A record of feedback to three lessons plans

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A very well thought out lesson plan! Your syllabus outcomes linked well with some of the indicators but as Gavan said the last two were a little hard to understand. In regards to the assessment strategies I think they would give a good idea on the progress the student has made with the topic and lesson although using the photos as an assessment tool just doesn't fit in. I extremely like your introduction using the smart board as this will capture the student's attention from the beginning. Great work

Author of lesson plan

Pen those sheep

Title of lesson plan

Gavan Royce

Feedback

Hey Gavan,

I really enjoyed this lesson plan! In regards to the learning indicators once you have established your outcomes you may need to change some of your indicators to work in with the selected outcomes. Catchy title which was great. Also with the visual work (camera) in assessment and recording strategies I was just a little confused as to where this fits in within the lesson.

Cheers

Author of lesson plan

Emann Bassal

Title of lesson plan

Farmer John and his sheep

Feedback

I think perhaps you need to rethink an outcome for WMS1.2 as it doesn't fit in with the other outcomes. Also with your learning content it is very hard to understand where farmer john and his sheep come in and there is no real sequence. You have some sound teaching strategies in your lesson plan and your learning indicators are easy to follow. I hope this helps

Feedback to lesson plan 2 (at least three)

Author of lesson plan

Loren Buck

Title of lesson plan

Die time

Feedback

Hi Loren,

I really enjoyed going through your lesson and I found it very easy to comprehend which would be handy for a substitute teacher to teach!! I think your outcomes and indicators are great. I do however agree with Jennifer in regards to your assessment strategies. I think if you perhaps chose a few of these it would be more appropriate especially for a stage 1 task!!

Good luck

Author of lesson plan

Erin McIntyre

Title of lesson plan

Money, Money, Money

Feedback

Hey Erin,

I really like how you have integrated money into your lesson plan!! It allows children to put themselves into everyday situations and I also believe it makes the lesson more captivating!

I believe all the content in your plan is relevant however if you maybe cut it down a little perhaps it would be more suitable as the lesson does seem to contain a lot especially for a stage 1.

Overall it was a great well set out lesson!!

Author of lesson plan

Shantala Bordne

Title of lesson plan

Who wins, You win!

Feedback

Great work Shantala! I can see how the students would be captivated by your lesson and I really like how you make sure all the children believe they are winners which would help boost their confidence!! Your indicators definitely tie in with the lesson and your content is easy to understand! Perhaps you could include another outcome.

well done

Feedback to lesson plan 3 (at least three)

Author of lesson plan

Shantala Bordne

Title of lesson plan

Easter show fun

Feedback

Great lesson Shantala!! I love how you have given the students set criteria on what they must find out!! I also like the questions you ask especially the one about the use of calculators. It will be great to see an insight on what kids think about the use of them and whether they were able to do some of the equations without it! Once you put in some assessment strategies I think your plan will be a really great one.

cheers

Author of lesson plan

Loren Buck

Title of lesson plan

Lettuce Order

Feedback

Loren your lesson plan is fantastic!! All the elements you have incorporated fit hand in hand and work very well together!! Your teaching strategies and assessment strategies reflect your lesson greatly!! I can't really fault this lesson!! great work

Author of lesson plan

Erin McIntyre

Title of lesson plan

The four operations

Feedback

Hey Erin, the direction you are taking with the lesson and content is great but perhaps you could be a bit more concise as to what you are asking the students to do (especially in the introduction with the 2 min activity). Reading this from a substitute teacher's perspective it does sometimes come across as unclear. I do like your strategies and think this will benefit the students.

Hannah

Critical Reflections:

Week 1:

After reading over the subject outline and our first assessment I understand what this subject is expecting from us, I'm just unsure how to go about achieving everything it's asking.

This is the first time I have been a distance student and I'm beginning to realise how important it is to self motivate. I am yet to receive my text book but have started reading the module 1 which was sent to us. I have had previous experience in writing up lesson plans while on prac and have received constructive criticism from my prac teacher but it will be invigorating to get feedback from other pre service teachers being in the same situation as myself.

As a pre service teacher writing up a lesson plan there are many questions which I encompass. They include:

Do lessons always need to be investigations?

What types of tasks should I use?

Should children work in groups/individually?

How much direction should I give?

How should I structure my lesson to the students learning advantages?

How do I construct lessons for all students' capabilities?

Using the above questions as guidelines for my first lesson and receiving feedback will help me to alter and best see what works and doesn't work in regards to my lesson content, structure and strategies.

Week 2: Lesson 1

After watching the problem solving video and doing the readings I realised how important the concepts of challenging children mathematically was in regards to problem solving. The video on the teacher TV website was very informative and gave a clear insight into how to go about planning and delivering a lesson to benefit the students learning.

One of our readings this week (Skemp, 1976) described relational and instrumental understanding. Personally I believe teachers should try to implement tasks which have a relational approach because all students learn differently and only applying instrumental approaches will leave some children behind in their understanding. Teaching students relationally will mean that they will recognise why they need to do certain things to find an answer, while instrumental approaches only provide students with a rule and no answers as to why these rules need to be applied. Some students can understand a concept using instrumental ideas, but other's need to know more about why they are using certain rules to be able to understand how it works.

