Practice Analysis Lesson.

School:

Teacher:

Observer:

Date:

NEED ANALYSIS CRITERIA.(SEE OBSERVATION CRITERIA SHEET)

Literacy Inquiry Focus:

AN EFFECTIVE INSTRUCTIONAL LESSON.

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

aOrientation
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.

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

WHAT WILL HAPPEN?

WHAT HAPPENED?
Notes/Audio

Y 9: Experimental probability relative

frequency.
Greetings: Kia ora. Outline the lesson plan.
Brief feedback on their achievements
yesterday. Prior knowledge: ways to express
probability and describe an event with key
words (exercise 6.1).
Extending Vocabulary:
Fair every outcome is equally likely
A trial one run of experiment
Sample space possible outcomes
Relative frequency experimental
probability
Frequency the rate at which an event
occurs or repeated over a period of time.

Boys were slow to get into class some late

arrivals. Boys keep speaking as they enter.
Lesson was interrupted several times. Skipped the
ex.6.1, moved to vocabulary. Managed to draw
their attention to a new topic by using a weighted
die experiment as an example of the importance of
relative frequency and the difference between
theoretical probability and relative frequency.

Learning to understand what the difference

between theoretical probability and relative
frequency.

Intended leaning was shared with students.

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

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

To be able to:
Successfully complete tables for
missing information;
Read tables (data) to work out
relative frequency using formula P
(A) = Number of times an event
occurs Total number of trials.

S.C. read by boys and action verbs highlighted.

We know we are successful if we can
Actions verbs were identified.

Modelling (think aloud) how to:

Read tables for information needed
to calculate relative frequency;
Use formula;
Find sample space.
Give examples illustrating the difference
between theoretical probability and relative
frequency.
DAT: group work, pair-to-share.
Choice of Tasks discussed with AT and
based on the results of students work from
previous lesson, AO and curricula.
Prompts on worksheets scaffolding their
understanding of a relative frequency and
use of formula. Encourage sharing skills by
asking them to explain the thinking process
to each other, thus prompting a gradual shift
of responsibility of their own learning from
teacher to student.

Walked around assisting individuals and groups.

Although there was some noise and disturbance
from some boys, in general, boys were engaged in
learning by participating in relevant conversations,
discussions and explanations (evidence:
observation, students work, completed
worksheets). Unfortunately, the target students

Self-assessment: tick now I can boxes.

Brief feedback on some students work, summary

of what have been learnt. Worksheets and
notebooks have been collected for marking and

feedback.

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