Lesson Plan Analysis

Name: GAGANDEEP KAUR

SID: 19992756

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Table of Contents
Introduction ……………………………………………………………………………....3

Identification of Strengths and Weaknesses ……………………………………………3

Modified lesson Plan (Maths)…………………………………………………………….6

Four Modifications……………………………………………………………………….8

Justification……………………………………………………………………………….8

Conclusion……………………………………………………………………………….10

E-Profile Link…………………………………………………………………………...11

References……………………………………………………………………………….11

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Introduction
A lesson plan is a detailed description of a course of instruction for the teacher for attending

class on any topic. This tells the teacher what students are required to learn, how they are

required to be taught, how learning will be assessed.

Identification of strength and weakness

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – Comments: Students would get an idea of the way ICT is used in
4–5 mathematics. However; it would be not possible for the student to have a
deeper understanding on axis, linear relationship, non-linear relationship,
parabola and others with this process, as depth cannot be achieved by
focusing on “limited” content.

1.2 Deep understanding

1 – 2 – 3 – Comments: Students would be able to understand the concept of using ICT
4–5 in mathematics. However; it would be only possible to have a shallow
knowledge on the use of ICT in mathematics.

1.3 Problematic knowledge

1 – 2 – 3 – Comments: Problematic knowledge of the student is based on assessing the
4–5 social influences and their implications. However; the student only considers
the knowledge as the facts of mathematical tools that are used for ICT.

1.4 Higher-order thinking

1 – 2 – 3 – Comments: High-order thinking helps in generating contexts of the ideas on
4–5 mathematical problems by manipulating the information(Davis, 2019).
Teachers have arranged lessons on the use of parabola graphs and other ICT
tools used for solving mathematical problems. Hence; it would be possible
for the students to use this knowledge to manipulate the information to solve
the problems with their creative thinking. However; it could result in the
difficulties of the students knowing the facts on using these graphs for
finding the solutions to the mathematical problems.

1.5 Metalanguage

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1 – 2 – 3 – Comments: Teachers have introduced infographics for the students that can
4–5 act as the metalanguage for learning on the techniques of ICT in
mathematics. By using infographics for the lesson, it would be possible to
make the students aware of using those to interpret the solutions with
ease(Jing, 2017). However; there could be problems for the students if the
metalanguage is low. In such cases, they would be not able to interpret the
solutions properly.

1.6 Substantive communication

1 – 2 – 3 – Comments: Substantive communication would help in increasing the
4–5 knowledge of the students on the substances of the studies. In this aspect,
this knowledge would help the students to be aware of the substances
associated with the elements of ICT in mathematical problems. However;
due to the least communication with the teachers, it would be difficult for
the students to get substantial information.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – Comments: Students share the learning outcomes from the lessons learned
4–5 on the effectiveness of ICT in mathematical problems. This sets the criteria
for extensive communication between teachers and students that help the
teachers to have an understanding of the learning outcomes of the students.
However; the problems in this aspect come from the fact that if writing or
speaking criteria are not set, then; a quality learning environment cannot be
implemented.

2.2 Engagement
1 – 2 – 3 – Comments: Teachers gather information on the lessons learned by the
4–5 students from the classes. In this aspect, teachers give a review of the
geometric concepts that students have applied for the solutions.
Collaboration is made for solving mathematical problems. However; there
can be problems for the teachers; if the students fail to provide the necessary
feedback on the learning outcomes from teaching.

2.3 High expectations

1 – 2 – 3 – Comments: Since; in these classes, students and teachers communicate with
4–5 each other for solving the mathematical problems, hence; the expectation on
the quality of classes is high. However; the negative aspect with this process,
is that if the communication cannot be maintained of high-quality; then the
class would be not able to meet with the required expectations.

2.4 Social support

1 – 2 – 3 – Comments: In this class teachers support the students significantly and they
4–5 engage these students for active learning. However; the problem, in this
case, is regarding the difficulties that teachers can face if the students fail to
understand the requirements of the lesson.

2.5 Students’ self-regulation

1 – 2 – 3 – Comments: In this teaching technique, self-regulation for the students is
4–5 based on their efforts on learning, which is quite low. However; in this case;
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 teachers have given some significant efforts for teaching their students on
the use of ICT for mathematical problems.

2.6 Student direction

1 – 2 – 3 – Comments: Students have taken responsibility for learning about the
4–5 techniques and tools that are used for solving mathematical problems. This
means that the students have been highly interested in using their skills for
learning the ICT skills that are important to be used in mathematical
problems. However; problems can occur if the students are unable to take
the right direction for learning.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – Comments: Students learn new information in the context of their previous
4–5 or prior knowledge(Sidney, et al,. 2015). In this class, teachers have given
importance to consolidating the learning outcomes for the students. There is
little evidence of out-of-school background knowledge and its connection to
the substance of the lesson.

3.2 Cultural knowledge

1 – 2 – 3 – Comments: Teachers have not given importance to inducing cultural
4–5 knowledge among the students. They have just given importance to inducing
academic and practical knowledge on the use of ICT for solving
mathematical problems. This can be a problem as the students will not be
aware of the thoughts and beliefs of other students or teachers on the
learning process.

