Assessment 2 - Reflection Final

Teaching Period 2, 2014
EDU70003 Supervised Practicum B: Literacy and Numeracy 2

Assessment 2: Reflection summary table
Student name: Melisa Edwards
Student number: 7703074
Lesson no.
1
Element
Year level: 4
Literacy or numeracy lesson: Numeracy
Lesson title: Backtracking continued
Learning objectives and/or learning needs:
To enhance and consolidate students current understanding of division factors and
multiplication through backtracking mathematical techniques. Students have
previously been exposed to these concepts and have been grouped into four groups
according to mathematical proficiency. This has facilitated focus group sessions to
focus on individual group weaknesses.
The lower two math groups required more time with the teacher during the focus
sessions to address their needs and their understanding of the relationships between
multiplication and division compare to the extension group. The extension group
required a smaller amount of time in the focus session; as there learning is more
independent and learner driven.
Resources:
This lesson will take place in the classroom.
-
Mental Math (interactive whiteboard)

Division Factor examples (IWB)
Mini whiteboards (students)
Worksheets/workbooks
o iMath supportive worksheets
o Division factors/multiplication worksheets
Extensional worksheets (challenge and consolidate understanding of

division/multiplication).
Reflection on teaching strategies, related to learning outcomes and student
needs:
Teaching strategies used in this lesson:
-
Co-constructing
Encouraging
Instructing
- Collaborating
- Explaining
- Listening
1
Student Name: Melisa Edwards
Making connections
Negotiating
Questioning
Scaffolding
- Modeling
- Providing for choice
- Revisiting and revising
Students understanding of the backtracking concept were consolidated through the

teaching strategies above. Students were involved in class discussions, to
consolidate their understanding of the concepts through revision, listening and
modeling techniques. Students were given the opportunity to work independently;
whilst struggling students who required additional help were grouped for a focus
session; to revise, participate and work collaboratively through the backtracking
concepts.
The rotation of focus groups worked well and allowed students to have additional
time focusing on their weaknesses. It was clear that not all groups required the same
amount of time in the focus session. The lower two math groups required more time
than the extensional group.
Reflection on assessment, feedback and reporting, related to learning
outcomes and student needs: Formative, Summative and Anecdotal notes
Students were informally assessed through observations based on their ability to
complete their work, on-time and accurately (walk around the class). Anecdotal notes
were taken throughout the lesson series, to note student progress and development;
particularly in the lower two math groups; where it was important to understand
which concepts they still required more help with.
Summative Assessment: Students were tested using the iMath Tracker books later in
the week; this was marked according to the criterion to gauge depth of
understanding.
Feedback was given throughout the lesson series; using the concept of a feedback
sandwich to guide feedback focusing on; compliment, correct and compliment
(Reynolds, 2013). Feedback was mostly verbal; however written feedback was given
on all work that was submitted; giving the students praise for what they had achieved
and goals for their future assessment.
Reflection on personal performance and practical strategies for future
situations:
Overall, the lesson ran according to the allocated time and the learning objectives
were met. As supported by McGuire (2014) fluid groupings worked well and students
who wanted extra help were able to participate in the focus session. It allowed
students to remain in the focus session until they understood the concepts well
enough where they were confident to move back to their desks to attempt
independent work.
Allowing students to use individual whiteboards to collaboratively work through
problems, worked better than the previous days focus session, where students only
used their workbooks. I will make sure; in future lessons that I will provide students,
2
particularly those in the focus sessions, the choice to use their work books, and/or
the individual whiteboards.
2
Year level: 4
Literacy or Numeracy lesson: Numeracy
Lesson title: Measurement and Conversion of Units
Allow students to make connections and understand the conversion of units (ml to
L), and reinforce techniques available to read unlabeled graduated scales. Aimed at
consolidating and enhancing students current understanding of measurement;
through the activation of prior knowledge.
This was an introductory lesson and a diagnostic test was undertaken. Students
were fluidly grouped according to their math groups; although most of the lesson was
explicitly taught; where learning needs were addressed through class discussion,
collaboration, class participation and teacher/student modeling techniques.
Resources:
-
Mental Math (IWB)

IWB introductory presentation/activity
Practical exercise
o Cups / large containers with water
o Different sized containers and measuring tools
Template of graduated scale (labeled and unlabeled)

needs:
Teaching strategy:
-
Challenging
Encouraging
Instructing
Making connections
Questioning
Scaffolding
- Co-constructing
- Explaining
- Listening
- Modeling
Students were exposed to various concrete materials, visuals and interactive

