Sie sind auf Seite 1von 8

Table 1: Element 1 – Planning for teaching and learning (Approx.

750 words)
PRELIMINARY INFORMATION
This tabled information must be completed for Element 1 (but is not included in the word count)

Pre-service teacher’s name Smitha Thomas Student ID No. S287949

Name of University Charles Darwin University


UNIVERSITY

Name of course/program Bachelor of Education Secondary Teaching (Mathematics)

Specialisation(s) being Mathematics


taught by the PST

Professional experience From 3 / 06 / 2019 to 13 / 08 /2019 Total days 40

Name of School or Centre Ashwood Highschool

School or Centre Website https://www.ashwood.vic.edu.au/

Location

 Education Region Victoria


 Traditional lands of
SCHOOL | CENTRE

Indigenous people

School sector Government Enrolment 476

Centre Municipality

Relevant characteristics Ashwood high school is a co-educational secondary public schools located in
Ashwood, Victoria, Australia. This school follows Victorian curriculum across
of school/centre context
the years 7 – 10. The students are mostly well behaved and well disciplined
at this school and do not accept bullying. There are certain behaviour
management practices in place across the school for a smooth running of a
class. The school also offers an Accelerated Curriculum and Enrichment
(ACE) Program for highly motivated students by preparing themselves for
complex learning.

Name of Mentor Teacher(s) Ann Price

Year Level/Class/Group E.g. Year 8|Class 8C Student Numbers 23


CLASS

Gender Male 13 Female 10 Trans Other

Description of the physical Teaching occurs in a classroom equipped with tables, chairs, a whiteboard
spaces where teaching and a projector. The classroom is a well spaced bright area with plenty of

1
occurs natural light. Students are meant to bring their own devices to classroom.
But there are some standby devices within the classroom for students use in
rare occasions.

Brief outline of any Although there is no luxury of time available for the delivery of this lesson,
classroom constraints or but there is enough time to cover the topic and it is not interfered by any
issues that impacted this
holidays or any other school events.
task

Who are my students?

E1 – (1) This year 8 class is a well behaved bunch of students who are academically
Describe the students in your class pretty good. There is one student doing foundation work and he is
and explain the factors that may supported by an education support staff. Most of the students are willing
affect their learning in this context to work, contribute in classroom discussion, and try to do their work
independently. But there are few exceptions, where some of the students
APST 1.1, 1.2, 1.3 needs more support, needs reminders. Some of the student related factors
Approx. 125 words. that can affect their learning is their prior knowledge, not able to focus in
(Bullet points or prose)
their work, easily distracted, not confident in their arithmetic ability,
difference in their intellectual abilities. When students can’t retrieve their
prior knowledge it can affect their learning. Students easily get distracted by
things happening around them so needs redirection.
What are the students ready to learn?

E1 – (2) By looking at the last years assessment data, students have been introduced
Justify what the students are ready to the basics needed for the lesson such as rays, line segments, angles,
to learn using assessment data parallel, types of angles in the last year. Revisiting some of these topics can
help them connect to the current topic. Therefore its not a bad idea to
APST 5.4 touch base some of them. So within the sequence of lessons planned here,
Approx. 125 words. students will be revisiting some of them along with the new concepts. The
(Bullet points or prose)
new topic can be a challenge for many because of the complexity involved
in it. Once they are taken through the basics, they can be easily moved on
to the next level of learning planned here.
How will I help the students to learn?

E1 – (3) As I have noticed some of the students struggle with their prior learning, so
Incorporate your knowledge of I will be revisiting some of the key terms in my lessons. By repeating and
research into how students learn, reviewing the previous learning, it can help students to comprehend at a
to justify your intended teaching better rate (APLnextED, 2019). By having increased number of exposures to
approaches the learning material, it helps with understanding and improving memory of
the material (APLnextED, 2019). This repetition strategy is a strategy I would
APST 1.2, 1.3 like to use within my teaching. I also like to follow the explicit, systematic
Approx. 250 words instructional approach to teach a specific concept or procedure in a highly
(Bullet points or prose)
structured and carefully sequenced manner. These skills are very important
in maths that can make students work efficiently. By doing this, I can
highlight the important details (Iriscenter, 2019). By using systematic
method in teaching a new material, the teacher present the material in
small steps, check for students understanding by pausing, which also
demands active and successful participation from all students (Good, 2007).

2
Visual representation is another evidence-based strategy that can help
students learns abstract mathematics concepts in a better way (Iriscenter,
2019). Students who learn world problems using visual representations are
more likely to solve the problems accurately (Iriscenter, 2019).

3
E1 – (4)
Following the steps below (4a-4f), outline a sequence of 5-8 lessons that you will teach the class. This tabled
information is not included in the word count for Element1.*
Ensure that you address APST 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.4 and 4.5 in your responses.
E1 – (4a) The sequence of lessons aims to teach about different angles, its
Identify the overarching goal for the importance in constructing triangles using the conditions for
sequence of lessons congruence.