Having set criteria of what our lesson plan was to entail made it a lot easier to write up. I did believe that the way I went about structuring my lesson had to fit in well together and also had to maintain a level of engagement so that the students would participate effectively and thus learn the content of the task.

I also thought incorporating an ICT aspect into this lesson would be beneficial and would keep the students focused on the task.

I came up with a catchy title for the lesson to capture the student's attention and was thinking about beginning the lesson by singing it as a song but then decided against it for reasons being the stage I was teaching the lesson to probably wouldn't appreciate it as much as a lower stage would.

In relation to my outcomes and indicators I believe they tied in well together and were set at an achievable standard for the stage I was teaching and for their previous knowledge.

I had some trouble coming up with some effective teaching strategies but received some very insightful feedback which guided me in the right direction and also helped make some other decisions and changes to the lesson which I believe made it more comprehensible. Changes I made included expanding the content and making it more understandable so fill in teachers would be able to come in and teach it without problems arising. I incorporated some effective teaching strategies which would support the lesson. I also changed the way I was going to use the photos of the children's solutions. I decided to use them as a discussion and comparison tool so the students could see how the peers went about solving their problem.

I think the topic of Thinking and working mathematically is very relevant to becoming a mathematics teacher. To be a mathematics teacher you must indeed have broad, in-depth knowledge of subject matter as well as in teaching and learning. Mathematical content and pedagogy also needs to be integrated. The goal of mathematics teachers is to assist students to achieve, grow, and develop in attaining vital facts, concepts, and generalisations.

There are diverse kinds of knowledge that teachers need to teach mathematics to students which include

* subject matter including important principles and meanings, formulas, facts, processes and procedures, rules, definitions, as well as structural ideas

* pedagogy such as lesson and unit planning and implementation, questions to ask and problems to solve, explanations to use, examples to provide as in diagrams and formulas, and demonstrations to make situations meaningful and concrete.

* pedagogical subject matter including determining prerequisites students possess prior to instruction, sequence used to develop vital mathematical understandings among learners, diagnosis of student difficulties in learning, as well as strategies to use with quality materials of instruction.

Week 3: Lesson 2

After receiving my constructive criticism from my peers for my first lesson it gave me some guidance as to what to include in my second lesson. I did some research into some suitable lessons and decided that I wanted my focus to be on money and estimation involving addition and subtraction. After watching the video on 4X tables and how the teacher used effective techniques to motivate the students and keep them interested I decided to do a hands on activity with the use of role-play.

I read through the required readings in the textbook and was a bit taken back with everything so I decide to write a little review on what I acquired from the readings.

Mathematics for Children (Bobis, Mulligan & Lowrie- 2009) focuses on constructivism as the predominant theory of learning mathematics. It includes activities for pre-service teachers to reflect on their own recollections and to compare their own instinctive ideas about mathematics with the frameworks of Piaget and Dienes.

The notion I perceive seems to be that constructivism works best for all students, teachers, and aspects of mathematics. Constructivism is a theory of learning; however, it is not a theory of teaching.

'Mathematics for Children' emphasises investigations and the strategies that students use to solve open-ended questions.

I based my lesson around an investigative question as I wanted to trial the theory of constructivism. I included open ended questions which prompts the students to push themselves to find alternate answers.

Once I received my feedback I was extremely happy with how my peers viewed my lesson and what I wanted to achieve, I did not have to alter my lesson very much I did however change one of my learning indicators which a peer proposed and I believe it fit in with the lesson better and was more appropriate.

Week 4: Lesson 3

This Final Lesson I thought was going to be a breeze as I had had a lot of fun doing the first 2 lessons and my confidence had grown in regards to setting out a constructive lesson and also what to include in each lesson to benefit the students (e.g. strategies, materials, group work, interactive resources etc)

I decided on doing number patterns and sequences and I already had visualised what I wanted the plan to entail. I really liked the caterpillar idea of using cut outs to build on number patterns and even thought about doing a scenario played out by the students. I had a found a fantastic resource on number pattern and sequences for the IWB which I was also going to include in my plan.

After receiving feedback for my final lesson there were a few alterations I had to make to improve the lesson. Although I had included all I wanted to in my plan it was obvious that my content wasn't structured to the needs of a substitute teacher. I hadn't posed enough questions in the discussion at the beginning of the lesson which I had to include in.

I believe my final lessons concept was concrete and I also thought my outcomes, indicators and strategies complemented one another I perhaps should have thought more about how the structure of the lesson and how the content of the lesson would come across to other people. I also need to consider whether my plan and how I presented it would benefit the students.

Lastly I agree that the topic number and how it is learnt and taught is crucial to becoming a mathematics teacher.

The ability to see patterns and relationships between numbers, to work flexibly with operations and procedures, to recognise order and relative quantities, and to utilise estimation are all components of what this topic involves and must be incorporated into the everyday teaching of mathematics.

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