activities; through the diagnostic assessment and use of the interactive whiteboard
throughout the lesson. The practical activity was aimed to be learner-centred and
inquiry-based; allowing students to work individually or in small groups to problem
solve and work out how to read and create a labelled graduated scale.
However; more direct instruction was required for students to understand the
concept of reading unmarked graduated scales and creating a scale of their own
(Greenwood, Hart, Walker, & Risley, 1994). It was clear that not all students
3
understood what a scale was or what it meant, and this needed to be clarified before
students could continue to work through the diagnostic assessment.
After the diagnostic assessment was complete; explicit teaching and modeling
techniques worked well and maintained student engagement as the concepts of
reading and labeling a scale were explained. Although more direct and systematic
instruction will be given in future lessons.
outcomes and student needs: Diagnostic, Summative, Formative and Anecdotal
notes.
Depth of prior knowledge was assessed through anecdotal notes and the diagnostic
assessment; student cups were collected, assessed and feedback was given. This
activity promoted a class discussion; where students modeled their techniques used
to measure their scales; which provided greater insight and facilitated me to have a
greater understanding of their ability and allowed me to provide more detailed
feedback to the students. This information was used to help tailor the lesson series
and identify math groupings.
Throughout the lesson; verbal feedback was provided to students according to Race
and Browns guidelines (2005);students were encouraged to explore and investigate
the different resources available.
Summative Assessment: Students were assessed later in the week using the iMath
Tracker books. This was marked and written feedback was given to the students;
highlighting their achievements and identified areas of improvement.
situations:
At times the class became noisy and distracted with the cup activity. They were refocused, but continued to become distracted at times. As a result; the practical
section of this lesson, was cut short and was replaced with a class discussion and
interactive whiteboard activity; which maintained their engagement and still provided
students with a practical element.
In future lessons; I will be mindful of the time I allocate to practical activities, and will
try to vary activities to maintain the engagement of students and prevent them from
becoming distracted.
Year level: 4
Literacy or numeracy lesson: Numeracy
Lesson title: Measurement using ml and L conversions (continued)
To consolidate and enhance students current understanding of measurement. Build
4
on prior knowledge and use their current understanding of measurement to apply in

a practical scenario using their drink bottles; to revise and consolidate their
understanding of reading labeled and unlabeled graduated scales.
After, the diagnostic assessment results; students were placed into learning groups.
Interestingly; some of the extension students had the most difficulty in understanding
this concept. These students were placed in a separate group as they were also ESL
(English as a Second Language) students; which seemed to be causing there misunderstanding of the concept. Visual aids and modeling techniques helped this
group the most and allowed them to move back into the extension group after the
first few lessons.
Resources:
-
Mental Math (interactive board)

IWB introductory presentation
Practical exercise
o Water bottles
o Template graduated scale

needs:
Teaching strategy:
-
Challenging
Encouraging
Identifying
Listening
Modeling
Providing for choice
Revisiting and revising
- Collaborating
- Explaining
- Imagining
- Making connections
- Negotiating
- Questioning
The lesson was introduced using explicit and direct teaching and modeling
techniques; after identifying the need of this from the previous days reflection. This
lesson recapped the previous days key concepts and exposed students to different
concrete materials and visuals allowing them to make connections between the
current and previous lesson through the practical activities; to consolidate their
understanding of the concept.
Opening the lesson, with a recap of the previous day (Henrichsen, Smith, & Baker,
1997), followed by explicit teaching, was a more effective teaching strategy
sequence. It generated greater class discussion, maintained student engagement
and allowed students to identify any concepts that required more explanation
through class board examples.
outcomes and student needs: Summative, Formative and Anecdotal notes.
Students were informally assessed and anecdotal notes were taken to evaluate the
5
students ability to complete their work, on-time and accurately. Anecdotal notes were
taken from the class discussion, and the focus groups where individual student
weaknesses were identified, and their progress throughout the lesson series was
documented. Through anecdotal notes and observations in class discussions, it was
evident that students were able to read marked and labeled scales, convert ml to L in
written form, but were unable to read unlabeled graduated scales.
Throughout the lesson; verbal feedback according to Race and Browns guidelines
(2005) was given to students. They were encouraged to explore the different
resources available to mark/ work-out the unlabeled scales.
Summative Assessment: Students were assessed later in the week using the iMath
Tracker books. This was marked and written feedback was given to the students.
situations:
As students become easily distracted in the previous lesson, when completing the
practical activity in this lesson; the time allocated for the practical activity was
condensed and left until the end of the lesson, this resulted in better behavior
management of the class and maintained their engagement throughout the lesson as
the practical session was at the end of lesson, and was treated as a reward.
I can see the importance of time management, and how the time allocated to certain
activities and the sequence of activities within a lesson, can shape the classes
behavior and engagement. I feel this lessons structure worked better compared to
the previous days, due to the changes in activity sequence and time allocations.
4
Year level: 4
Literacy or numeracy lesson: Literacy
Lesson title: Writing Inquiry writing (continued)
Students will continue to develop their understanding of how to formulate inquiry
based questions, using the information they have been provided (slide presentation
and class brainstorm) and their current understanding of inquiry based questions.
Students will work independently; but will have the opportunity to discuss questions
with their partners/group. While struggling/ESL students will be guided by the teacher
and will be expected to complete 10 questions instead of 15 before moving onto the
next stage of the lesson.
All students progress will be monitored throughout the lesson and their work will be
edited before students can start to use the iPads, this will give an indication of the
students depth of understanding and will be used to assist in their assessment.
Resources:
6