LEARNING GOAL 1 Students understand about different types of angles.


E1 (4b)

Design a cumulative sequence


of lesson goals that align with
the overarching goal
VCMMG292 - Develop the conditions for congruence of triangles
Sequenced lesson content:
Design sequenced lesson  Students revise about types of angles – acute, right, reflex,
E1-(4c)

content (including curriculum obtuse


links)
 Hands on session of how to draw and measure these angles
using a protractor.

 Repeating the basics about angles is a good start for the lesson so to
LESSON 1

Justify the teaching strategies make sure students are on the same page before starting on the new
E1-(4d)

selected to challenge diverse


learners to achieve the lesson topic and helps me to decide the flow of the lesson.
goals  Making sure students get work according to their ability. Students who
need support will be supported individually.

Students get to watch YouTube videos about how to measure angle size
Justify complementary using a protractor, work on textbook questions in this lesson as it covers
E1-(4e)

resources (including ICT) to


engage students in their wide range of questions that students can practice so it can build up
learning their skills. PowerPoint will be used as part of delivering the lesson to
include lots of variety examples to gets students involvement.
Students are required to follow the teacher’s instructions. If any
Explain strategies to support the
inappropriate behaviour is observed, will try to redirect them or warn
E1-(4f)

safe, responsible and ethical use


of resources (including ICTs) them about after school detention.
LEARNING GOAL 2 Students understand about different types of angles around a point or
E1 (4b)

Design a cumulative sequence


of lesson goals that align with a line.
the overarching goal
VCMMG292- Develop the conditions for congruence of triangles
Sequenced lesson content:
Design sequenced lesson  Students learn about complementary, supplementary and
E1-(4c)

content (including curriculum


links) vertically opposite angles and tries to do questions related to
this.
LESSON 2

 Students observe examples of these angles in everyday objects.


Justify the teaching strategies
Students need explicit systematic instruction to identify different angles,
E1-(4d)

selected to challenge diverse


learners to achieve the lesson show easy visual representation of different angles so it helps with
goals
remembering them very well.
Justify complementary
Again, power point is used to maximise the students’ understanding.
Students could try an online protractor in the transom website to
E1-(4e)

resources (including ICT) to


engage students in their practice measuring angle size, to make the lesson so creative and
learning
imaginative.

4
I choose very trustworthy ICT resources in my class, as there is bulk of
materials available on the internet with no regulation. I tend to use
Explain strategies to support the online resources recommended by experienced teachers. Transum is an

E1-(4f)
safe, responsible and ethical use online website recommended by my mentor, which does not need
of resources (including ICTs)
signing up. I also make sure I carefully monitor student activity to ensure
they are not accessing any inappropriate material during lessons. I
verbally remind students to avoid unsafe material from internet.
LEARNING GOAL 3 Students learn about angles based on their location of intersection.
E1 (4b)

Design a cumulative sequence


of lesson goals that align with
the overarching goal
VCMMG292 - Develop the conditions for congruence of triangles
Design sequenced lesson Sequenced lesson content:
E1-(4c)

content (including curriculum


links)  Understand about corresponding, alternate and co-interior
angles when two straight lines are crossed by a transversal.
Justify the teaching strategies Students need explicit systematic instruction to identify different angles,
E1-(4d)

selected to challenge diverse


learners to achieve the lesson show easy visual representation of different angles so it helps with
goals remembering them very well.
LESSON 3

Images that can help students easily understand the concept will be
Justify complementary
used in this lesson. As the lesson progress, students may find it hard to
remember the different angles. So I try to include images or any
E1-(4e)

resources (including ICT) to


engage students in their material that can help with remembering the content.
learning
To motivate students or include some enthusiasm in learning, this lesson
uses some online game to boost their understanding.
I choose very trustworthy ICT resources in my class, as there is bulk of
materials available on the internet with no regulation. I tend to use
Explain strategies to support the online resources recommended by experienced staff members. I also
E1-(4f)

safe, responsible and ethical use


of resources (including ICTs) make sure I carefully monitor student activity to ensure they are not
accessing any inappropriate material during lessons. I verbally remind
students to avoid unsafe material from internet.
LEARNING GOAL 4 Investigate the minimal conditions needed for the unique construction
E1 (4b)

Design a cumulative sequence


of lesson goals that align with of triangles.
the overarching goal
VCMMG292 - Develop the conditions for congruence of triangles
Design sequenced lesson Sequenced lesson content:
E1-(4c)

content (including curriculum  Students learn about conditions for congruence SSS, SAS, ASA.
links)
 Construct triangles using the conditions for congruence.

