Annotations: This lesson plan demonstrates knowledge of curriculum content, teaching strategies and application of numeracy strategies and appropriate ICT (focus areas 2.1.1, 2.2.1, 2.5.1 and 2.6.1). Also demonstrated is understanding of creating challenging learning experiences and planning and structuring learning programs using effective teaching strategies and appropriate resources (focus areas 3.1.1, 3.2.1, 3.3.1 and 3.4.1).
Annotations: This feedback on the Mathematics lesson above demonstrates knowledge of effectively communicating with students (focus area 3.5.1) and managing classroom activities and challenging behaviour (focus areas 4.2.1 and 4.3.1).
Justification - Sample 3
Standard 2: 2.1.1, 2.2.1, 2.5.1 and 2.6.1 The concrete materials and kinaesthetic exploratory learning experiences in this lesson support links between students’ understanding of the mathematical concept and its real-world application. The lesson plan was developed using backwards design, which ensures it is purposeful and curriculum centred (Wiggins & McTighe, 1998, p. 2), and the consistent use of Math Mentals activities to engage students in mathematical thinking situates the lesson in the learning sequence. ICT is used to engage students and activate prior knowledge.
Standard 3: 3.1.1, 3.2.1, 3.3.1, 3.4.1 and 3.5.1 The lesson engages and challenges students in the study of time by using exploratory learning experiences, ICT for modelling and linking the concept in discussion to students’ life worlds. The feedback on this lesson highlights the effective use of classroom communication and clear directions and selection and use of a wide range of strategies. Classroom communication helps build rapport with students and convey important information (Gibson, 2010, p. 95).
Standard 4: 4.2.1, 4.3.1 and 4.5.1 Organisation of classroom activities, environment and resources is explicitly described in the lesson plan and the feedback on the lesson demonstrates that the lesson was well managed. The use of classroom tasks which are relevant and engaging to students reduces the motivation for challenging behaviour (Whitton, 2016, p. 227). The inclusion of a formal rewards system and explicit management strategies such as using a shaker to get the class’s attention are effective in managing activities and challenging behaviour. The use of ICT in the lesson is ethical, content-driven and appropriate to the lesson.
Standard 6: 6.3.1 The feedback from the supervising teacher on this lesson demonstrates application of previous feedback on teaching and classroom management, including specific strategies for challenging behaviour. The feedback also provides direction for future planning.