SECTION 1: Insert your lesson plan from Week 4 (ie one lesson plan ) . Ensure that this is the SAME lesson plan that you submitted for tutor and peer review. SECTION 2 (800-1000 words): Provide a summary of the peer review feedback you received, and also the feedback from your tutor. Organise the feedback to reflect the components of the Lesson Plan template and feedback proforma. Refer to each peer using a code. SECTION 3 (2000 words): Provide a MODIFIED lesson plan, based upon the feedback, further thinking or insights, or references to texts or resources. For every modification provide a rationale for the change. SECTION 4: Your reference list (only resources that you have cited in your assignment) - use APA 6th education. NOTE ONLY THE HIGHLIGHTED HAS TO BE DONE LESSON PLAN TEMPLATE Day & date: ___8th April 2017_______________ Session: __After Lunch___________ Curriculum area & Content Content descriptions from the AC + specific content. ACMMG061 Measure, order and compare objects using familiar metric units of length, mass and capacity. Objectives Only 1 – 3 to cover in a lesson. Make sure that your planned assessment will help you determine if these objectives have been met. By the end of this lesson, students will be able to: Students should be able to convert inches to centimetre and select appropriate tools for a length being measured and students will also be to learn the basics of the equivalent standard of units in length. Overall duration (time) 45 minutes Student prior knowledge Assumed or expected – refer to the AC content descriptions. Units of measurement being part of mathematics, students should already have an understanding of estimation and measurement. They should also know the basic concepts of length and width. Now they explore the concept of conversion and how the to determine the formulas. Materials & Resources Other than what you would expect students to have and you to have access to. Rulers Tape measure A3 paper Whiteboard Pencils Table Books Computer 1 x 1 squares Introduction (5 – 10 min) One engaging and motivating activity related to what is going to be taught. 10 mins Begin the lesson by asking students: ‘Do we have to measure in ‘inches’ or ‘centimetres’? Do have to use a ruler for measuring? Can you tell me other ways that we can measure things’. Then ask students for other ideas for units of measurement. E.g. using the ‘hand’, ‘pencil’, ‘thread’, ‘finger’ and then record these suggestions on an A3 piece of paper or write on the whiteboard. Provide and example of using the finger to measure the length of a book (Mine was two fingers long). Get the students to use an informal unit of measurement like the other ways of measuring, to the measure the length of the table. Each student has to use the same informal unit. They all have to either use their own hand, finger, pencil or thread and the results should vary. Get the students to record their measurement. Give them about 5 mins. Then get the students back together and compare their results from their informal unit measurement and with the standard unit measurements. Ask the students what have they noticed? Ask the students why do they think we use standard unit measurements? Body (20 – 30 min) Include separate activities and teaching strategies with time allocations for each. What key questions are you planning on asking? What explicit teaching are you going to do? How will the class grouping change? 10 Minutes After using informal measurement and comparing results from individual students: Demonstrate using a ruler, the tape measure and the squares to give students examples of measuring length. For example: 12 cubes= 1 ruler Then choose an everyday object, for example a book, whiteboard, table or computer and get the students to estimate the lengths and measurements of the object. Get them to record their estimation on their notebooks. Now get the students to relate their estimations to the measuring tools while they were estimating the objects. For example: How many rulers would it take to complete the whiteboard? 10 Minutes Get the students together in one table. Use the measuring tape and measure it with inches, then with a ruler measuring in centimetres and use the thread to measure the length. Record all the measurements on the whiteboard and get the students to compare the result. Compare which of these measurements show the longest result? Now get the students use the measuring equipments to determine the similarity. Now that they know about the different unit measurement, they should identify which is the longest and which is the shortest? Now start working with equal measurements on the whiteboard and question students about conversion between the units. Group work 10 minutes Divide the students in groups of 2-3 and hand them a worksheet. ‘Units Measurement’ worksheets to each student. Students have to complete this worksheet together with their group. Do not use the measuring equipments Get the group mates to help to one another. When most groups have completed the assigned task, unit the class and ask for a volunteer from individual group to read out their answers and check their understanding in unit measurements. Conclusion (5 – 10 min) How will you provide an authentic opportunity for the students to reflect on their learning? 10 minutes Towards the end of the lesson, get the groups to make a poster displaying rules for conversion and equivalency. To make lesson more creative and fun, name the rule after a student and give comical headings. As students are settling down, spend the last few minutes of the lesson revisiting the rules and ask each student to explain the rules in their own words. Modifications Behaviour management / differentiation strategies Modifications All the students are different in learning and not many students will be able to identify the relationship between unit measurements or understand the concept effortlessly. Therefore during group work, It’s best to partner more advance students with student who struggle with maths and motivate them to help one another. Sometimes what is learned in class, it can be easily forgotten and students may not remember the following day. Everyday before starting the actual lesson, it is best to revisit what was learned in the previous day. Teachers should also prepare worksheets as study guides to all students especially focusing on students who have difficult time with the concept learned in class. The worksheet should be designed at a basic level so that all students are able to access it easily. Teachers will encounter students who are much more advanced. To challenge their ability teachers can prepare more challenging worksheet, which perhaps have to determine the height of the family or friends. How are they going to measure and what tool are they going to use? Students have to be very careful while using all the measuring tools. Teachers should keep a count on how