Justify the teaching strategies


Students need prior knowledge from the previous lesson to base their
LESSON 4

new learning. I will briefly go through about the different conditions


E1-(4d)

selected to challenge diverse


learners to achieve the lesson needed to construct a triangle and then make them watch a video to
goals
enhance learning.
Justify complementary Students work on the textbook questions; also try the online link for
E1-(4e)

resources (including ICT) to


engage students in their more exploration about the topic.
learning
I choose very trustworthy ICT resources in my class, as there is bulk of
Explain strategies to support
materials available on the internet with no regulation. I tend to use
online resources recommended by experienced teachers. I also make
E1-(4f)

the safe, responsible and


ethical use of resources sure I carefully monitor student activity to ensure they are not
(including ICTs)
accessing any inappropriate material during lessons. I verbally remind
students to avoid unsafe material from internet.

5
LEARNING GOAL 5 Students extend their understanding of angles to time zones.
Design a cumulative sequence

E1 (4b)
of lesson goals that align with
the overarching goal
VCMMG290 - Solve problems involving duration, including using 12-
and 24-hour time within a single time zone
Design sequenced lesson Sequenced lesson content:
content (including curriculum
links)  The focus is to understand the relationship between lines of latitude
E1-(4c)
or longitude to the time zones.
 Students practice calculating 12hr or 24 hour time
Justify the teaching strategies Integrating ICT and using PowerPoints are very essential for the lesson.
selected to challenge diverse
E1-(4d)

May have to explain different types of questions so students gets that


LESSON 5

learners to achieve the lesson


goals confidence to work independently.
Justify complementary Students work on the textbook questions; also try the online link for
E1-(4e)

resources (including ICT) to


engage students in their more exploration about the topic.
learning
I choose very trustworthy ICT resources in my class, as there is bulk of
Explain strategies to support
materials available on the internet with no regulation. I tend to use
the safe, responsible and online resources recommended by experienced teachers. I also make
ethical use of resources sure I carefully monitor student activity to ensure they are not off task
(including ICTs)
and accessing any inappropriate material during lessons. I verbally
E1-(4f)

remind students to avoid unsafe material from internet.

6
E1 – (5) My mentor teacher have mentioned to me in the past it is important students gets a chance to
Synthesise work by themselves. Otherwise too much explanation could make students run out of time to
mentor work. It is important to check on students work and identify any struggling students or students
feedback to who can do more challenging work.
support your
planned
learning
sequence

APST 6.3
Approx. 50 words
(Prose)
How will I know that the students have learned?
E1 – (6a - 6c) Explain your assessment plan, which includes formative, diagnostic and summative assessment,
opportunities for timely feedback, and assessment moderation.
E1 – (6a) To know if students understand the topic, formative and summative assessments will be used.
Explain a  Students need to do an online quiz, where they could check answers immediately and need to
comprehensive show me the score. This may be designed for every two lesson.
assessment  Checking on their homework book can help me to know how well their understood the topic. It
plan to also helps to identify any misconception or the part they are struggling.
monitor  While the teacher do the roll, put up a question on the whiteboard for students to answer while
student waiting and do a quick check in their books to see the answer.
achievement  There is a summative assessment planned at the end of the sequence of lessons, where
students will be tested to see the overall understanding about the topics covered.
APST 5.1
Approx. 100
words
(Bullet points)

E1 – (6b) During the lessons, timely feedback can be given to students by walking around the classroom and
Explain how checking their workbooks. Also, asking them to contribute to the classroom discussion can help to
you will make know how if they understand the teaching content. While marking their assignments either
opportunities written feedback on the test paper or overall feedback about performance in the assignment will
for timely be discussed.
feedback

APST 5.2
Approx. 50 words
(Bullet points)

E1 – (6c) The mathematics teachers teaching year 8 classes usually does a quick catch up after briefly going
Explain how through the test paper. If there are different elements within a question and they decide how
you will much weightage should be given to certain element and judge the students consistently across
incorporate that. Basically if students got any important concepts wrong, the teachers really wanted to
assessment penalise them for that, so the students realise their mistake. Students difference in ability is
moderation considered while designing the test papers so that part does not have to be considered at the
processes moderation stage. In mathematics, units and rounding is a very important criteria to consider in
marking. Teachers also think about what type of feedback can be given to students, what kind of
APST 5.3 reflection can be done by students and also decide about the time to finish correcting the paper.
Approx. 50 words
(Bullet points)

7
References

APLnextED(2019). Focus and Repetition in Learning. Retrieved from


https://aplnexted.com/blog/best-practices-for-teaching/Focus-and-Repetition-in-Learning
Good, T. L. (Ed.). (2007). 21st century education: A reference handbook (Vol. 1). Sage.

Iriscenter. (2019). What evidence-based mathematics practices can teachers employ?. Retrieved
from https://iris.peabody.vanderbilt.edu/module/math/cresource/q2/p05/#content

Victorian Curriculum. (n.d.). In Victorian Curriculum and Assessment Authority. Retrieved June 15,
2019, from
https://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCMMG292