The purpose of the lesson, which was to prepare students for pre-algebra, was made clear by the teacher. However, as the lesson proceeded, the teacher explained that the students could use the pan-balance to replace objects with other variables. These variables could be used in working out uncomplicated algebraic expressions. The flow of the lesson deviates from the key purpose. This creates an element of contradiction from the initial purpose of the study. At the end of the lesson, the students had learnt on replacements other than understanding the key concepts of pan balance and pre-algebra.
The teacher is cited using prior knowledge and background experience in the lesson. The students are well aware of pan-balance measures. However, they are not so familiar with the practical side of the lesson. The students have background knowledge on solving word problems and operations. However, they lack knowledge of application of these operations. This could limit the level of understanding of the students as well as contribute to the deviation from the key purpose of the lesson.
The teacher uses various delivery methods. She uses cooperative learning and mathematical reasoning and logistics for the better part of the lesson. This has been applied practically in effort of making the students understand the pre-algebra equations. From the theory of multiple intelligences, the delivery methods applied by the teacher limit the level of understanding of some of the students. Different learners have different absorption and understanding capabilities.
Using cooperative learning in the whole lesson may weaken the level of understanding for students who understand better while on tests. This implies that, at the end of the lesson, the learners are not at the same height of understanding. Cooperative learning is also criticized in making some learners lazy since they leave the active to contribute in the group work while they just sit idle.
The teacher is well equipped with different learning styles and understanding of different intelligence levels. This is in the inclusion of linguistics, mathematical reasoning, kinesthetic, and of course, the use of auditory-music and spatial images. However, there is an assumption that the applied technique and learning in groups reaches the point of need of all students. In addition, using various techniques may lead to confusion among some students. Some learners understand clearly using a single style. Applying various styles on such students create an element of confusion which may lower their understanding capabilities. Again, the teacher does not group the students according to the learning technique that they understand better. The styles are applied to all the students despite their weaknesses and strengths. This may make the lesson boring for students who understand the concept using the first style that was applied.
The lesson has provided assessments to gauge the understanding of the learners. However, the assessments are done at the group levels rather than from an individual contribution. This means that, some weak students in a group may be covered to students who understand better. In addition, the teacher does not reach out to all the students while walking around the class. Some students use this chance to lower their capability, as the teacher is available to address any assistance needed.
The method of assessment used has its limitations: the technique should have some ratings for recognition purposes and should act as an encouragement to work harder. The use of journals to gauge their understanding and overall performance may not be realistic. This is because such may be derived directly from the internet meaning they do not result from innovation and creativity of the learners.
