20/08/2015 Lesson Planning Planning for Learning University of Newcastle EDUC2048 Semester 1, 2009...

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Lesson Planning Lesson Planning Planning for LearningPlanning for Learning

University of NewcastleUniversity of NewcastleEDUC2048EDUC2048

Semester 1, 2009Semester 1, 2009MARCH 30thMARCH 30th

Kate Ferguson-PatrickKate Ferguson-PatrickThanks to Paul Shearman for OGER lessonThanks to Paul Shearman for OGER lesson

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QT – underpins OGER lesson QT – underpins OGER lesson planningplanning Four central questions:Four central questions: 1. What do you want the 1. What do you want the

students to learn?students to learn? 2. Why does that learning 2. Why does that learning

matter?matter? 3. What are you going to get the 3. What are you going to get the

students to do or produce?students to do or produce? How well do you expect them to How well do you expect them to

do it?do it?

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What do you want them to What do you want them to learn?learn?

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Why does that learning Why does that learning matter?matter?

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What are you going to get the What are you going to get the students to do or produce?students to do or produce?

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How well do you expect them How well do you expect them to do it?to do it?

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Lesson StructuresLesson Structures

These help shape planning for the lessonThese help shape planning for the lesson::

Needs of learner/sNeeds of learner/s

Systemic expectations of curriculum and Systemic expectations of curriculum and schoolschool

Community of the school, Community of the school,

Teacher’s own knowledge, skills, interests Teacher’s own knowledge, skills, interests and resourcesand resources

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Consider the LearnerConsider the Learner

What are the learner’s needs?What are the learner’s needs?

What are the learner’s strengths?What are the learner’s strengths?

What does the learner already What does the learner already know?know?

How does the learner learn best?How does the learner learn best?

Who can support this learner?Who can support this learner?

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TeacherTeacher

What are my teaching strengths?What are my teaching strengths?

What is my knowledge of the content?What is my knowledge of the content?

How will I manage learning in this lesson?How will I manage learning in this lesson?

What resources can I access?What resources can I access?

How will I assess learning?How will I assess learning?

How will I reflect in actionHow will I reflect in action??

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Lesson PlanLesson Plan

OGEROGER

Start with the syllabus outcomeStart with the syllabus outcome

How do we choose the How do we choose the appropriate outcome/s?appropriate outcome/s?

--

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The IndicatorsThe Indicators

Describes..Describes.. Gathers information…Gathers information… Identifies…Identifies… Listens to…Listens to… Distinguishes between…Distinguishes between… Sequences…Sequences… Uses…Uses… Writes…Writes… Contributes to…Contributes to…

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Writing a Lesson PlanWriting a Lesson Plan

Identifying the outcomeIdentifying the outcome *** WS1.9 and specific indicators -*** WS1.9 and specific indicators -

Writes basic proceduresWrites basic procedures Identifying exactly what the Identifying exactly what the

learners will do in this lessonlearners will do in this lesson ***Learners will write simple instructions for ***Learners will write simple instructions for a known procedure involving a few steps in a known procedure involving a few steps in sequencesequence

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TimingTiming

ConsiderConsider AgeAge MotivationMotivation ContextContext FocusFocus

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Orientation Orientation

FocusFocus EngageEngage AccessAccess

Capture learners’ attentionCapture learners’ attention

Focus to new taskFocus to new task

Different stimuli – visual, auditory, Different stimuli – visual, auditory, kinaesthetickinaesthetic

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OrientationOrientation This is where you:This is where you:

Focus the students attention on the Focus the students attention on the task at handtask at hand

Engage and motivate the students Engage and motivate the students to become involved in the lessonto become involved in the lesson

Access learners background or prior Access learners background or prior knowledgeknowledge

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Guided DiscoveryGuided Discovery Explicit teaching Explicit teaching

Use CARE questioning to guide Use CARE questioning to guide learners’ discoverylearners’ discovery

CCommmunicateommmunicate AAcceptingccepting RRespondingesponding EExtendingxtending

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Guided DiscoveryGuided Discovery