3.3 Knowledge integration

1 – 2 – 3 – Comments: In this class, teachers have given importance to knowledge
4–5 integration to some extent as they have also recommended the use of
external links to integrate the external knowledge with the internal ones. In
this aspect, the challenge can be in terms of getting proper external resources
that can be useful for the students.

3.4 Inclusivity
1 – 2 – 3 – Comments: From the analysis of the planning, any sign of inclusivity cannot
4–5 be identified. However; if the classes comprise diverse students, then it
would be essential to give importance to inclusivity for developing a better
and positive learning experience for the students(Kitchen, et al., 2016).

3.5 Connectedness
1 – 2 – 3 – Comments: In this classroom, connectivity between the value and meaning
4–5 is imperfect and only limited to the classroom. This is because; no evidence
have been found regarding the use of any external elements that can help in
connecting value and meaning of the subjects and lessons
successfully(Jiang,. Et al.,2016)

3.6 Narrative
1 – 2 – 3 – Comments: Narrative has not been used in this class and the focus of the

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4–5 teachers has only been on teaching their students with the practical and
theoretical knowledge on the use of ICT in mathematics. However; it would
be important to use some narratives for ensuring a proper learning
environment for the students.

(Modified) Lesson Plan – Maths

Syllabus: Maths Advanced Stage: Stage 6 Topic: using ICT in Maths

Outcomes Assessment Students learn about Students learn to

MA11-8 uses Informal (formative) Usage of words such as Students are able to
appropriate technology assessment and formal equation, axis, linear identify the axis of
to investigate, organise, (summative) relationship, non-linear graph and is able to
model and interpret assessment. relationship, parabola, plot points on the
information in a range exponential graphs and graph.
of contexts so on are examples of Students are able to
metalanguage used in model and solve
this lesson. problems and interpret
a variety of practical
situations themselves.
Students are able to
join in the discussion
activity and justify
graphs of non-linear
relationship.
Through the online
activity, students are
able to change the
value of ‘a’ in the
equation to see the
changes that happen to
the graph.

Note: Not all activities may be captured by the video. Assume they were covered by the teacher.

Time Teaching and Learning Actions

5 min Lesson Preliminaries/Administration
 Settle students into the classroom.
 Mark the roll.
 Success criteria and learning intention explained.
 Group students according to levels.

10 mins Direct Instruction

 Welcome students and remind them of the topic and links to prior learning.

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  Brief overview of ICT tools in Maths.
 PARABOLIC GRAPHS
o What is a parabola?
o What are parabolic graphs?
 Functions related to parabolic graphs. Teacher introduces the concepts listed
above using an interactive infographic.
 Let’s look at how the graph should have been plotted.
 Ask students: What do you the think the relationship between these two
variables?
10 mins
Group Work
 At the end of the explanation, students are asked to visit the following website:
https://www.mathsisfun.com/algebra/quadraticequation-graph.html
 To try adding different values of ‘a’ into the equation and see the difference in
the graph.

20 mins Self-Practice
 Students need to practice on their own all the equations given by the teacher
 All queries of students required to be noted down by students to be discussed
later in the direct discussion with the teacher.

10 mins* Peer sharing and questioning

 Students peer share and discuss how and what if?
 Collaborate on proposed solutions to address math problems.

10 mins* Direct Questioning

 Teacher and student one on one discuss question and queries.
 Teacher leads a brief class discussion to summarise and clarify the applied
geometric concepts.
5 mins** Feedback and homework
 Teacher should give feedback on the performance of the student and some
homework to practice the graph more from home.
5 mins** Direct Instruction
 Teacher consolidation of the learning and success criteria.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MA11-8 uses appropriate Observing students’ during learning activity, informal
technology to investigate, questioning of student understanding as the lesson
organise, model and interpret progresses and checking the plotted graphs to make

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 information in a range of judgement about their learning.
contexts

Four modifications
The lesson plan can be modified for the following points mentioned below:

1) Independent practice

2) Time management

3) Question Answer Round

4) Feedback and Homework

Justification
The lesson plan was modified to ensure progression in the skills and understanding of all the

pupils. It also ensures that the students stay involved and motivated and encourages self-

reflection and responsibility for their learning. Self-practice along with peer sharing, is a

valuable process, as the students can apply knowledge gained through group discussions for

their learning and achievement.(Andrade, et al.,2009)

Independent practice

Independent practice gets a student to work on their own with little or no help from teachers.

This part of lesson planning ensures that all the students get a chance to reinforce synthesises

and skills to solve the task on their own. This is an essential step that will empower a student

to solve queries independently. 20 minutes should be given to the student for self-practicing

questions. This is so because group discussions among students will not allow every student

to draw the graph on their own. Parabola graph will be the best grab by the student if he or

she will draw it on their own. There are various situations and scenarios in questions for

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making a parabola graph and hence trying questions by self-practicing will be the best way to

grab the understanding of the topic.