-
Internet and IWB

Powerpoint slides
Students writing books
iPads/ wet-area computers

needs:
Teaching strategy:
-
Challenging
Collaborating
Explaining
Instructing
Making connections
Providing for choice
Researching
Scaffolding
- Co-constructing
- Encouraging
- Imagining
- Listening
- Modeling
- Questioning
This lesson was inquiry-based, allowing students to formulate their own questions
and find appropriate answers through research using the iPads. It allowed students
to work independently, while those requiring more help were guided through
assistance of their peers (group/class discussions/teacher-guided).
Struggling and ESL students were able to refer to previous lessons (brainstorming/
examples of questions/ question topic etc.); to help guide them, and allow them to try
and work independently to increase learner confidence and their feeling of success.
outcomes and student needs: Summative, Formative and Anecdotal notes.
Students work and understanding of inquiry texts was monitored informally (teacher
marking/editing of inquiry based questions) and through anecdotal notes throughout
the 2 week lesson series. Students were engaged in conversations with the teacher
to explain the purpose of the inquiry text, and explain what type of information they
were including in these texts.
Feedback was provided throughout the lesson series using the; feedback sandwich
to guide feedback focusing on; compliment, correct and compliment (Reynolds,
2013). Feedback was mostly verbal; and occurred while work was being edited. This
information was used to address weaknesses with the class through class
discussions, to clarify any misunderstandings and to consolidate the key concepts of
inquiry based texts.
Summative Assessment: At the end of the 2 weeks, students would have completed
a final inquiry text. This will be collected, marked and written feedback provided;
highlighting the students achievement and areas of improvement.
7
situations:
Overall, the lesson went quiet well. The time I had allocated for the different tasks
was appropriate for most of the class, and I am gaining a greater understanding of
time management. Struggling students, who were finding it difficult to find 15
questions, were modified to find only 10 questions; this worked well to maintain the
struggling students engagement and prevented them from becoming off task and
distracted.
Students were talkative at times, and there was a bit of movement throughout the
class as students moved to get the iPads/wet area however; discussions were on
task and I could see how these group discussions were helping particular students. I
understand the importance of being able to identify and differ between; talking to
peers as a distraction and productive peer discussions (Fisher, Frey, & Rothenberg,
2008).
References
Fisher, F., Frey, N., & Rothenberg, C. (2008). Procedures for Classroom Talk.
Content-Area Conversations.
http://www.ascd.org/publications/books/108035/chapters/Procedures-forClassroom-Talk.aspx
Greenwood, C. R., Hart, B., Walker, D., & Risley, T. (1994). The opportunity to
respond and academic performance revisited: A behavioral theory of
developmental retardation and its prevention. In R. Gardner, D. Sainato, J.
Cooper, T. Heron, W. Heward, J. Eshleman & T. Grossi (Eds.), Behavior
analysis in education: Focus on measurably superior instruction (pp. 173197).
Henrichsen, L., Smith, M. T., & Baker, D. S. (1997). Planning effective lessons for
language teaching and learning. from
http://linguistics.byu.edu/faculty/henrichsenl/lessonplanning/lp_11.html
McGuire, J. (2014). Class Action: streaming maths classes at primary level has its
advantage. Life. http://www.scmp.com/lifestyle/familyeducation/article/1528729/class-action-streaming-maths-classes-primarylevel-has
Race, & Brown. (2005). 500 tips for tutors (2 ed.). Oxon, UK: Routledge Falmer.
Reynolds, L. (2013). Giving student feedback: 20 tips to do it right.
http://www.opencolleges.edu.au/informed/features/giving-student-feedback/
8
Lesson Plan - Mathematics: Backtracking continued

