- LESSON PLAN ASSIGNMENT
- Part 1- Planning Template
- Stage & Year level
- Aim/Topic Focus:
- Stage & year level:
- b. Why this learning experience (i.e. rationale)?
- c. Explanation of prior learning: What do students already know or what skills have they already acquired relevant to this learning experience? Any experience with Graphic
- d. Graphic organiser selected; how is its use by the students suitable for addressing the learning outcomes or indicators?(i.e. justification for using it)
- Description of the overall task and sequence
- Introduction 15 Mins:
- Conclusion 10 min:
- Part 2 – The Analysis Template
- Part 3- Reflection Template
Use/fill in the Planning Template provided to demonstrate how you would plan a learning and teaching sequence (a learning experience) that includes the use of a graphic organisers (GO) constructed by the students – not by the teacher - and the cooperative learning structure - Corners- and a set of assessment tools.
Second, select a set of two ‘learning outcomes/achievable goals* from a KLA content area that your Year or Stage level students need to achieve (related to the content area). Refer to either the National Curriculum documents or NSW State syllabus documents to guide your choice of up to three learning outcomes - provide both the curriculum number and its description that matches the content/learning you want your learners to achieve. One of the achievable goals must relate to students learning collaboratively - this goal/outcome will most likely not be stated in your Key Learning Area in which case you must compose such a goal in the content of the learning you intend to plan
Using the Analysis Template
Step A: Revisit your lesson plan and identify and explain where in you plan students will be drawing on two BT levels of thinking – one must be a Higher Order Thinking level.
PART 3 – Approximately 800 words
LESSON PLAN ASSIGNMENT
Part 1- Planning Template
Stage & year level:
In the Teaching Cycle – This is the ‘Why’. Learning Outcomes
1.1 Ask mathematical questions to early stage for exploring their knowledge
1.2 Counting up to 30, orders, reads and representation of numbers in proper range
1.3 Using pictorial and concrete representations to understand the mathematical problems
1.4 By using some informal technique trying to learn them combines, separates and compares the collection of objects in numeric format
1.5 Linking mathematical idea with the given problem to justify existing knowledge and understanding in relation to early stage 1 content
Description of the overall task and sequence
(This section should be covered concisely in clear sequential steps minimising the use of dot points. It describes what the teacher and students will be doing throughout the entire learning experience).
In the Teaching Cycle – This is the ‘How’.
Introduction 15 Mins:
• Showing them the front cover and asked them about what they understand from that book along with this asked them what that book reminds of?
• Hold up your hands and ask students to hold up their hands and then ask students to count the numbers of hand in the class
• Asking the students to count the hands in reverse as 10, 9, 8, etc
• Ask the students to count the number of pages inside the book
• Ask the students to the numbers in ascending an descending order randomly
• Ask the children by pointing out the figure or picture and ask them the counting displayed on it
• Ask them to count the number in loud voice
• Need to read slowly so that students can capture by listening
• Need to avoid the flipping from pages that might distract students
• Need to use visual to make the facts more understandable for them
• Use number charts for them to spell out the numbers clearly
• Provide A4 sheet paper to each student and ask them to count their fingers and toes and write down the numbers on the sheet of paper
• Ask them to now with other group members in the class. Count the numbers of toes and fingers of others and write down the counting on the sheet
• Ask the students to draw the print of their hand on the sheet by putting hand on the paper and write down the number of fingers on the sheet
• Students must be grouped together with proper balance
• Each should be provided with A4 Paper colour pencils and markers
• When students are busy with their task listen their counting sincerely
• While performing the task and during round familiar them with the term addition and subtraction
• Try to observe the children how they are counting or what criteria they follow for counting
• Children must be mastered in counting up to 30 and back to 10
Conclusion 10 min:
• What actually students found after counting their fingers and toes
• Is all the members have equal numbers of toes and fingers
• How did they work it out
Extended questions like:
• How many family members they have
• What they were doing
• Count numbers of fingers and toes of their family members
• Student must be aware about the pack up ring bell
• Ask the students to sit in the same group until got instruction to leave the floor or classroom
• Teacher must write down the responses of the students on a sheet of paper after asking them random questions
Part 2 – The Analysis Template
Name two Multiple Intelligence that you aimed to activate (one must be Interpersonal and one other (not Verbal-Linguistic, nor logical Mathematical); very briefly explain why and where in the learning sequence there is evidence of these.
Cooperative Learning Principles incorporated
Part 3- Reflection Template
Showing how in the learning plan there is evidence of this. Under the section, 3.2 criteria I needed to set for my student as a teacher so that I can deliver my knowledge to my students. Before going through the entire process, I have to go for a subjective study about the mental status of the students so that I can be able to understand their demands and the requirements. As the selected stage group, students are very small in age, but their mind runs faster than the mind of an adult, and hence I must understand them. Before starting my teaching session in the class, I have to learn the mind of my students in all the way and based on that reading I have to go for planning to set syllabus and teaching style for them. The section has even described that I have to read the mind of the students, but the question is why, as I am the teacher and I know better what is good for my students or not. The fact is not like this; the fact is it is true that I am the respected teacher of my students but every human being has some expectations from their teachers or tutor. Thus, being a good teacher or tutor, I have to understand what my student is demanding from me. What else he or she is needed from me (teacher) is the most imperative task for me. After knowing the expectations of my students, I need to set my way of teaching or my teaching style. The challenge what I might face is if I mention the expectations of every kid in the class than it will take long time to finish me. Thus, I have to understand the common expectations of the kids in the classroom and then I should go with best teaching style.
Where in your planning of the learning experience is there alignment with element 5.1 - Assess student learning
Name and describe the assessment strategies you will use to determine whether the students have achieved the two learning outcomes you originally selected. Teaching has been defined as one of the systematic processes that are organized in regards to providing better educations to them. Under the segment, 5.1 criteria I expected to set for my understudy as an educator with the goal that I can convey my insight to my understudies. Before going for the whole procedure, I need to go for subjective investigation about the psychological status of the understudies with the goal that I can have the capacity to comprehend their requests and the necessities. As they chose to arrange a gathering, understudies are little in age, yet their mind runs quicker than the brain of any grown-up, and consequently, I must comprehend them. Before beginning my showing session in the class, I need to develop a kind of formal as well as a diagnostic cultural environment for them, so that my students receive primitive education, as per their requirement as well as expectation. The segment has even depicted that I need to peruse the psyche of the understudies. However, the inquiry is the reason, as I am the instructor and I know better what is useful for my understudies or not. In fact, the truth of the matter is not this way; the undeniable reality is doubtlessly I am the regarded instructor of my understudies yet every person has a few desires from their educators or guide. Along these lines, being a decent instructor or coach I need to comprehend what my understudy is requesting from me. What else he or she is required from me (educator) is the most basic assignment for me. After knowing, the desires of my understudies I have to set my method for instructing or my educating style. The test what I may confront is whether I say the desires of each child in the class than it will take a long time to complete me. Subsequently, I need to comprehend the basic desires of the children in the classroom and after that, I ought to run with best instructing style.
Cut and paste here your original response to the question:
5. What ways of assessing are you aware of? What types are the most effective?
[If you did not submit Assignment 1 you could not respond to this section of the Reflection template] Reflection:
There are numbers of assessments are present those are helpful for establishing the education system in a normative way to the students. The assessment is like summative assessment and formative assessment. Both of these assessment criteria are the best way to provide education to students in a systematic way also this is being helpful for generically handing the students. It will be the best route for me to handle my students in paternalistic because as a teacher if I must provide better educations facilities them, I also must check how much they have gained from my teaching process or style. The formative assessment and summative assessment is like a test for my students and me. By the help of these two types of tests, both we come to know about our knowledge level and the potential to grab required knowledge.
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Kagan, S., (1989). The structural approach to cooperative learning. Educational leadership, 47(4), pp.12-15.
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford Publications.
Morton, D.A. & Colbert?Getz, J.M., (2017). Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy. Anatomical sciences education, 10(2), pp.170-175.