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Contents .......................................................................................................................2
Original Lesson Plan ..................................................................................................3
Adapted Lesson Plan ..................................................................................................4
Lesson Plan Analysis ..................................................................................................7
Modified Lesson Plan ............................................................................................... 10
Academic Justification ..........................................................................................…14
References ..................................................................................................................17
Learning Portfolio Web Link .................................................................................. 19
2
Original Lesson Plan
Unit/Lesson Title Mathematics/ Ratios and Rates Lesson duration 50 min Stage 4 Year 2016 Class/Group Y8
Syllabus Outcomes Students Learn about Students learn to
A student operates with ratios and
rates and explores their graphical Recognise and solve problems involving simple - apply the unitary method to ratio problems
← representation. (MA4–7NA) ratios (ACMNA173) - divide quantity in a given ratio
←
← communicates and connect
← mathematical ideas using
appropriate
← terminology, diagrams and
symbols
(MA4-1WM)
← applies appropriate
mathematical
← techniques to solve problems
← (MA4-2WM)
←
← recognises and explains
mathematical
Prior Knowledge Risk Assessment Resources
← relationships using reasoning
← (MA4-3WM) Power point slides, Mental sheets
Specific Teaching Target (Identified from previous feedback, and/or aspects of the Professional Experience Report)
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mins Body (Exploration/Transformation/Presentation)
5 mins
Conclusion (Presentation/Reflection)
Teacher reminds what they have learned so far and gives an idea
for the next lesson.
Concluding the lesson.
3
4
Adapted Lesson Plan
Topic area: Ratios and Rates Stage of Learner: Stage 4 Syllabus Pages:
← applies appropriate
mathematical
← techniques to solve problems
← (MA4-2WM)
←
← recognises and explains
mathematical
← relationships using reasoning
← (MA4-3WM)
5
How are the quality teaching elements you have identified achieved within the lesson?
Resources:
Puzzle Activity
Teacher:
Student:
Resources:
Teacher:
Student:
Resurces:
Teacher:
Student:
Resources:
Conclusion Teacher reminds what they have learned so Teacher:
far and gives an idea for next lesson.
5 mins Student:
Concluding the lesson.
Resources:
6
7
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your
syllabus and support documents as well as other WHS policy- Outline the key WHS considerations
that are to be applied in this lesson?
Minimal safety issues while students using their laptops or iPad on charge. Cables of these items might
cause trip hazard.
Resources Attached:
You must list all the resources that you have created or found in this space.
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102086 Designing Teaching & Learning 2H 2016
Assignment 2: APST and QT Analysis Template
Student name:
Student ID:
Section 1: Australian Professional Standards for Teachers
Evaluate the adapted lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly addressed in Designing Teaching & Learning that are relevant to this assignment
have a rating scale. You can ignore the other standards for this assignment. However, this does not mean the other standards are irrelevant to lesson planning and evaluation more generally.
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teaching and 3.5 Use effective classroom communication
learning 3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
4 Create and 4.1 Support student participation 1 – 2 – 3 – 4 – 5 – NA Puzzle activity is good to engage students who might have difficulties with sharing
maintain answers loudly.
supportive and 4.2 Manage classroom activities 1 – 2 – 3 – 4 – 5 – NA Not clear statement about puzzle, questions not showing within the lesson plan
safe learning 4.3 Manage challenging behaviour 1 – 2 – 3 – 4 – 5 – NA Not mentioned
environments 4.4 Maintain student safety 1 – 2 – 3 – 4 – 5 – NA Not mentioned
4.5 Use ICT safely, responsibly and ethically 1 – 2 – 3 – 4 – 5 – NA Not mentioned however ICT used in the lesson.
5 Assess, 5.1 Assess student learning 1 – 2 – 3 – 4 – 5 – NA Assessment of students in the lesson plan missing. Problem solving, mental questions and
provide puzzle need diagnostic assessment.