equipments were given away and they have to make sure that students will return all the equipments being borrowed. Behaviour management: In-group work students should be paired together with their friends, they should partner up with other fellow classmates. Teachers have to make sure students are always doing their task by asking question and helping their fellow classmates. If any misbehaviour is encountered they have to leave the group and do the entire activity on their own. They will be given 3 warnings. After their last chance, their parents will be informed about their behaviour. Assessment of student learning This must be closely related to your objectives. Formative or summative? How will the data be used? Formative assessment by observing students understanding and learning. Make a list of students and write what is required in each student. After the observation, write what has been achieved for the students and do they require additional help? Skills that needs to be achieved:  Using the correct tools for measurement  Able to convert the unit  Know the link between inches and centimetres Evaluation List some questions that will scaffold you to reflect on the effectiveness of the lesson. How engaged were the students during this activity? Did they encounter any problems? Was the task too difficult for them to complete? Was the activity challenging enough for the advanced students? Was the time sufficient to complete the task in one lesson? Were there any parts that required more time than others? What areas need improvement? SECTION 2: - Presentation The peer reviewer (P1) noted that the lesson plan was presented very neatly and ordered correctly with no spelling errors throughout the lesson plan. P1 suggested that I give specific attention to the correct use of APA referencing guide as few errors were pointed out (incorrect referencing of the WA curriculum). - Objectives and time allocation Asking questions is always vital during lessons, however P1 suggested that my question Do we have to measure in ‘inches’ or ‘centimetres’ could be eliminated or even changed to a question which related to their life such Measurement “What can you tell me about it, how do we use it in everyday life, maybe find out if any of the students have tradesman as parents for example. Including a personal element to the objective is key in creating a warm, friendly class atmosphere makes teaching and learning easier for all both the students and teacher. Sufficient time allocation for each activity is a primary element of the lesson plan itself. By having a clear sense of the overall goal and objectives, it helped me focus relatively limited and stable set of activities hence allowing an ample amount of time for each activity. For next time, I will also keep one or two additional or optional activities I will plan which may be those that I will mark as “if time allows”. Designating reserve activities is also equally important, as it will be available if other activities or part of the lesson plan goes more quickly than the time allocated. The tutor pointed out my use of three verbs in 1 objective. I will further make sure I pay specific attention it to it and use only one measurable and suitable verb for use as this becomes easier to evaluate the development of lesson plants. The use of the one verb in the objective will help assure that the student-learning outcome can be measured. In regards to the prior knowledge of the students, the tutor commented that that is incorrect and I’d have to go back and view the curriculum section about that. - Materials and resources P1 reviewed that I had a solid body explaining the activities and strategies. Contrastingly, P1 recommended I include activities and what I would do with the ADHD students present in the class. In relation to ADHD students, it is fundamental to take into many factors such as, their difficulties in following a plan, difficulties in completing tasks and some issues with non-verbal cues. In order to overcome this, in my plan, I would use the strategy of questioning and breaking down activities into realistic parts. Providing examples is a good way to ensure you have the student’s attention rather than just giving instructions. While giving out instructions, giving one direction at a time is important. - Body and conclusion My conclusion was good but the time, which it will consume, was concern for P1 as asking each student about his or her understanding would not be realistic. If I were to get comments on what each student learned during the less Instead, exit tickets would be a more realistic way as students can write what they learned and any questions they may have on the topic. While exiting the class, can can place the papers in bins labelled as to whether they understood the lesson, need more practice or information, or need more help. The bins can even be labelled as named stop, go or proceed with caution to make it a little more fun. It is not realistic to get each individual student to measure an object in the class, therefore, I will modify this modify this activity by getting group of 4-5 and working together in measuring an object. Once time is up, give about 5 minutes for the students to discuss their answer s and then invite them to share their response to the class (get someone to volunteer to speak from each group). The tutor posed questions many time regarding the relation between the objective and the activities. As I have drifted a little in the lesson plan with the activities not aligning with my objectives. I will improve this for the next plan by deciding and assuring, which activities are the most relevant to the objectives and taking the time to revise the activities that I already have. It is vital to eliminate some activities that may be less related to the objectives. I will follow the habit of asking myself two questions while writing my strategies. These are as follows: what are prior knowledge of the students to enhance their learning through this objective and which activates will best help the students to meet the desired outcome? - Modification - Assessment and evaluation SECTION 3 LESSON PLAN TEMPLATE Day & date: ___8th April 2017_______________ Session: __After Lunch___________ Curriculum area & Content Content descriptions from the AC + specific content. ACMMG061 Measure, order and compare objects using familiar metric units of length, mass and capacity. Objectives Only 1 – 3 to cover in a lesson. Make sure that your planned assessment will help you determine if these objectives have been met. By the end of this lesson, students will be able to: Students should be able to convert inches to centimetre and select appropriate tools for a length being measured and students will also be to learn the basics of the equivalent standard of units in length. Overall duration (time) 45 minutes Student prior knowledge Assumed or expected – refer to the AC content descriptions. Units of measurement being part of mathematics, students should already have an understanding of estimation and measurement. They should also know the basic concepts of length and width. Now they explore the concept of conversion and how the to determine the formulas. Materials & Resources Other than what you would expect students to have and you to have access to. Rulers Tape measure A3 paper Whiteboard Pencils Table Books Computer 1 x 1 squares Introduction (5 – 10 min) One engaging and motivating activity related to what is going to be taught. 