This is where you explicitly This is where you explicitly demonstrate, model and explain demonstrate, model and explain what you say the students will be what you say the students will be

assessed on - the indicator/sassessed on - the indicator/s

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ExplorationExploration

Explore and construct own Explore and construct own understandingunderstanding

Rehearsal, organisation, elaborationRehearsal, organisation, elaboration

Interact with other learners and the Interact with other learners and the environmentenvironment

Assisted or monitoredAssisted or monitored

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ExplorationExploration

This is where the students This is where the students demonstrate their understanding of demonstrate their understanding of

the topicthe topic

Where the students “explore” what Where the students “explore” what you have demonstrated /modelled / you have demonstrated /modelled / explained in the Guided Discoveryexplained in the Guided Discovery

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IndividualisingIndividualising

Different ratesDifferent rates

Extension activity needed – extend Extension activity needed – extend lesson focus for advanced learnerslesson focus for advanced learners

Remedial activities for othersRemedial activities for others

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IndividualisingIndividualising

This is where you provide This is where you provide opportunities for advanced learners opportunities for advanced learners to extend their learning and support to extend their learning and support

for those who need itfor those who need it

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AssessmentAssessment

The “What” and “How”The “What” and “How” What do you want the students to What do you want the students to

learn?learn? Why does that learning matter?Why does that learning matter? What are you going to get the What are you going to get the

students to do (or to produce)?students to do (or to produce)? How well do you expect them to do How well do you expect them to do

it?it?

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AssessmentAssessment

This is where you assess the This is where you assess the indicator/s you said you would be indicator/s you said you would be teaching and the students would be teaching and the students would be doingdoing

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ReflectionReflection

Share /Justify / ExplainShare /Justify / Explain

Consolidate Consolidate

Challenge / ExtendChallenge / Extend

ReflectReflect

ResourcesResources

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ReflectionReflection

This is where you give opportunities This is where you give opportunities for students to share / justify / for students to share / justify / explain their learningexplain their learning

Consolidate the lesson’s focusConsolidate the lesson’s focus

Challenge and extend the learning Challenge and extend the learning and help learners reflect on their and help learners reflect on their learninglearning

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ContentContent

This is the subject matter or the This is the subject matter or the specific skills being taught at that specific skills being taught at that

time in the lessontime in the lesson

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Lesson ReflectionLesson Reflection

Based on ‘in action’ during lesson Based on ‘in action’ during lesson and the assessment of the learningand the assessment of the learning

Reflection “on action” after the Reflection “on action” after the lessonlesson

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ReferencesReferences

Hinde-McLeod, J. & Reynolds, R. (2007).Hinde-McLeod, J. & Reynolds, R. (2007). Quality Teaching for Quality LearningQuality Teaching for Quality Learning, , South Melbourne: Thomson Social Science South Melbourne: Thomson Social Science PressPress

Hinde-McLeod, J. & Reynolds, R. (2003). Hinde-McLeod, J. & Reynolds, R. (2003). Planning for Learning, Planning for Learning, Tuggerah: Social Tuggerah: Social Science PressScience Press

Brady, L & Scully, A (2005). Brady, L & Scully, A (2005). Engagement: Engagement: Inclusive Classroom Management,Inclusive Classroom Management, Frenchs Frenchs Forest: Pearson EducationForest: Pearson Education

OGER Lesson PlanningOGER Lesson Planning

LESSON PLANLESSON PLAN

KLA:KLA:

Date:Date: Class:Class: Time:Time:

SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:

TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS

ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS

ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY

EXPLORATIONEXPLORATION

INDIVIDUALISATIONINDIVIDUALISATION

GroupGroup Teacher’sTeacher’sStructureStructure RoleRole

AssessmentAssessment ResourcesResources

WhatWhat HowHow

PAS1.1 and WMS1.5 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource

Maths

3/3/08 1M 11.30 - 12.30

• Creates and describes simple number patterns that increase or decrease (p74)• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) (p74)


KLA:KLA:










WhatWhat HowHow

PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30

Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource

• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts


KLA:KLA:










