Practice Analysis Lesson.

School:

Teacher:

Observer:

Date:

NEED ANALYSIS CRITERIA.(SEE OBSERVATION CRITERIA SHEET)

Literacy Inquiry Focus:

AN EFFECTIVE INSTRUCTIONAL LESSON.

WHAT WILL HAPPEN?

This process is not necessarily linear and may require the teacher to revisit parts of the lesson as
they respond to what they notice.

Y 9: Tree diagram.
Orientation
Building excitement about the learning (not the task).
This may involve activating prior knowledge, attending to key vocabulary,
connecting to personal experiences or relating to other curriculum areas.

Learning Intentions
Share with students the intended learning.
Explain why it is important and relevant to learning.

Success Criteria
Discuss with students how they will know that they have been successful?
Check that students understand.

Colleen Bott. Team Solutions, CPL, Auckland University, NZ

Greetings: Talofa lava. Outline the lesson

plan.
Brief feedback on their achievements so far.
Vocabulary: Matching cards activity 3-5 min.
Prior knowledge:
1. Flipping a coin
2. Rolling a fair die
3. Coming to school
Complementary events.
We are learning to
Understand a tree diagram and
How to draw a tree diagram.
Accomplish worksheets by
Completing the tree diagrams;
Calculating probabilities using a
tree diagram.

WHAT HAPPENED?
Notes/Audio

Modelling
Model to clarify the intended learning.
Model the thinking.(Think alouds).
Use models, exemplars.
Distinguish between what you want them to learn and how you want them to learn
it.
In modelling, the teacher engages in whatever is involved in
the learning task exactly as students will be expected
to perform it.

Practice
Practice the intended learning.
Engage in deliberate acts of teaching.
Show, tell, question, prompt, explain, give feedback and
remodel if required.
Gradually shift ownership of the learning from the teacher
to the student with the student demonstrating their
understanding of the learning. (Student voice).
Check on motivation and attend to any apprehensions.

Reflection and Review.

Investigate understanding of the learning.Self assess.
Teacher Assessment and promotion of further learning.
Next Steps

Colleen Bott. Team Solutions, CPL, Auckland University, NZ

Modelling using ppt:

How to draw a tree diagram;
How to read a tree diagram;
How to work out probabilities all the
possible outcomes.

DAT: group work - brainstorm, pair-to-share

- flashcards activity.
Prompts on worksheets (completing during a
tree diagram presentation) scaffolding their
understanding of how to draw a tree
diagram, get the sample space and calculate
probabilities.
Supervising work in pairs (worksheets lot 2)
after presentation by explaining and
remodelling if needed.
Choice of Tasks discussed with AT and
based on the results of students work from
previous lessons.

Self-assessment against S.C.

Next step: to be able to draw tree diagrams
to solve probability problems independently
(without prompts).