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Annotation of Lesson Plan (In Daybook Format)

This lesson plan was developed to introduce patterns to Stage 3 students and meet the needs of students with different abilities. The teacher used ability grouping, differentiated worksheets, questioning, and multimodal instruction. Students created numerical and musical patterns, explaining their reasoning. Formative and summative assessments evaluated students' understanding of patterns. The plan demonstrates knowledge of differentiating instruction, using ICT and resources, and incorporating various teaching strategies to engage learners.

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81 views

Annotation of Lesson Plan (In Daybook Format)

This lesson plan was developed to introduce patterns to Stage 3 students and meet the needs of students with different abilities. The teacher used ability grouping, differentiated worksheets, questioning, and multimodal instruction. Students created numerical and musical patterns, explaining their reasoning. Formative and summative assessments evaluated students' understanding of patterns. The plan demonstrates knowledge of differentiating instruction, using ICT and resources, and incorporating various teaching strategies to engage learners.

Uploaded by

api-305894690
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Annotation of lesson plan (in daybook format)

Note the focus area and


standard descriptor/s the
artefact / document reflects

Note the type of


artefact / document

Describe the artefact / document


and indicate the possible impact or
result on teaching and/ or student
learning

Describe how the artefact / document


meet the standard descriptors you have
identified.

1.5 Differentiate teaching


to meet the specific
learning needs of
students across the full
range of abilities
Demonstrate knowledge and
understanding of strategies
for differentiating teaching to
meet the specific learning
needs of students across the
full range of abilities.

This artefact is a
lesson plan that was
sequenced early in
week 4 and
concerned a new
concept for the year
(patterns).

This lesson plan was developed


to introduce Stage 3 pattern
outcomes to my students. Due
to the range of abilities in the
classroom, differentiation was
essential in the planning of the
lesson to ensure all students
were able to experience
success. A range of teaching
and assessment strategies were
implemented to assist in the
acquisition of knowledge.

Through my multimodal
presentation techniques, and by
arranging ability groups,
differentiating work, and using
several assessment strategies, I was
able to provide a lesson which met
the specific needs of all students in
the classroom (APST 1.5).

2.6 Information and


Communication
Technology (ICT)
Implement teaching
strategies for using ICT to
expand curriculum learning
opportunities for students.
3.3 Use teaching
strategies
Include a range of teaching
strategies.
3.4 Select and use
resources
Demonstrate knowledge of a

Due to the differentiation that


was provided within the lesson,
all but one student was able to
achieve success. After assessing
the work and behaviours of the
one student who did not
achieve the lessons outcomes, I
was able to gain a more
thorough understanding of the
student and provide more
simplified and engaging work
which would allow this student
to achieve success in meeting
the outcomes.

By introducing students to relevant


online sources (such as the pattern
game through scootle) and allowing
them to share their lesson results
via technological mediums, students
were able to experience the
potential of ICT in extending
learning (APST 2.6).
By implementing the OGER
framework, differentiating,
grouping, questioning, scaffolding
hands-on learning, using a
multimodal presentation, discussing
expectations, applying Blooms
Taxonomy, and additional teaching
strategies not evident within the
lesson plan, I was able to utilise
several teaching strategies to the

range of resources, including


ICT, that engage students in
their learning.

As a result of this lessons


implementation, I was able to
obtain useful information which
allowed me to determine
whether the students
understood the concepts of
patterns, and if I needed to
change my approach to
teaching this concept in future
lessons. Upon reflection,
providing students with
stationed pattern activities to
undertake would help ensure
more engagement and constant
on-task behaviour, along with
allowing students to use their
skills in a number of contexts.

students benefit (APST 3.3).


In addition to the NSW K-10
Mathematics Syllabus and the
schools mathematics scope and
sequence, the online musical
pattern game, an IWB and
whiteboard, individualised
worksheets, cameras, and musical
instruments were different
resources used to engage students
in learning (APST 3.4).

SOUTHERN CROSS UNIVERSITY FINAL PROFESSIONAL EXPERIENCE TRANSITIONAL DAYBOOK TEMPLATE (2016)
Date:
Term: 1
Week:
Stage: 3
Class:
School: Wyrallah Road Public School
M Tu W Th F
16/2/16
4
5/6 G
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS FOCUS AREAS
Note the APSTs you will focus upon:
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of
students across the full range of abilities.
2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.3 Use teaching strategies
Include a range of teaching strategies.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
OBJECTIVE / LEARNING INTENTION:
MA3-8NA:
identify, continue and create simple number patterns involving addition and subtraction
describe patterns using the terms 'increase' and 'decrease', e.g. for the pattern 48, 41, 34, 27, , 'The terms decrease
by seven' (Communicating, Reasoning)
create, with materials or digital technologies, a variety of patterns using whole numbers, fractions or decimals.
MA3-3WM:
Justify their choice accurately when making a number pattern
Learning Intention. Students:
- Justify their choices when making a number pattern and describe the pattern accurately using the terms increase and
decrease
- Contribute accurately to simple and more complex number patterns.

Time

Learning Intention
-

9:1511:00

Explain why and how


you made a pattern
and describe the
pattern using terms
increase and
decrease
Accurately complete
simple and more
complex number
patterns.

Success Criteria:
Work sample:
- Accurately explain
how you achieved an
accurate pattern
(Summative)
- Create accurate
patterns with both
whole numbers and
decimal numbers
(Summative).
Performance:
- Create a musical piece
which has a
recognisable pattern
(Summative).

Learning Activities
O

Play musical pattern game on IWB


http://www.scootle.edu.au/ec/viewing/L1063/inde
x.html

Discuss todays lesson and success


criteria
Check for understanding of todays
lesson and ask if there are
questions.

Ask students what patterns are.


Look at what patterns are and work
through some as a class
Remind students of the task
Ask for questions.

Students work through


individualised worksheet for their
select group. Extension provided to
all groups. All groups have the
opportunity to make (draw, glue,
colour etc.) their own patterns.

Mark work as a class, discussing


answers
As a fun end to the lesson, students
create their own musical pattern
(with musical instruments) in
groups and share. Students use
personal cameras to record
performances to later upload to the
class blog.

Differentiation
considerations
Five similar ability
groups are set up
at five different
tables.
Choice is given in
activities and
extension work.
Groups 1-3 have
individualised
worksheet and
Fibonacci
Sequence pattern
extension. Groups
4-5 have separate
individualised
worksheet with
groups 1-3s
worksheet as an
extension. All
groups working
towards same
outcome.
Spoken and visual
instructions are
used to cater for
different learning
styles.
Students can

Assessment for /
as/ of Learning
Assessment for
learning:
- Questioning.
What are we
creating
here?
(patterns)
What are
patterns?
(things that
repeat or
have a
regular
sequence)
Assessment as
learning:
- Questioning and
observation/anecd
otal notes to gain
understanding of
students
knowledge
How did you
get that
answer?
(depends on
the
students
answer)

choose to stay
back for extra help
if they and I feel
they need to.
Feedback is suited
to the select
students level of
comprehension.

Assessment of
learning:
Work sample:
Explain how
you
achieved an
accurate
pattern
(Summative
)
Create
accurate
patterns
with both
whole
numbers
and decimal
numbers
(Summative
).
Performance:
Create a
musical
piece which
has a
recognisable
pattern
(Summative
).

Signature of supervising teacher:

Date:

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