WhatWhat HowHow

PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30


Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two

• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)


KLA:KLA:










WhatWhat HowHow

PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30


8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two



KLA:KLA:










WhatWhat HowHow

PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30




Describing and continuing number patterns

Describe what has been learnt from creating patterns


KLA:KLA:










WhatWhat HowHow

PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30


8 mins

Questioning and observing

Conferencing and observing

Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two





KLA:KLA:





ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY GroupGroup Teacher’sTeacher’sStructureStructure RoleRole


WhatWhat HowHow




PAS1.1 and WMS1.5


Maths

3/3/08 1M 11.30 - 12.30



Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing.Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Describe your pattern.“Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern.



KLA:KLA:







WhatWhat HowHow



Maths

3/3/08 1M 11.30 - 12.30



Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing.Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship.“Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern.

Creating and describing a number pattern through the use of a column picture graph

Identifying different ways to represent number patterns



PAS1.1 and WMS1.5



KLA:KLA:







WhatWhat HowHow



Maths

3/3/08 1M 11.30 - 12.30






8-10 mins



PAS1.1 and WMS1.5



KLA:KLA:







WhatWhat HowHow



PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30






8-10 mins

Whole class

TD





KLA:KLA:







WhatWhat HowHow



PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30






8-10 mins

Whole class

TD

Different sized coloured balls x 2, Magnetic shoes,Magnetic numbers,Magnetic board,x2 different coloured whiteboard markers,Hundreds Chart overhead,




ContentContent TimeTime EXPLORATIONEXPLORATION GroupGroup Teacher’sTeacher’sStructureStructure RoleRole


WhatWhat HowHow

Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s).

Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided.



WhatWhat HowHow



Create and represent increasing number patterns

Giving reasons for number placement



WhatWhat HowHow




15 mins




WhatWhat HowHow




15 mins

Individual TM

Individual

TM

Whole Class

TDCreate and represent increasing number patterns



WhatWhat HowHow




15 mins

Individual TM

Individual

TM

Whole Class

TD

Observation& Product analysis

Creating an increasing number pattern






WhatWhat HowHow




15 mins

Individual TM

Individual

TM

Whole Class

TD




Clown cut-out resource.

Coloured textas,scissors

Column picture graph and Hundreds Chart

Worksheet for 3’s and 4’s



ContentContent TimeTime EXPLORATIONEXPLORATION




WhatWhat HowHow




15 mins

Individual TM

Individual

TM

Whole Class

TD




Clown cut-out resource.

Coloured textas,scissors

Column picture graph and Hundreds Chart

Worksheet for 3’s and 4’s

Extension worksheet

Students can add something to their clowns that would form the basis of a 5s pattern and then create a column picture graph to represent the pattern.Work with students having difficulty during Exploration as capable students work independently

Creating and continuing an increasing number

pattern




KLA:KLA:







WhatWhat HowHow



PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30






8-10 mins

Whole class

TD


Consolidate: St A. Tell me a number pattern you’ve learnt today? Can you give me an example? How about you St B, can you tell me a different number pattern we looked at today? Challenge: -Students stand in a circle with the teacher -Teacher has 2 balls, one each for ‘twos’ and ‘fives’.-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two.- include the ‘5’ ball where students continue by 5





KLA:KLA:







WhatWhat HowHow



PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30






8-10 mins

Whole class

TD


Consolidate: St A. Tell me a number pattern you’ve learnt today? Can you give me an example? How about you St B, can you tell me a different number pattern we looked at today? Challenge: -Students stand in a circle with the teacher -Teacher has 2 balls, one each for ‘twos’ and ‘fives’.-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two.- include the ‘5’ ball where students continue by 5

5 mins




Stage OneOutcome: PAS1.1 Creates, represents and continues a variety of number patterns, supplies missing elements in a pattern and builds number relationships.The resource could be used to demonstrate number patterns that increase or decrease through the addition of embellishments on the clowns that follow a pattern.

20/08/2015 Lesson Planning Planning for Learning University of Newcastle EDUC2048 Semester 1, 2009...

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