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Class:
Year 2
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
-
S are familiar with the terms distance, length and estimate. They also have an understanding of how to measure items and using some formal
measurements such as m and cm.
Syllabus Outcome(s):
- describes mathematical situations and
methods using everyday and some
mathematical language, actions,
materials, diagrams and symbols
MA1-1WM
Group work
Demonstration
Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.
paper clips, bread tags, unifix cubes, base 10 sticks, paddle pop sticks, pens/pencils
Desk (teacher/student) , Student height, shoe length, workbooks, 30cm ruler, pencils,
whiteboard, door/door frame, windows, pencil case, chair, posters on the wall
LESSON SEQUENCE
Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
T asks questions such as:
- What are words we have heard or
used before about measurement?
- What do these terms that we have
heard mean?
- What do we use these terms for?
Language used by teacher:
- We are measuring the length of
their bodies
- What do we estimate that their
height will be?
T Demonstrates the measuring of one
student using an informal unit of
measurement e.g. using a book. Show the
students how to measure by placing the
book to the side of the students and
holding the place
DEVELOPMENT
Measurement of objects using informal
units of measurement is the key concept
being looked at.
Timing
(mins)
7minute
s
3minute
s
-
17
minutes
5
minutes
Question
S then investigate the probe question and pick
2 items on their list that they will then remeasure using one of the different items that
they have.
Recorder
Measurer
Gopher
Reporter
Desciption of context of
learners
8
minutes
The school that this lesson plan has been designed for is in Auburn, a low socioeconomic suburb (anzrsai.org/assets/Uploads/PublicationChapter/313-
The teaching strategies that have been used throughout this lesson have
been explanation, demonstration, questioning and group work. These
four different strategies have been used throughout to engage children in
cooperative work and promote higher order thinking.
Reasoning of assessment
strategies
Sociology issues and factors effect the teaching and learning that occurs
within the classroom. Low Socio-economic (SES) factors have a great
effect on the teaching and learning that happens in this setting. With it
being a low SES area, there are many things that impacts the classroom
environment. One of the effects is that being in a low SES area, there
might not be a great deal of funding and a lack of resources. This means
that resources need to be sourced by the teacher. Ethnicity will also have
a great impact on the educational settings as it impacts the children. The
family can impact the learning especially in a low SES area as it means
that there might be extra strain on some children as they take on roles of
the household typically held for adults.
Knowledge of effective
communication/management
strategies in classrooms.
Rationale:
Talk about the sociology + sociological factors. (refer to the lecture notes!) Factors include: religion, ethnicity, family, physical status,
economic status, education, location, life partners, children and political systems.
Importance of building literacy
Assessment strategies.
Management strategies
Teaching strategies:
Explanation
- Used throughout the lesson as a vital part to provide a description as to what it is they are learning. Throughout this lesson, explanations
are used in the
Demonstration
Questioning
Discussion
Group work
Classroom management:
- What have you done and why?
How does this lesson appeal to different types of learners? (kinesthetic, visual etc.)
School has a very important role in society to perform different functions for society as a whole.
The purpose of education as a whole is in terms of the individual mostly aiming to achieve their needs and goals. When looked at from a
structural functionist approach, we consider it in terms of what society as a whole needs education so that it works smoothly and efficiently.
School performs three functions: build solidarity, produces a range of skills and knowledge needed, key role in social differentiation and
regulation as it streams individuals into the roles that their ebilities equip them with. (Reading 1 week 1 Allan pg50)
the family is a social institution in that it represents a set of social relations that have been accepted over time as controlling and ordering social
action. There is a considerable emphasis placed on patterning social behavior in ways that are consistent with the needs of society. In Australian
society, the family is a social institution that people associate with fulfilling functions for the good of the wider society. It is important to be aware
that social and economic conditions vary among families, and these in turn affect a childs life chances and view of the world. The distribution of
resources strongly affects the family as an economic unit because they are a source of cultural capital. Eg. 1990s economic recession placed
pressure on many families as the resource distribution was increasingly uneven.
Family influences social processes and shapes the social behavior of individuals. It is largely responsible for primary socialization.
Earle- family in society
Dont make the assumption that outcomes and frameworks can be used to directly asses students performance. A defensible assessment
requires evidence that the student can perform consistently at a particular level and that the components that make up the overall performance
have been thoroughly assessed. Needs to be frequent and focus on specific aspects of learning. Fair and valid assessment will try to balance a
variety of evidence.
Ashenden- outcomes why and how
The teacher aims to integrate skill development with content knowledge while meeting the emotional and social needs to thirty unique individuals
and the interests of their parents. The culture of the school will effect decision making framework and the individual teachers planning. The
availability of resources is another factor which impacts on what teachers plan. Resources are not just material. Some schools are more able to
provide resources for student use than those which depend almost solely on government subsidy. Not all schools are resources equally.
Groundwater-Smith, Cusworth, Dobbins- Teaching challenges and Dilemmas.
School is an institution of society and through a series of planed exercises, skills and strategies called lessons. There were two other practices
which are equally important and they are communication and classroom management. These need to be combined to have a strong impact on
the teaching and learning. Effective teachers plan, present, communicate and have a positive classroom management. Use effective
communication skills to have positive student-teacher interactions and builds student-teacher relationships. Establishing a positive learning
environment is very important for fostering harmony and confidence in daily classroom life. Teacher encouragement of co-operative learning
is important! The building of strong personal links between group members can be encouraged through building and developing friendship
groupings and interests.
McBurney-Fry- A guide to better teaching practice
Benefits of cooperative group learning, cognitive, social, personal and equity- students who are new to the class, less able or ethnically different
are claimed to benefit from cooperative groups, arguably from the higher levels of interaction required (Barry and King 1993).
Students in this lesson have also been organized into function groups, where they all have a role. This provides students to learn role-appropriate
behaviours for practicing leadership in small groups. These task behaviours mean that students contribute, summarise and coordinate
information, and maintenance behaviours involve students in maintaining friendly relationships.
Brady- cooperative group learning.
Cooperative and collaborative learning activities is a classroom management technique. The only struggle with this is the teaching working hard
on maintaining on-task conduct during these activities.
Modelling respect is an important management strategy.
Cope- classroom management