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The following is a sample of the lesson plan format used by the University.
AusVELS Dimension(s) or ACMSP118 - Pose questions and collect categorical or numerical data by
Religious Education observation or survey
Guideline:
Learning Standard(s)/Outcome(s):
We are learning to create a tally based on data collected via interview/survey from our class.
At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
Expertly choose a suitable topic for their tally, and create a question to use for their survey that will allow
them to collect appropriate data.
Assessment:
Checking the students work individually and approving their tally before they commence creating their
graph.
Teaching focus:
A. the pre-service teacher's teaching skill for observation by Associate Teacher;
or
B. teaching skills that the pre-service teacher would like to personally develop.
Being explicit with instructions to ensure that all students understand the expectations of the lesson.
Lesson resources:
IWB
Maths books
Whiteboard
Lesson content:
A. Introduction ____ mins
Introduce the lesson by telling students what we will be looking at today, tallies
o What is a tally?
o What does it look like?
o What do we use tallies for?
o How do tallies relate to graphs?
Now use the data collected to introduce excel (if time permits)
Have laptop ready to go and make a simple graph only begin this after you have
interviewed everyone and your data has been checked by a teacher
Student achievement:
To what extent were outcomes achieved? How did the students demonstrate this?
The outcomes today were achieved to an exceptionally high level. This was achieved by ensuring that
I explicitly explained the steps the students needed to take to achieve the required result. The
students were all able to create a tally with a relevant topic and suitable question, which then
culminated in them interviewing their fellow students. Students were able to complete this task in an
orderly fashion, whilst also gathering the information they needed. They were then able to make
observations from their data, which shows they have understood my previous lesson about
observations from data.
Teaching effectiveness:
What have you learnt from the lesson?
What do you recommend for future lessons?
Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your
self-development focus for the lesson, referring to both strengths and areas to be addressed.
I have learnt that through precise and explicit instruction and explanation students are able to achieve
their learning outcomes to a high standard. I also found that when I used assertion and volume in my
voice I was able to control the behaviour of the class. It was also great to see how keen students were to
share their findings at the conclusion of the lesson, especially when they used words such as I was
surprised. I recommend for future lessons to always be explicit with instructions and try to use
examples in a fun and interesting way. I feel this lesson was very effective and I am becoming much
more confident in my teaching ability.
Associate Teacher Reflection
Tuesday 23rd Mathematics: - Tally and collection of data
What a terrific lesson, it is all coming together for you. The explanation at the start was clear. It was a
great idea to connect the tally to frequency as it made the task more complicated for the children. You
explained it step by step. I particularly liked how you pulled apart the question. Be sure to always give
the kids sample ideas before they start, this was my reason for getting them to close their eyes and think
of what they would like to survey. Then use a couple of the ideas to formulate questions. Chn. Were
focussed and collected their data efficiently and effectively. Well done. The recap and discussion of their
finds at the close of the lesson was really worthwhile. It will lead into the following lesson.
A super day today all round.
ASSESSMENT GRID
Outcome/Standard
We are learning to create a tally based on data collected via interview/survey from our class.
Did the created topic Homework was the Trips (holidays) was the Technology use was the
allow each student to chosen topic, which is chosen topic, her scale chosen topic, which is
contribute to the data incredibly relatable to needed to be adjusted entirely appropriate to
set? the entire class. to cater for students the class as all students
that frequently went on own an iMac.
trips.
Were they able to He was enthusiastic and She was one of the first Michael worked well
elicit correct completed his work students to begin today and showed
behaviour when diligently, after taking working and always interest in the subject,
interviewing time to create a topic of elicits excellent which sometimes he
classmates? interest. behaviour. lacks
Did their question After some prompting Her question was His question included
have three elements, he was able to create an appropriate but needed all three elements and
frequency, topic and appropriate question clarification as to what did not need any
timeframe? that tied in all elements. trips meant. adjustments.
Purpose of assessment
To inform 1:1
To ensure conference with
To inform future
coverage of To discuss with student Evidence for school
lessons and student
AusVELS parent including report
learning
standards setting future
learning goals