Lesson Title:
Backtracking
Date:
15/09/2014
Year Level:
4
Topic:
Backtracking
Duration of lesson:
45 minutes
Links to the Australian Curriculum:
Learning Areas
Strands & Sub-Strands
Content Descriptors
Mathematics
Number and Algebra
- Number and Place Value
- Patterns and Algebra
ACMNA074
ACMNA075
ACMNA076
ACMNA081
ACMNA082
ACMNA083
Lesson Rationale: What influenced your lesson choice eg; student interest, global/local event etc?
To consolidate students current understanding of division factors and multiplication, using backtracking techniques.
Students Background Knowledge: What is your starting point What do the students already know, what have they done before, how does this lesson connect to or build on their
existing knowledge?
Students have been exposed to division factors and are aware of the strong links between multiplication and division. Students have worked through similar
math problems previously.
Students have been exposed to multiplication and division algebra problems previously.
9
Teacher Focus: What areas will you concentrate on yourself eg; classroom management, voice, body language, student motivation etc?
Classroom Management- Ensure students are on task, and identify student who are struggling.
Group students if necessary to re-explain to concept and work through examples at the front of the classroom. (focus group session 2 weaker maths groups)
Ensure students are engaged and that they can hear me loudly and clearly (project voice, speak slower).
Create learning, opportunities to help the weaker students (visual)
Learning Objectives: What will the students learn?
To consolidate and enhance students current understanding of division factors and multiplication through backtracking mathematical techniques. In
preparation for their math test later this week.
Learning Environment and Resources: Where will this lesson take place eg. Indoors/Outdoors etc? What resources will you need to have prepared?
- Mental Math (interactive board)
- Division Factor example (interactive board)
- Worksheets
o iMath supportive worksheets
o Division factors/multiplication worksheets
o Extensional work (consolidate understanding of division and multiplication).
Assessment Strategies: How will you identify what the students have learnt and how will you record this?
Formative Assessment: Students will informally be assessed according to their ability to complete their work, on-time and accurately. The extent and depth of
knowledge of the division fact, multiplication concept and backtracking will be tested in the upcoming test later in the week.
Summative Assessment: Students will sit a test using the iMath Tracker books to complete their test later in the week. This will be marked to gauge the
students depth of understanding.
Stage of lesson
Approx.
Time
Pre-Service Teachers Actions
What will you do during this time? What prompting questions might you need to prepare? How might you assess and record student learning? How will you cater for individual differences?
Student Actions /Tasks

What will the students be doing during this time?
Stage 1 Introduction
How will you gain the students attention, engage the interest of the students and introduce the concept(s)?
15 mins
Begin the lesson with Mental Maths
10
Go through the answers as a class
Students will work through the Mental Math problems and will ask for help if required.
Students will swap and mark their work.
Stage 2
Body of lesson
Describe each activity and the order in which they will be undertaken.
30 mins
Class Discussion
- Recap: Multiplication and division fact examples on the board.
Math Charades
- Students will be grouped into groups of 6.
- (F, F, M, x, , =)
- Ask students to create:
o 15
3 x 5 = 15
5 x 3 = 15
15 x 1 =15
1 x 15 = 15
11
20
30 2 = 15
5 x 4 = 20
20 x 1 = 20
10 x 2 = 20
20 1 = 20
15 1 = 15
4 x 5 = 20
2 x 10 = 20
1 x 20 = 20
40 2 = 20
Work through iMaths problems on the board, and allow students to work through the remainder of the math problems.
Focus Math group Session on the Mat.
Ensure students are able to complete the work, and if required suggest alternative ways they could work out the solution if they are struggling.
- Scrap paper and drawings
- Inverse Rule (division/multiplication)
- Timetable book
Mark any work that is completed throughout the lesson.
Extension:
- iMath extension worksheet
- Timetable grid worksheet
Students will listen to, and participate in the class discussion.
Students will be given a number and in their groups they will be asked to create that number using multiplication and then division.
They will then make a multiplication and division problem themselves and get the remainder of the class to work out the missing number.
-
Students will explain the different mathematical strategies that they could use to work out the answer.
o Use grouping strategies to work out the answer.
Students will work through the backtracking work and will ask for help if required.
12
Students in the lower 2 math groups will come to the mat to work through some more math problems using the interactive whiteboard and individual
whiteboards.
Extension
- Students will work on the iMath extension worksheet and mark their work.
- Students will complete the math timetable grids.
Stage 3: Conclusion
How will you draw the lesson ideas together so that the students can evaluate what they have learnt? How will you prepare the students for the next task?
5 mins
Collect any completed work that has not been marked.
Instruct students to pack away and prepare for the next lesson.
Students will hand in any unmarked work and will prepare for the next lesson.
Students will take unfinished work to complete for homework.
13
Evaluation and Self Reflection of the Lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked most effectively? What aspects of
the lesson could be improved and how could they be improved? E.g. Lesson flow, classroom management, resources, assessment of student learning etc.
Overall, I felt the lesson went well. The lesson objectives were met and the lesson ran according to the time allocated to the session. I feel the fluid math
groups worked well and made students feel more comfortable to ask for and accept help. The fluid grouping and focus session was very much learner
centered and was targeted to address their specific needs. The classes became noisy at times, but students were easily re-directed.
Follow-up: Are there any areas that you feel you need to follow up with the students?
I will continue to use fluid grouping as these seemed to help the students grasp the concepts more easily. I will try to implement a mid-session class
discussion as well to see if this prevents students becoming off task, and will see if this reinforces the relevant concepts and helps to maintain student
engagement.
Mentor Teacher Comments:
Overall, a well-organized and planned session. Students for the most part
seemed engaged. Good re-direction of the class when they started to
become noisy/off-task.
Pre-Service Teacher Comments:

I agree with my mentor teachers comments that students did start to become
noisy. I will continue to work on this and will try to implement a mid-session
class discussion to see if this helps to maintain student engagement.
What do you think you could do next time to maintain their engagement?
If this doesnt maintain their engagement, I will try using a rotation of activities
to see if this helps to maintain their engagement.
Lesson Plan - Mathematics: Measurement using ml and L conversions