feedback and 5.2 Provide feedback to students on their learning 1 – 2 – 3 – 4 – 5 – NA Formative feedback in the lesson. this need to be in the lesson plan clearly.
report on 5.3 Make consistent and comparable judgements
student 5.4 Interpret student data
learning 5.5 Report on student achievement
6 Engage in 6.1 Identify and plan professional learning needs
professional 6.2 Engage in professional learning and improve practice
learning 6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7 Engage 7.1 Meet professional ethics and responsibilities
professionally 7.2 Comply with legislative, administrative and organisational requirements
with colleagues, 7.3 Engage with the parents/carers
parents/carers 7.4 Engage with professional teaching networks and broader communities
and the
community
Section 2: NSW Quality Teaching Model
Evaluate the adapted lesson plan according to the following NSW Quality Teaching model elements. If you mark an element as NA (not applicable) please
justify in your comments.
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Modified Lesson Plan
Topic area: Ratios and Rates Stage of Learner: Stage 4 Syllabus Pages:
← applies appropriate
mathematical
← techniques to solve
problems
← (MA4-2WM)
←
← recognises and explains
mathematical relationships using
reasoning (MA4-3WM)
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Time Teaching and learning actions Organisation Centred
T/S
Intro Introduction Teacher: Tells the instructions to the Teacher
Students settle down and work on the “mental questions”. students.
Teacher gives the answer of the mental sheet.
(7 mins) Some students might be requiring extra assistance or a buddy. Student: Complete the mental
questions and swap mental
worksheets. Check neighbour’s
answers.
Body Teacher gives the instructions for the puzzle activity Teacher: Gives instructions for the Student
. Use visual sequence of puzzle activity. Puzzle activity
Assign activity groups carefully to accommodate student’s Walking around the classroom and
(18 mins) capabilities and social interaction. helping students if needed.
Puzzle Activity
Teacher asks the answer for the puzzle. A student writes down the
answer on the board.
Conclusion Teacher reminds what they have learned so far and gives an Teacher: Concludes the lesson and Teacher
idea for next lesson. thanks the students
Concluding the lesson.
(5 mins) Student: Answers the puzzle
Pack up.
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Resources: Power Point Slide
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Throughout the preparation of this lesson plan l have learnt about structure and processes of effective lesson
plan. Throughout the process of preparing for this lesson plan l have also learned consideration of different
learning styles that were required for students on varying levels. Additionally, before starting the lesson, it is
essential to prepare the students for the upcoming lesson and topic. Using effective learning and teaching
styles also is necessity to construct appropriate lesson plan. I have also learnt the importance of ICT (HOW?).
Efficient lesson plan should also aim to engage students and target the attention of the whole class. To improve
previous issues, the lesson should be supported by the activities. This also allows students to accommodate
students’ capabilities and social interaction inside of the class. Professional lesson plan also targets elements of
QT and APST. Other than just teacher oriented teaching, involvement of students is also a significant element
for a sufficient lesson plan.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates
the evidence from this lesson that should comply with the standard.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your
syllabus and support documents as well as other WHS policy- Outline the key WHS considerations
that are to be applied in this lesson?
Resources Attached:
You must list all the resources that you have created or found in this space.
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Academic Justification
Elements of Australian Professional Standards for Teaching (APST) and Quality Teaching
model (QT) are significant in preparing efficient and enriched lesson plans. Incorporating
these elements into the classroom practices is a main requirement from preservice teachers.
In line with this understanding modification and analysis of a sample lesson plan provided by
a local mathematics teacher has been undertaken with specific emphasis on the elements of
APST and QT. In regards to APST, the ‘strategies for teaching Aboriginal and Torres Strait
Islanders’ element has been taken into consideration with additional assistance in numeracy
for ATIS students explicitly catered for in the lesson plan and also the element covering
information and communication technology has been addressed by visual sequence activities.
In this part of the assignment the academic justification of the QT elements (social support
and explicit quality criteria) improved upon will be addressed.
