Practice Analysis Lesson.

School:

Teacher:

Observer:

Date:

NEED ANALYSIS CRITERIA.(SEE OBSERVATION CRITERIA SHEET)

Literacy Inquiry Focus:

AN EFFECTIVE INSTRUCTIONAL LESSON.

WHAT WILL HAPPEN?

This process is not necessarily linear and may require the teacher to revisit parts of the lesson as
they respond to what they notice.

WHAT HAPPENED?
Notes/Audio

Y 9: Complementary events, Theoretical

probability.
Orientation
Building excitement about the learning (not the task).
This may involve activating prior knowledge, attending to key vocabulary,
connecting to personal experiences or relating to other curriculum areas.

Learning Intentions
Share with students the intended learning.
Explain why it is important and relevant to learning.

Colleen Bott. Team Solutions, CPL, Auckland University, NZ

Greetings: Talofa lava. Outline the lesson

plan.
Brief feedback on their achievements
yesterday. Discussed how they understand
group work and work in pairs, what they
think went wrong.
Prior knowledge: ways to express probability
and describe an event with key words.
Matching cards activity 3-5 min.
Vocabulary:
Occur to take place
Outcome result
Event action
Fair every outcome is equally likely
Die singular of dice
Corresponding outcome desired outcome

No behavioural problems. Students responded

very well to hand up - be quiet. Also, they actively
participated in further discussion of pair-work rules:
collaboration and sharing.
Students successfully revisited list of key words
used in Probability and leant new terms.
Prior knowledge was identified from students work
and observation. Productively solved matching
cards problem within time frame showing the firm
grip of key words and probability scale.

Learning to understand complementary

events and theoretical probability.

Intended leaning was shared with students.

Success Criteria
Discuss with students how they will know that they have been successful?
Check that students understand.

Modelling
Model to clarify the intended learning.
Model the thinking.(Think alouds).
Use models, exemplars.
Distinguish between what you want them to learn and how you want them to learn
it.
In modelling, the teacher engages in whatever is involved in
the learning task exactly as students will be expected
to perform it.

Practice
Practice the intended learning.
Engage in deliberate acts of teaching.
Show, tell, question, prompt, explain, give feedback and
remodel if required.
Gradually shift ownership of the learning from the teacher
to the student with the student demonstrating their
understanding of the learning. (Student voice).
Check on motivation and attend to any apprehensions.

Colleen Bott. Team Solutions, CPL, Auckland University, NZ

To be able to complete worksheets

successfully by calculating:
Theoretical probability using formula
P (A) = Number of corresponding
outcomes Number of total
outcomes;
Probability of complementary events
using formula P (A) = 1- P (A).

S.C. read by boys and action verbs highlighted.

We know we are successful if we can
Actions verbs calculate and use were highlighted.

Modelling (think aloud):

Complementary events by giving
visual explanation;
How to use formulae to calculate
probability.

Revisited complementary events using different

approach: coloured diagrams and spinner.
Students actively participated in collaboration
about complementary events by giving examples.
With success (evidence students voice,
worksheets) they completed the table using
formula P (A) = 1- P (A).

DAT: pair-to-share.
Choice of Tasks discussed with AT and
based on the results of students work from
previous lesson.
Prompts on worksheets scaffolding their
understanding of complementary events and
use of formulae. Encourage sharing skills by
asking them to explain the thinking process
to each other, thus prompting a gradual shift
of responsibility of their own learning from
teacher to student.

Walked around assisting individuals and groups.

Although there was some noise and disturbance
from some boys, in general, group and pair
approach prove being effective: actively learning,
engaged in relevant conversations, discussions
and explanations (evidence: observation, students
work, completed worksheets). Unfortunately, there
were not enough textbooks for students to carry on
with tasks (because we were moved to a different
classroom for this lesson at the last moment) and it
took some time for the extra lot to be fetched from
other room. This resulted in some commotion
amongst boys. Had trouble to keep some of them
busy. In the end, books were sorted and work
continued. Need to think about having some extra
activities/tasks in case of emergency (always).

Reflection and Review.

Investigate understanding of the learning.Self assess.
Teacher Assessment and promotion of further learning.
Next Steps

Colleen Bott. Team Solutions, CPL, Auckland University, NZ

Self-assessment: tick now I can boxes.

Brief feedback on some students work, summary

of what have been learnt. Worksheets and
notebooks have been collected for marking and
feedback.