Lesson Title:
Measurement
Date:
14
19/09/2014
Year Level:
4
Topic:
Measurement and conversion of units
Duration of lesson:
60 minutes
Links to the Australian Curriculum:
Learning Areas
Content Descriptors
Mathematics
Number and Algebra
- Number and place value
- Fractions and decimals
- Patterns and algebra
Measurement and Geometry
- Using units of measurement
ACMNA072
ACMNA073
ACMNA076
ACMNA078
ACMNA079
ACMNA082
ACMNA083
ACMMG084
To expose students to measurement concepts and to consolidate students current understanding of where and how measurement can be used.
Students Background Knowledge: What is your starting point What do the students already know, what have they done before, how does this lesson connect to or build on their
existing knowledge?
Students have not been exposed to measurements concepts previously.

Students are assumed to have little to limited knowledge regarding liquid measurements and the conversion between millilitres and litres.
Teacher Focus: What areas will you concentrate on yourself eg; classroom management, voice, body language, student motivation etc?
15
Classroom Management- Ensure students are on task whilst measuring and rotating their drink bottles.
Ensure students are engaged and that they can hear me loudly and clearly (project voice, speak slower).
Create learning, opportunities to help the weaker students (visual and practical)
To consolidate and enhance students current understanding of measurement. Allow students to make connections and understand the conversion of units (ml
to L).In preparation for their math test later in the lesson.
Students will use their current understanding of measurement and apply this in a practical sense using their drink bottles to consolidate their understanding
using concrete materials.
Learning Environment and Resources: Where will this lesson take place eg. Indoors/Outdoors etc? What resources will you need to have prepared?
- IWB introductory presentation
- Practical exercise water bottles
knowledge of conversion between ml and L as well as their ability to measure graduates scales will be tested in the upcoming test later in the week.
Summative Assessment: Students will sit a test using the iMath Tracker books to complete their test later in the lesson. This will be marked to gauge the
Stage of lesson
Approx.
Time
What will you do during this time? What prompting questions might you need to prepare? How might you assess and record student learning? How will you cater for individual differences?

Stage 1 Introduction
How will you gain the students attention, engage the interest of the students and introduce the concept(s)?
25 mins
15 mins
Diagnostic Analysis
16
Students will briefly be introduced to the topic of measurement and be asked to make a scale on their cups using the equipment provided.
Mental Math (if time permits)

- Class marking
Students will listen to instructions and begin to create their own scale on the plastic cups using the equipment available.
Students will complete their mental math problems and check their work before having it marked.
- Class marking
Stage 2
Body of lesson
Describe each activity and the order in which they will be undertaken.
30 mins
Introduce the new topic of measurement

- Show students the IWB website (if time permits) and work through a few examples with them on the board as a class.
17
Introduce the concept that ml and L can be converted

- 1000ml = 1L
Introduce graduated scales (board example)
- Work through examples on the board, before allowing students to commence work independently.
o Explain graduated scales
o What does each line represent?
o How much water is in their water bottle (rotate)
o How much water is in 1 cup
Ml and L
Board
- Converting ml to L work
- iMath teaching and consolidating concept
If students are struggling, conduct a focus session on the mat.
Extension:
- Word problems
o If you took 1 cup out of your drink bottle, how much would you have left?
o Strategies (on top of each other)
Students will explain the different mathematical strategies that they could use to work out the answer.
- Use grouping strategies to work out the answer.
18
Extension
Stage 3: Conclusion
How will you draw the lesson ideas together so that the students can evaluate what they have learnt? How will you prepare the students for the next task?
5 mins
Instruct students to pack away and prepare for the next lesson.
Students will hand in any completed unmarked work (cups) and will prepare for the next lesson.
Evaluation and Self Reflection of the Lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked most effectively? What aspects of
the lesson could be improved and how could they be improved? E.g. Lesson flow, classroom management, resources, assessment of student learning etc.
The class became noisy and distracted with the cup activity. They were re-focused, but continued to become distracted. Consequentially, the practical cup
activity part of the lesson was cut short and was replaced with a class discussion and an interactive whiteboard activity. This activity maintained their
engagement and still gave students exposure to the practical activity. I feel the sequence of activities significantly influenced students behavior. In future, I will
try to sequence session activities with behavior management strategies in mind; to try maintain students engagement and will use practical activities as a
treat for good behavior throughout the lesson.
In future lessons; I will be mindful of the time I allocate to practical activities. The practical activity was becoming too distracting for some students. In future
practical activities will occur at the end of the lesson and will run for a shorter period of time.
The lesson objectives were clear and what your delivery of instructions was clear. You are projecting your voice a lot more, and it is easier to hear at the back
of the class. Great work!
19
The practical activity probably went for too long. What do you think?
I could see some of the students at the back losing focus; but your re-direction of students and quick thinking to re-direct the class with the whiteboard activity
worked well.
What do you think you could do in the future?
I agree that the practical activity went for too long. I re-focused students so they were able to still be exposed to the practical elements of the session and their
engagement was maintained with the interactive whiteboard activity.
I will continue to plan for additional activities, in case the class needs to be re-directed. In future sessions practical activities such as this cup activity will be
sequenced to occur at the end of the lesson, and will be used as a reward to students who behave throughout the class. Also, the length of time allocated to
practical activities will be shortened to prevent students becoming distracted.
The mid-session class discussion seems to be working well and is proving to maintain their engagement for a greater period of time.
Lesson Plan - Mathematics: Measurement using ml and L conversions (continued)

