TPA Activity 3 (undertaken during the placement block)

LINKS to STANDARDS 1.1 1.3 1.5 2.2 2.3 2.5 3.1 3.2. 4.4 4.5
Develop a unit plan and a sequence of 3-5 lesson plans.
Ensure that you receive and include professional feedback
How will your teaching align with the relevant curriculum (e.g. Early Years Framework,
Australian Curriculum, International Baccalaureate, SACE)?
What is the teaching focus of your unit plan and lessons? What do students need to know, do
and understand?

My teaching throughout this placement has been aligned with the Australian Curriculum.
The unit plan that I have chosen to include in this task is the unit I developed for Mathematics. This
unit focuses on Fractions and has different learning and teaching approaches.
The teaching focus of the unit plan and lessons is decomposing fractions and building their
knowledge up from it. Students received a pre-assessment task on Tierney Kennedy’s
misconception of fractions. This pre-assessment guided me where students are at in their
learning of fractions, where most students had similar misconceptions.

Established Knows:
- what a fraction is
- how to recognise common unit fractions such as halves, thirds, quarters, fifths and eighths
- how to explore tenths as fractions and in decimal notation
- how to represent common unit fractions and their multiples to create a whole
- To identify equivalent fractions for none half, one third, one quarter and one fifth
- To locate and represent some common equivalent fractions on a number line

Students will be able to…

- define fraction, numerator, denominator, fraction bar, unit fraction, proper fraction, mixed number, equivalent
fractions, whole numbers, simplifying fractions, lowest terms, greatest common factor
- identify the number of shaded parts and the number of equal parts in a shape
- identify a fraction by comparing the number of shaded parts to the number of equal parts
- write a fraction using mathematical notation and using words
- recognise the value of a fraction is not changed by which sections of a shape are shaded
- recognise the positioning of a shape does not change the value of the fraction it represents
- explain what a fraction is
- solve a problem using different strategies
- simplify a fraction by dividing its numerator and its denominator by their greatest common factor

Enduring Understandings:
- how to convert between improper fractions and mixed numerals
- how to explore hundredths as fractions and in decimal notation
- how to count by common unit fractions and mixed numerals
- how to apply knowledge and understanding of fractions to a real-world context
What learning theories, pedagogical models and research will inform your planning?
For example, The SA Teaching for Effective Learning (TfEL)
Framework https://www.decd.sa.gov.au/teaching/teaching-effective-learning
• How will you apply your knowledge of students in your lesson design?
My knowledge of students has been addressed in my lesson designs by knowing and understanding
what students are capable of, and the tasks they can attempt and complete. My general aim is to
personalise instruction focusing on the patterns of student needs, the variance of learner responses,
and giving every student a chance of succeeding. I base my lessons using language they understand
and starting every student at the same base to begin with so that I can then differentiate lessons to
where each student is heading, grouping them by abilities. But first off beginning with a diagnostic
assessment from Tierney Kennedy. My lessons are designed to allow for students to think for
themselves and problem-solve where they have the ability to be independent.
My first two lessons began with being more auditory than visual and kinaesthetic/tactile. But with the
feedback that I received from my mentor teacher, my teaching styles have changed to become all
three learning styles: auditory, visual and kinaesthetic, when appropriate. These learning styles impact
and accommodate student learning phenomenally.
Within this unit, I have allowed for handouts, displays, pictures and demonstrations (teacher and
student) to be used for students who’s learning style is more visual. I engage students in
conversations about the subject matter, and where I am constantly questioning them about the
material and bringing up their prior knowledge - auditory. The kinaesthetic learning style is used
through playing games and just being more active in the lessons where they are involved and
engaged in but then also have hands-on games where they learn – but then have to write their
answers down into their Math books (also walking around the room). In asking the students to write
their group answers into their Math books using the greater than, less than and the equals sign I can
then check to see whether they understand the processes and see any misconceptions that they may
have.

• How will your choice of teaching strategies and resources take into account
students’ backgrounds, learning levels, interests and needs?
My teaching strategies and resources will help me consider the differences of students’ backgrounds,
learning levels, interests and needs.
Backgrounds and Learning Levels
I have attempted to observe the dynamics of students constructed on their action and attempt on
working on problems and based on the Math lesson and in their New Wave. From this, I could then
group students based on their abilities and have them to work at their own pace, rather than too fast or
too slow. I have noticed that this has helped students as they move along, where most students are
becoming more confident in their learning.
Interests
A brief overview of the content taught for the lesson was introduced at the beginning to show students
where their learning is heading and what I am expecting students to learn. I decided that by
incorporating a couple of tasks where they play games, their enthusiasm for this task would be more
exert; thus, more excitement within the task and lessons. Shortly after, students reflect on what the
goal was for the Math lesson and what it looked like as pairs. Students who work together seem to be
more involved and active in their learning, creating a more effective lesson and unit.
Needs
I tried to involve games where students have the opportunity to make their game harder for each
other, as they work in either pairs or a group of three. Before the activities, students were shown how
to calculate their answer to a problem on a calculator and on the board. The reason of showing
students this method was to show them how it worked, so if they were stuck, they had the opportunity
to work it out on a calculator. For students who were struggling, they had the opportunity to begin with
this so that they would start seeing patterns of how it is happening.
I have tried to set tasks that allow them to productively struggle so that they are able to figure out
different ways of solving their problem. Their thinking allows them to move forward to a solution.
Students are provided with support along the way where they can grapple with ideas and relationships
with the topic.

• How will you design challenging learning experiences for all students?
To address the challenging learning experiences of all students, I have attempted to tier the classroom
into two different content task groups based on ability. Both groups played the same game for the
second lesson, but the cards were a little bit different and the aim was slightly altered because of the
difference in cards. This allowed for students to be paired where they can challenge each other. As
mentioned above, I tried to design my lesson where if students were stuck and I could not help them
at the time, they had other opportunities to find out their problem solution – calculator or asking peers
around them.

• How will you differentiate for students?

I am able to differentiate for students by having sequences and tiering lessons based on their abilities.
Lesson sequences allows for lessons to be taught consecutively, creating smooth transitions between
lessons meeting the objectives of the unit plan, achieving optimal learning outcomes. Scaffolding is
facilitated as it creates clear goals, to anticipate difficulties in problem areas.
By tiering students by their readiness levels, students can then work at their own time/pace, their level
of dependence alters, the level of complexity is at their level and the number of steps they can take is
up to them. The games are sequenced in order of their development, being more flexible with students
and their learning.
Formal and informal diagnostic assessment is used to determine student readiness levels.

• How will you sequence your lessons to build student understandings and skills?
I have sequenced the lessons so that the first lesson begins at the very start – the meaning of
fractions, unit fractions and locating and arranging unit fractions using a number line. Lessons then
progress depending on the readiness of students.
Lesson plans were developed and adapted on the results from the previous lessons – seen from their
Math book work and from the worksheets they received.

• When and how will you assess student learning? How will you know if students have
achieved the learning objectives? How will you provide students with feedback to monitor and
improve their learning?
Student learning will be assessed through informal and formal assessments. Informal observation
allows for me to see where students are at by observing their emotions, frustration and their bod
language. Students who are frustrated shows that they are not capable of doing the work
independently. Whereas, students who show that they are bored often are not challenged by the
content set. Whether the observation is set when they are independently working, working in pairs, as
a group, or as a whole-class task provides valuable information about the students’ progress,
understanding, strengths and challenges, cooperation, study habits, and attitudes.
Student learning can also be assessed through

Evidence
Keep copies of at least one unit plan and 3-5 associated sequenced lesson plans and all
teaching resource and materials.