Time management

Time management is assessing and managing the time required to solve a particular problem

(Boyd and Ash, 2017). In this scenario of the parabola graph, questions may carry different

complexities. This raises a need for independent practice for the student more as compare to

the group discussion and the group practice. Hence the time required for group discussion can

be reduced to 10 minutes. Most of the students can’t assess the time taken by them for

solving the problem in a group study pattern. Students should practice questions in such a

way that they will be able to assess the time required for solving queries.

Time management and solving the parabola problems on their own will further make the

student's exam ready to assess the time required to solve the same type of problem in the

examination(Furner, 2017). Another reason for which the time for group discussion in the

group work should be reduced to 10 minutes can be done as the value addition of group

discussion in the given topic of maths is not too much. This is the reason behind reducing the

allocated time to 10 minutes.

Question Answer Round

While solving the problem in independent practice students can note the points where they

get stuck. In the direct discussion, students can discuss such issues with their teacher and get

the help required. The direct discussion will fill the gap between the teacher and the student

by understanding the intakes of the student on the topic (Aydemir, et al., 2016). In case a

student is not getting the technique of solving parabola graph, the student can approach in

these 10 minutes to the teacher with their issues. The teacher can also ask some random

students question based on their in-class training for direct discussion to analyse their

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understanding of the topic of the parabola. This will help the student to focus more on what is

being taught in the classroom and to become more attentive (Yi, 2016).

Based on the learning capability of a student some students may grab the topic faster than

others. In case a student is not getting the technique of solving parabola graph, the student

can approach in these 10 minutes to the teacher with their issues. This direct discussion

section will allow the students to tell their problem areas in the parabola graph directly to the

teacher. 10 mins should be granted to the student for a one-on-one discussion with the

teacher about the queries and problems they are facing while solving the graph. This will help

them to solve their queries on the spot with the teacher and have a better understanding of the

topic.

Feedback and homework

5 minutes should be given for the feedback and the homework. Feedback will allow students

to get motivated about the skills of solving parabola questions. The feedback can be in the

form of star-rating, based on the one-on-one discussion with the student. This will help in

identifying the areas of improvement for the students for the topic (Flodén, 2017). The

teacher should give them some questions in homework for practising more about this graph.

A small assessment can also be made based on that in-class teaching in the form of classwork

as well.

If a student will perform the homework well it will help the teacher to assess the student

(Nyiramana, 2017). It is therefore important for the teacher to check the homework as well

and give rating or marks out of 10 to show student areas where improvement can be needed

(Vattøy and Smith, 2019).

Conclusion

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Lesson plans help teachers being more effective while teaching in the class and provide

a detailed guide or outline for each period of class. A lesson plan should be designed in a

way that maximum utilisation of the available time for a class period can be made.

E-Profile Link

https://gkgill.weebly.com/

References

Andrade, H. and Valtcheva, A. (2009). Promoting learning and achievement through self-
assessment. Theory Into Practice, (48), pp. 12-19.

Aydemir, M., Kursun, E. and Karaman, S., (2016). Question-answer activities in synchronous
virtual classrooms in terms of interest and usefulness. Open Praxis, 8(1), pp.9-19.

Boyd, P. and Ash, A., (2017). Developing a Mastery Approach to Maths: Lesson structure,
classroom strategies and teacher beliefs.

Davis, J., (2019). Teaching strategies for the college classroom. Routledge.

Flodén, J., (2017). The impact of student feedback on teaching in higher

education. Assessment & Evaluation in Higher Education, 42(7), pp.1054-1068.

Furner, J.M., (2017). Teachers and Counselors: Building Math Confidence in

Schools. European Journal of STEM Education, 2(2), p.3.

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Jiang, J., Vauras, M., Volet, S. and Wang, Y., (2016). Teachers' emotions and emotion
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Jing, P., (2017). The effective teaching strategies under the new curriculum
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Kitchen, R.S., DePree, J., Celed, S. and Brinkerhoff, J., (2017). Mathematics education at
highly effective schools that serve the poor: Strategies for change. Routledge.

NESA (2019). Assessment. Retrieved from:

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-
curriculum/assessment

Nyiramana, C., (2017). Constructive feedback to students: a tool to enhance educational

quality. ZEP: Zeitschrift für internationale Bildungsforschung und
Entwicklungspädagogik, 40(2), pp.14-17.

Schmidt, S.M. and Ralph, D.L., (2016). The flipped classroom: A twist on
teaching. Contemporary Issues in Education Research (CIER), 9(1), pp.1-6.

Sidney, P., and Alibali, M. (2015). Making Connections in Math: Activating a Prior
Knowledge Analogue Matters for Learning. Journal of Cognition and Development, 16(1),
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Vattøy, K.D. and Smith, K., (2019). Students' perceptions of teachers' feedback practice in
teaching English as a foreign language. Teaching and Teacher Education, 85, pp.260-268.

Yi, W., (2016). On the Application of Interactive Question-Answer Teaching in Hot Spots
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