Lesson Title:
Topic:
Links to the
Australian
Curriculum:
Measurement
Measurement and conversion of units
Learning Areas
Mathematics
Date:
Duration of lesson:
Number and Algebra

- Number and place value
- Fractions and decimals
- Patterns and algebra
Measurement and Geometry
- Using units of measurement
19/09/2014
60 minutes
Year Level:
Content Descriptors
ACMNA072
ACMNA073
ACMNA076
ACMNA078
ACMNA079
ACMNA082
ACMNA083
ACMMG084
20
To expose students to measurement concepts and to consolidate students current understanding of where and how measurement can be used.
Students Background Knowledge: What is your starting point What do the
Teacher Focus: What areas will you concentrate on yourself eg; classroom management, voice,
students already know, what have they done before, how does this lesson connect to or
build on their existing knowledge?
body language, student motivation etc?
Students have previously been exposed to measurements concepts.
Classroom Management- Ensure students are on task whilst measuring and

rotating their drink bottles.
Students are assumed to have little to limited knowledge regarding liquid

measurements and the conversion between millilitres and litres, however,
they have been exposed to these concepts in previous lessons.
Ensure students are engaged and that they can hear me loudly and clearly (project
voice, speak slower).
Create learning, opportunities to help the weaker students (visual and practical)

To consolidate and enhance students current understanding of
measurement. Allow students to make connections and understand the
conversion of units (ml to L).In preparation for their math test later in the
lesson.
Students will use their current understanding of measurement and apply
this in a practical sense using their drink bottles to consolidate their
understanding using concrete materials.
Learning Environment and Resources: Where will this lesson take place eg.
Indoors/Outdoors etc? What resources will you need to have prepared?

- IWB introductory presentation
- Practical exercise water bottles
knowledge of conversion between ml and L as well as their ability to measure graduates scales will be tested in the upcoming test later in the week.
Summative Assessment: Students will sit a test using the iMath Tracker books to complete their test later in the lesson. This will be marked to gauge the
Stage of lesson
Approx. Pre-Service Teachers Actions
What will you do during this time? What prompting questions might
Time
you need to prepare? How might you assess and record student
learning? How will you cater for individual differences?
21
Stage 1
Introduction
How will you gain the
students attention,
engage the interest of
the students and
introduce the
concept(s)?
15 mins
Time table practice

- 2x
- 3x
- 4x
- 5x
- 10x
- 4x
Students will participate in the partner timetable activity.
Mental Math
- Class marking
Students will complete their mental math problems and check their
work before having it marked.
- Class marking
22
Stage 2
Body of lesson
Describe each activity
and the order in which
they will be
undertaken.
40 mins
Recap measurement concept

- Work through examples on the board, before
allowing students to commence work
independently.
o Explain graduated scales
o What does each line (gap) represent?
o How much water is in their water bottle
(rotate)
o How much water is in 1 cup
Ml and L
- iMath_1 board example (work through example as
a class)

- Students will provide solutions to the board examples.
Students will work through the selected worksheets

- iMath_1 worksheet (print)
- Conversion worksheet (on board)
Students will explain the different mathematical strategies that they

could use to work out the answer.
- Use grouping strategies to work out the answer.
Teacher focus session
Rotating focus sessions with math groups, addressing their needs.
Introduce second IWB website (if time permits) and work

through a few examples with them on the board as a
class.
Class participation (group by group)
Extension:
- Word problems
o If you took 1 cup out of your drink bottle,
how much would you have left?
o Strategies (on top of each other)
Extension
23
Stage 3:
Conclusion
5 mins
How will you draw the

lesson ideas together
so that the students
can evaluate what
they have learnt?
How will you prepare
the students for the
next task?
Students will hand in any completed unmarked work (cups) and will
prepare for the next lesson.
Instruct students to pack away and prepare for the next