10 mins Begin the lesson by asking students: ‘Do we have to measure in ‘inches’ or ‘centimetres’? Do have to use a ruler for measuring? Can you tell me other ways that we can measure things’. Then ask students for other ideas for units of measurement. E.g. using the ‘hand’, ‘pencil’, ‘thread’, ‘finger’ and then record these suggestions on an A3 piece of paper or write on the whiteboard. Provide and example of using the finger to measure the length of a book (Mine was two fingers long). Get the students to use an informal unit of measurement like the other ways of measuring, to the measure the length of the table. Each student has to use the same informal unit. They all have to either use their own hand, finger, pencil or thread and the results should vary. Get the students to record their measurement. Give them about 5 mins. Then get the students back together and compare their results from their informal unit measurement and with the standard unit measurements. Ask the students what have they noticed? Ask the students why do they think we use standard unit measurements? Body (20 – 30 min) Include separate activities and teaching strategies with time allocations for each. What key questions are you planning on asking? What explicit teaching are you going to do? How will the class grouping change? 10 Minutes After using informal measurement and comparing results from individual students: Demonstrate using a ruler, the tape measure and the squares to give students examples of measuring length. For example: 12 cubes= 1 ruler Then choose an everyday object, for example a book, whiteboard, table or computer and get the students to estimate the lengths and measurements of the object. Get them to record their estimation on their notebooks. Now get the students to relate their estimations to the measuring tools while they were estimating the objects. For example: How many rulers would it take to complete the whiteboard? 10 Minutes Get the students together in one table. Use the measuring tape and measure it with inches, then with a ruler measuring in centimetres and use the thread to measure the length. Record all the measurements on the whiteboard and get the students to compare the result. Compare which of these measurements show the longest result? Now get the students use the measuring equipments to determine the similarity. Now that they know about the different unit measurement, they should identify which is the longest and which is the shortest? Now start working with equal measurements on the whiteboard and question students about conversion between the units. Group work 10 minutes Divide the students in groups of 2-3 and hand them a worksheet. ‘Units Measurement’ worksheets to each student. Students have to complete this worksheet together with their group. Do not use the measuring equipments Get the group mates to help to one another. When most groups have completed the assigned task, unit the class and ask for a volunteer from individual group to read out their answers and check their understanding in unit measurements. Conclusion (5 – 10 min) How will you provide an authentic opportunity for the students to reflect on their learning? 10 minutes Towards the end of the lesson, get the groups to make a poster displaying rules for conversion and equivalency. To make lesson more creative and fun, name the rule after a student and give comical headings. As students are settling down, spend the last few minutes of the lesson revisiting the rules and ask each student to explain the rules in their own words. Modifications Behaviour management / differentiation strategies Modifications All the students are different in learning and not many students will be able to identify the relationship between unit measurements or understand the concept effortlessly. Therefore during group work, It’s best to partner more advance students with student who struggle with maths and motivate them to help one another. Sometimes what is learned in class, it can be easily forgotten and students may not remember the following day. Everyday before starting the actual lesson, it is best to revisit what was learned in the previous day. Teachers should also prepare worksheets as study guides to all students especially focusing on students who have difficult time with the concept learned in class. The worksheet should be designed at a basic level so that all students are able to access it easily. Teachers will encounter students who are much more advanced. To challenge their ability teachers can prepare more challenging worksheet, which perhaps have to determine the height of the family or friends. How are they going to measure and what tool are they going to use? Students have to be very careful while using all the measuring tools. Teachers should keep a count on how equipments were given away and they have to make sure that students will return all the equipments being borrowed. Behaviour management: In-group work students should be paired together with their friends, they should partner up with other fellow classmates. Teachers have to make sure students are always doing their task by asking question and helping their fellow classmates. If any misbehaviour is encountered they have to leave the group and do the entire activity on their own. They will be given 3 warnings. After their last chance, their parents will be informed about their behaviour. Assessment of student learning This must be closely related to your objectives. Formative or summative? How will the data be used? Formative assessment by observing students understanding and learning. Make a list of students and write what is required in each student. After the observation, write what has been achieved for the students and do they require additional help? Skills that needs to be achieved:  Using the correct tools for measurement  Able to convert the unit  Know the link between inches and centimetres Evaluation List some questions that will scaffold you to reflect on the effectiveness of the lesson. How engaged were the students during this activity? Did they encounter any problems? Was the task too difficult for them to complete? Was the activity challenging enough for the advanced students? Was the time sufficient to complete the task in one lesson? Were there any parts that required more time than others? What areas need improvement?