Evaluation of Learning

Professional Experience 4 2019

Claudia Norris-Green Student ID: 110169422

 Site Context &
Learners in the classroom
• School located in the Adelaide Hills
• Category 7 school
• The classroom I taught consisted of:
• 26 Year 2 students
• Four students on “One Plan”, an individual learning plan
• Two students who showed above year 2 mathematics abilities

Focus Students

Student 1: Above year 2 level in mathematics

Student 2: At year level
Student 3: Below year level with dyslexic tendencies

Student ID: 110169422

 Overview
• Topic: Subtraction using number lines
• Australian Curriculum Area: Numeracy
• Australian Curriculum link: Solve simple addition and subtraction problems using a
range of efficient mental and written strategies (ACMNA030)
• Investigate number sequences, initially those increasing and decreasing by twos, threes,
fives and tens from any starting point, then moving to other sequences (ACMNA026)
• Australian Curriculum Achievement Standard: Students count to and from 1000.
• Learning Intention: Use a number line to subtract
• Success Criteria:
- Use a green dot where you have started
- Make sure hops are visible
- Red dot underneath your answer
Duration of topic: Three lessons
• Prior Knowledge: The students had used number lines for addition Student ID: 110169422
 Visible Learning
Visible learning is seen as making students learning visible for teachers so they are
able to gage whether they were able to make an impact on the learning (Hattie cited
in David-Lang 2013 2012, p. 3). Visible leaning can also refer to students taking
responsibility for their own learning, a capability that they will use throughout their life
(Hattie, cited in David-Lang 2013, p. 3).

According to Crichton and McDaid (2015, p. 193), the learning intentions should focus
on students learning during the lesson, rather than what they will be doing. The
success criteria is linked to the learning goal and should tell the students how they will
know if they have been successful (Crichton & McDaid 2015, p. 193).

The important goal for when I created the success criteria was to ensure all students
were able to achieve it. Hattie (cited in David-Lang 2013, p. 3) says that teachers
should believe that intelligence is changeable and not fixed.

Student ID: 110169422

 Planning
Ideas for the unit of subtraction
Process

Student ID: 110169422

 Planning Process
Mathematical Strategies

Student ID: 110169422

 Planning Process

Mathematical Strategies

Student ID: 110169422

 Feedback
The types of feedback the students received for their mathematics was:

• Written  corrections made on their work

 score/mark showing how many questions they had correct

• Verbal  spoke to students individually

 spoke to entire class about what I had seen (misconceptions) and revised the
core concepts
Feedback is important and can be critical for overall outcomes. Yuan and Kim (2015, p. 409)
note that ‘feedback is to help students reduce the gap between their current status of learning
and their learning goals’.

Student ID: 110169422

 Lesson 1:
Date: 8.5.19
• Introducing number lines in order to subtract
• Re-introduced what a number line was
• Showed examples on the whiteboard in front of class
• Students were given a worksheet with various subtraction sums for the students to
solve using the number lines
• Number lines ranged from decreasing by 1’s

Student ID: 110169422

 Lesson 1 Plan:

Student ID: 110169422

 Lesson 1 Plan:

Student ID: 110169422

 Lesson 1 Plan:

Student ID: 110169422

 Lesson 1 Plan:

Student ID: 110169422

 Lesson 1 Plan:

Student ID: 110169422

 Lesson 1 Worksheet

Student ID: 110169422

 Lesson 1 Results:
The overall
result for
lesson 1:
• Students
received an
average of 3
marks out of
a possible 5
• The two
blank
number
lines was for
students to
make up
their own
• These two
were
extensions
Student ID: 110169422
 Teacher Evaluation:

Lesson 1 Evaluation:
• For the students first attempt at
using a number to count back,
most scored between 3-5 out of
5 marks

• Needed to walk to the back

tables more often

• Planning was good,

implementation needs
improvement

Student ID: 110169422