lesson.
Evaluation and Self Reflection of the Lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked most effectively? What aspects of the
lesson could be improved and how could they be improved? E.g. Lesson flow, classroom management, resources, assessment of student learning etc.
Students become easily distracted in the previous lesson, when completing the practical activity so in this lesson; the time allocated for the practical activity was
shortened and was sequenced to occur at the end of the lesson. This strategy worked well and resulted in better classroom/behavior management
I can see the importance of time management, and how the time allocated to certain activities and the sequence of activities within the lesson, can shape the
classes behavior and their length of engagement throughout the lesson. I feel this lessons structure worked better compared to the previous days, due to the
changes in activity sequence and time allocations.
Continue to structure lessons, to include sub-activities or rotations within them to maintain students engagement. Continue to allow fluid grouping of students in
the teacher focus sessions to allow students specific needs to be addressed.
Continue to challenge extension students; and consolidate their learnings through independent and peer activities. Extension students who completed their
work early were able to help their peers which helped to consolidate their understanding and help support other students in their learning.
Mentor Teacher
Comments:
I feel that the new lesson sequencing that I am using is more effective and maintains students engagement and and student behavior
The new structure you
is more easily managed.
have adopted is working
well. You have taken
I am continuing to work on my voice projection and feel that it is improving.
onboard by previous
comments and I can see The discussions I am having with my mentor teacher are really helpful and are giving me good tips and ideas to try within the class to
an improvement in your
maintain student engagement and cater to the different math groups.
classroom management,
the behavior of the
students and your voice
projection.
This lesson met your set
objectives and ran
24
according to the time

you had allocated.
Great work!
Lesson Plan 4 Writing Inquiry Writing Continued

Lesson Title:
Topic:
Links to the
Australian
Curriculum:
Writing
Date:
12/09/2014
Inquiry Writing Partner share
Duration of lesson: 60 mins
Learning Areas
Content Descriptors
Language
ACELA1488
- Language for interactions
ACELA1490
- Text structure and organisation
ACELT1602
Literature
ACELT1603
- Literature and context
ACELT1607
English
- Responding to literature
ACELT1794
- Creating literature
ACELY1690
Literacy
ACELY1694
- Interpreting, analysing,
ACELY1695
evaluating
ACELY1697
- Creating texts
Year Level:
Students will build on their pre-existing knowledge of text formats and will be introduced to a new text format.
25
Students Background Knowledge: What is your starting point What do the
Teacher Focus: What areas will you concentrate on yourself eg; classroom management, voice,
students already know, what have they done before, how does this lesson connect to
or build on their existing knowledge?
body language, student motivation etc?
Students have been exposed to inquiry writing previously (previous

lesson). Students knowledge and understanding of inquiry texts is
limited. Students are aware that text formats change according to the
purpose of the text.
Students will understand how to formulate inquiry based questions,
using the information they have been provided and their current
understanding of inquiry based questions.
Classroom Management: Ensure students are on task and engage students in

conversations to develop an understanding of their ability to develop and complete
inquiry writing independently.
Promote group discussion (ensure discussion is related to the task).
Learning Environment and Resources: Where will this lesson take place eg.
Indoors/Outdoors etc? What resources will you need to have prepared?

- Powerpoint slides
- Students writing books
- iPads and wet area computers
Formative Assessment: Students work and understanding of inquiry texts will be monitored informally throughout the 2 week period. Students will be engaged in
conversations with the teacher where they will have to explain the purpose of the inquiry text, and explain what type of information should be included in these
texts.
Summative Assessment: At the end of this lesson it is expected that students would have completed their inquiry questions and answers. It is expected that most
students would have their work typed as a good copy. This work will be collected and marked, to gauge their understanding.
Stage of lesson
Stage 1
Introduction
How will you gain the
students attention,
engage the interest of
the students and
introduce the
concept(s)?
Approx
.
Time
What will you do during this time? What prompting questions might
you need to prepare? How might you assess and record student
learning? How will you cater for individual differences?
5 mins
Recap of previous inquiry writing lesson
Students will listen to instructions and ask questions if required.
Briefly run through slides

- Re-iterate what inquiry means: to search for the
truth, information or knowledge.
Students will participate in the class discussion and suggestion types of

questions they could ask someone (if students are struggling with any
concepts).
26
Stage 2
Body of lesson
50 mins
Describe each activity

and the order in
which they will be
undertaken.
Students will continue to consolidate their

understanding of inquiry questions and develop their
note taking skills.
- Continue to develop 15 questions for their
Olympian (most have completed this)
- Use the iPads to research answers for their
questions
Students will use the questions provided to assist them
in their guided inquiry of a famous Olympian.
- Full sentence answers to questions
- Proof-read answers
- Engage in small discussion with partner and
desk group.
Students who cannot find a suitable answer for their
question will need to formulate additional questions
based on the information available.
Students will have their answers checked and will go
into the wet area to type their work out.
Stage 3:
Conclusion
How will you draw the
lesson ideas together
so that the students
can evaluate what
they have learnt?
How will you prepare
the students for the
next task?
5 mins
Students will use the information on the slide and there current
knowledge of inquiry based questions, to assist them in their
investigation of a famous Olympian.
- Students will continue to complete their 15 inquiry based
questions
o Struggling/ESL students to complete 10 questions
o Teacher-guidance required for these students.
- Find relevant answer to the inquiry based questions (full
sentence)
o Research using iPads with their partners
- Read answers
- Brief discussion
Students will have their work checked (full sentences) and will go into
the wet area to type their good copy out.
- Border
- Picture
- Well-defined questions and answers.
Early finish/Extension:
- 3 Interesting facts (develop research skills).
- Students will begin their inquiry of an animal
o 15 questions to investigate and find out
about an animal that they dont know a
lot about (NOT pets).
Extension:
- Students will enhance their research skills and navigate around
the website to find interesting facts about the
Olympians/Olympics.
Bring the class together for a brief discussion if there

are any areas which are still confusing students.
Students will listen and participate in the class discussion.

