the pictures.
Observed learning Centers Description: Resourc Internation Differentiate
(include photo): es: al Learning d Ability
Outcome: Levels:
(list only
what you
consider to
be the
primary
goals)
-Reading story -The teacher
-Story
book
-Students will
be able to
Mastery
-Students who
first have all answer the have high
students story mental ability
sitting on the question. they are asked
carpet and -Students will to tell the
make a circle be able to teacher the
so that they increase names of the
get ready to vocabulary characters
hear the and develop who were
story, all their mentioned in
students language the story and
were sitting skills. tell her the
quietly and things that
waiting for they like in the
the teacher story and
to start didnt like.
reading the
story. The Developing
teacher -The students
started who are in the
reading the medium level
story to the are asked to
students and tell the
they all were teacher the
engaged name of the
because they author and
are curious mention one
they want to character in
know what the story.
will happen
at the end of
the story. The Emerging
thing that I -The students
really liked who are in the
about the low level the
teacher while teacher will
shes reading ask them
the story, she some
was changing questions
her tone while shes
voice and this reading the
was really story for
 attract example what
students do you think
attention. will happen
after or which
character did
you like the
most in this
story. She lets
the students
think from
their
imaginations
when she ask
them that
what do you
think will
happen next.

Table 1: Differentiating Centers

Observed learning Centers Description: Resourc Internati Differentia
(include photo): es: onal ted Ability
Learning Levels:
Outcome:
(list only
what you
consider
to be the
primary
goals)
-Counting from 1-100 -The students -Chart -Students Mastery
were revising countin will be The students
number 1-100 g up to able to who have
they were all 100 recognition high mental
counting together number. ability they
but some of the know how to
students doesnt count and
know how to write the
count from 1-100. numbers
So the teacher from 1-100
when she see and they
some students can count
who are not fast also
participating she without the
walk in front of help of
the student and anyone.
she stair at his
mouth so that he
try to count with Developing
the students and -The
she make sure students
that he knows whos in the
how to count, medium
some students level sits
are always absent with the
and they miss students
many numbers who have
because each high mental
week they take ability and
from 1-20and the they help
week after they the students
revise all the while their
numbers and the counting
teacher make and if they
sure that they all found any
know how to write mistake they
and count the correct
numbers from 1- them.
20 the third week
they start
studying from 30-
40 and so on. Emerging
The students
whos in the
low level
they have a
worksheet
they have to
write the
number that
is missing
and they will
 have simple
numbers like
20___?
22____. They
should write
the correct
answer and
on top of the
paper they
will have
random
numbers for
example
44/21/24/23
so they will
try to find
the missing
numbers
from these
numbers so
it will be
easy for
them to find
the correct
answer.

Observed learning Description: Resources: Internationa Differentiated

Centers l Learning Ability Levels:
(include photo): Outcome:
(list only
what you
consider to
be the
primary
goals)
-Subtraction -Worksheet -Students will Mastery (High)
-Students had that has be able to The smart
lesson subtraction model hand take apart students count
worksheet that to make it from a given slowly and
has 10 fingers easier for number. make sure that
and below the the students -Students will their answer is
paper there was to count and be able to correct and if
subtraction below the improve their they needed
equations. paper there counting any help they
Students faced is skills. just asks one
some difficulties subtraction time and they
while they are questions. understand the
solving but -Pencil. concept from
when I was the first time.
explaining the
lesson to the
students in a
simple way they Developing(Me
get the idea fast dium(
and they -Students who
starting solving are in the
and in the same medium levels
time they were sits with the
helping there smart students
friends how to and teach
subtract for them in a
example first simple way so
the first number they can get
was 7 then the the idea they
child opens 7 just teach
fingers after them how to
that take away solve the first
2 how many question then
numbers are left they let them
lets count know do the rest by
1 2 3 4 5 yes themselves
good job. that they just
observe them
while their
working and if
they did
mistake they
correct their
answer,

Emerging
(Low)
-Students in
the low level
sits with the
teacher
assistant and
 she give him
small numbers
to subtract not
like the others
and each week
she give the
students large
numbers so
that they
follow with
others.

Reflections on Observation Task 1: Differentiating Centers

Read the questions below and write your answers

1. What are classroom learning centers? There are many learning

centers Im going to mention all the centers that in the classroom
that I observe for this semester. Role play area, playing with the clay
which is in the art area and students work with their fine motor skills
that helps them to hold the pencil properly. Reading center , the
teacher takes each 2 children and give them story to read after that
she let each child to explain what happens in the beginning of the
story and what happened at the end so students will explain for the
teacher everything so that she makes sure that they understand
while they reading the story, writing center for the students to
improve their writing and to keep it clear and clean, science center to
study about the weather or the different seasons and other important
things, Math center, students show their understandings by solving
 the equations correctly and for the students who face some
difficulties they count with the blocks so that it be easy for them. Art
expression designs, in this center the students give all their best to
show their creativity.

2. What is the purpose of classroom learning centers? So that

each child learns to choose the activity of their choice and ability
which is the most important thing because if a child who have low
mental ability is doing worksheet for students how have high mental
abilities they will face difficulties and they will also feel that they
dont know anything and whenever they will have a worksheet they
wont even bother they will start distracting the class because they
put in their minds that they dont know anything thats why we
should give each child activities or worksheets that suits their levels.
The teacher have time to focus on individual students to make sure
that they understand the concept, it doesnt matter if they did not
took everything the teacher can complete the other work the week
after, because the child will forget the concept and maybe he will get
confused

3. What is the role of the students while engaged during

learning centers? All students work independently and also share
their learning experience with their peers and that really make them
happy because all young children whenever they achieve something
or even a very simple thing they like showing others what they have
done because they really cares when they hear the praising and the
beautiful feed backs.

4. What is the role of the teacher as the students are engaged

during learning centers? The acts as a support and guide helping
students if they needs.

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

developmentally appropriate for all student ability levels?
Why / Why not? Yes, because the child learns if he is able to do a
particular look. It also gives him a sense of achievement and
satisfaction. He felt motivated to do more & letters if he succeed.