The main justification behind the changes made is the identified specific learning needs of
Aboriginal students. In the APST standards strategies for teaching Aboriginal and Torres
Strait Islander students can be found in the second sub element of ‘Know students and how
they learn’. According to Australian Bureau of Statics (2011) Aboriginal students have very
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low results in literacy and numeracy. These results reflect that Aboriginal students require
more support or assistance during classroom activities. Additionally, Purdie and Stone (2005)
found that the most impressive classroom environments were established by teachers who
value the personal experiences and qualities of their students and explicitly reflect this in their
classroom. The second element of the APST which was improved in the lesson plan was use
of information and communication technology. Implementation of education technology and
engagement of students with technology plays an immense role in teaching methods
specifically to meet the needs of visual learners in the classrooms. Debrenti (2015) stresses
the importance of using visual representations stating that it gives students better
understanding of concepts as well as improving mathematical reasoning. He also states that
many research studies prove the necessity of visual aids in world problem solving. However,
another important element of APST is ethical use of ICT and it needs be considered when
incorporating ICT. Therefore, enriching teaching methods in the classroom would be possible
with lesson plans which incorporate various APST elements.
Other modifications to the lesson plan involved the embedment of social support and explicit
quality criteria based on the QT methods. Assigning activity groups cautiously and
accommodation of students in regards to their individual abilities and social interaction aims
was introduced into the lesson plan to implement the social support method. The study of
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Ottomar, RimmKaufman, Berry and Larsen (2013) emphasises the importance of social
interactions in studentteacher and studentstudent relations in mathematics classes and state
that successful facilitation of this interaction enhances students’ social and emotional
development. It is also stated for this interaction to be positive and deliver the desired
outcomes it is necessary to select useful tools of interaction, give opportunities to apply
knowledge and to simplify the mathematical discourse in the class. Last change made in the
lesson plan in light of QT methods was explicit quality criteria. Providing an explicit criterion
for the activity and provision of solutions to the questions in the class by the teacher is a
requirement of the modified lesson plan. Wacker (2016) addresses that having clear process
and marking of the system will help all teachers be prepared on the podium. He also mentions
positive effect on students, such as engagement will be successful with an effectively created
lesson plan. Thus, for qualified teaching environments in the mathematic classrooms, social
support and explicit quality criteria are essential for a nourished lesson plan.
In a nutshell, lesson plans can be seen unnecessary by many veterans in schooling systems.
However, in recent years, importance of wellprepared lesson plans has been emphasised in
consideration of Australian Standards for Teachers and Quality Teaching models by research
and law makers. To improve sample lesson plan that is provided by the local teacher,
assistance of Aboriginal and Torrent Islander students for their special needs explicitly were
added to modified lesson plan in regards to APST. Another modified APST element is
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involvement of visual sequence of activities to fill in gap within the sample lesson plan in
relation to the ICT. Social support and explicit criteria elements were weak in the sample
lesson plan to enrich learning and teaching methods. However, modification of assigning
group activities and adjustment of students aims to improve lesson plan in that area. The last
improvement designed was by providing an explicit criterion for the activity and provision of
solutions to the questions.
References
Australian Bureau of Statistics. (2011). Indigenous Statistics for Schools. Retrieved July 22,
2011 from http://www.abs.gov.au/websitedbs/cashome.nsf/home/ISS
%20Aboriginal%20and%20Torres%20Strait%20Islander%20Statistics
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Purdie, N., Stone, A. (2005). Indigenous Students and Literacy and Numeracay. Professional
Purdie, N., Reid, K., Buckley, S. (2011). Literacy Learning: What Works for Young Indigenous
Students? Lesson from the Longitudinal Literacy and Numeracy Study for Indigenous
Wacker, A. T. (2016, April ). Creating an Effective Lesson Plan . School Band & Orchestra , 34-
35.
ePortfolio URL Link: http://saydogdu.weebly.com/
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