- Students will hand in their work at the end of the lesson.
Students will pack away there writing materials and will

prepare for the next lesson.
Students will pack away and prepare for their next lesson.
27
Evaluation and Self Reflection of the Lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked most effectively? What aspects of the
lesson could be improved and how could they be improved? E.g. Lesson flow, classroom management, resources, assessment of student learning etc.
Overall, the lesson went quiet well. The time I had allocated for the different tasks was appropriate for most of the class, and I am gaining a greater
understanding of time management. Struggling students, who were finding it difficult to find 15 questions, were modified to find only 10 questions; this worked
well to maintain the struggling students engagement and prevented them from becoming off task and distracted.
The ESL students required more of direct teacher guided time; however the remainder of the class was able to continue their work independently which gave me
time to focus on the ESL students to formulate their inquiry questions.
Continue to promote productive peer/group discussions. These discussions were observed to really help some of the weaker students.
I will continue to guide ESL and struggling students to help them complete their questions. I feel the reduction in the number of questions they need to complete
is working well to maintain their engagement and allows them to feel a sense of success as they are able to move onto the ipad activity at a similar time to their
peers.
This lesson maintained student engagement. I overheard some very
productive discussions from the group near the back.

Students were talkative at times, and there was a bit of movement throughout the
class as students moved to get the iPads/wet area.
I can see that you are scanning the classroom regularly; and this is allowing
you to address individuals promptly.
Despite, some students becoming talkative; the discussions were on task and I
could see how these group discussions were helping particular students (ESL and
struggling students).
Students were very aware of the sequence of activities they had to

complete before moving onto the ipads and were aware of what they
needed to do, once receiving an ipad. This lesson worked well and built on
your previous lesson which exposed them to the exact website they would
be using and provided students with specific examples of how to navigate
the website.
I understand the importance of being able to identify and differentiate between;

talking to peers as a distraction and productive peer discussions. I will continue to
try and differentiate between the two scenarios in my future lesson; and will try to
promote productive group discussions.
28

Assessment 2 - Reflection Final

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Teaching Period 2, 2014

EDU70003 Supervised Practicum B: Literacy and Numeracy 2

Mental Math (interactive whiteboard)

Extensional worksheets (challenge and consolidate understanding of

Students understanding of the backtracking concept were consolidated through the

Mental Math (IWB)

Reflection on teaching strategies, related to learning outcomes and student

Students were exposed to various concrete materials, visuals and interactive

on prior knowledge and use their current understanding of measurement to apply in

Mental Math (interactive board)

Reflection on teaching strategies, related to learning outcomes and student

This lesson will take place in the classroom.

Internet and IWB

Reflection on teaching strategies, related to learning outcomes and student

Lesson Plan - Mathematics: Backtracking continued

Student Actions /Tasks

Go through the answers as a class

Pre-Service Teacher Comments:

Lesson Plan - Mathematics: Measurement using ml and L conversions

Students have not been exposed to measurements concepts previously.

Student Actions /Tasks

Mental Math (if time permits)

Introduce the new topic of measurement

Introduce the concept that ml and L can be converted

Lesson Plan - Mathematics: Measurement using ml and L conversions (continued)

Number and Algebra

body language, student motivation etc?

Students have previously been exposed to measurements concepts.

Classroom Management- Ensure students are on task whilst measuring and

Students are assumed to have little to limited knowledge regarding liquid

Learning Objectives: What will the students learn?

This lesson will take place in the classroom.

Time table practice

Students will participate in the partner timetable activity.

Recap measurement concept

Students will listen to, and participate in the class discussion.

Students will work through the selected worksheets

Students will explain the different mathematical strategies that they

Teacher focus session

Rotating focus sessions with math groups, addressing their needs.

Introduce second IWB website (if time permits) and work

Class participation (group by group)

How will you draw the

Collect any completed work that has not been marked.

Instruct students to pack away and prepare for the next

according to the time

Lesson Plan 4 Writing Inquiry Writing Continued

Students Background Knowledge: What is your starting point What do the

body language, student motivation etc?

Students have been exposed to inquiry writing previously (previous

Classroom Management: Ensure students are on task and engage students in

This lesson will take place in the classroom.

Pre-Service Teachers Actions

Student Actions /Tasks

What will the students be doing during this time?

Recap of previous inquiry writing lesson

Students will listen to instructions and ask questions if required.

Briefly run through slides

Students will participate in the class discussion and suggestion types of

Describe each activity

Students will continue to consolidate their

Bring the class together for a brief discussion if there

Students will listen and participate in the class discussion.