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LEARNING EXPERIENCES (LESSONS) TEMPLATE – FOR ASSESSMENT 1

Class: 4A Date: 17th October 2019 Time: 1 hour
Angelika Austin, Anne Iacono Start: 11:30 Finish: 12:30
Key Learning Area: Mathematics Lesson Topic: The compass rose using NE, SE, SW and NW to describe location

Recent Prior Experience: Students have completed position 1 from NESA Mathematics syllabus stage 2 prior to lesson during term 3. The students have explored
concepts to create and interpret simple grid maps to show position and pathways i.e. use directions to follow routes, use grid reference on maps to describe positions,
draw and describe routes or paths on grid-referenced maps and plans, etc.
Key Objective and level: Measurement and Geometry Stage two
Syllabus Indicators of Learning/Content for this Assessment:
outcomes: lesson: Strategies which will be used to assess learners’ attainment of learning outcomes. Should be
By the end of this lesson, the students will: linked to each Indicators of Learning/Content
Content Measurement and Geometry - Use N, E, S and W to indicate north, east, south and west, respectively on a compass
strand(s)): rose
Position 2 - Determine the directions north, east, south and west when given one of the directions
Sub-strand(s): - Use north, east, south and west to describe the location of a particular object in relation
MA2-17MG: uses simple maps and grids to to another object on a simple map, given an arrow that represents north
Outcomes: represent position and follows route using - Use NE, SE, SW and NW to indicate north-east, south-east, south-west and north-west
compass directions - Determine the directions NE, SE, SW and NW when given one of the directions
Working MA2-1WM: uses appropriate terminology - Use north-east, south-east, south-west and north-west to describe the location of an
Mathematically to describe, and symbols to represent, object on simple maps, given a compass rose
Outcomes: mathematical ideas

Adjustments/Differentiation for Diverse Learners: Allowing additional time and direct support from teacher to assist in completion of work

Key mathematical technical language: Compass rose, North, East, South, West, North-East, South-East, South-West, North-West
Any safety issues to be considered: Resources: - Mathematics Grid book (22)
Students when sitting on carpet to have - Smart/interactive whiteboard - Whiteboard (for demonstration)
ample space for writing without - Worksheets (25) see appendix - Whiteboard markers
interfering with surround peers. When - Writing materials (pencils, ruler, eraser) (22) - Glue sticks (22)
working at desks to be cautious of - Student whiteboards (22) - Scissors (22)
neighbouring students. Moving - Student whiteboard markers (22)
cautiously and carefully around the
classroom.

LESSON SEQUENCE

Lesson Content /Indicators of
Learning (What is Taught):
MATHEMATICAL FOCUS
Using north-east, south-east, south-
west and north-west to describe
location of objects on simple maps,
given a compass rose.
INTRODUCTION
‘LAUNCH’
Draw and label a compass rose
correctly acknowledging N, NE, E,
SE, S, SW, W, NW.
Review prior learning of coordinates
through an interactive game on
whiteboard
‘INTRODUCE’
Discuss grid maps using coordinates
and North, East, South and West.
Introduce the use of North-East,
South-East, South-West and North-
West when describing the locations
of objects on simple maps.
DEVELOPMENT
‘EXPLORE’
Students will be completing a
worksheet about compass directions
that will act as a scaffold for the
development section.
Students will use grid paper to create
their own grid map with objects
placed in various locations for the
students to then add questions to
answer for the grid example: ‘If you
start at A4 and move five square
North-East what do you find?’.
Student will swap grid map with
Lesson Plan DAW Visit 4
Khanyisile Galloway S00246435
Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(mins) (How it is taught)
Teacher (T) will ask Students (Ss) to draw and label compass Organisation:
10 rose with main direction N, E, S, and W - Students seated on carpet area
Resources:
Ss will be given opportunity to show their knowledge in naming - Student whiteboards & markers
NE, SE, SW and NW on their compass ross by coming to the - Whiteboard and markers (teacher)
whiteboard and labelling the compass rose - SMART Board
- Interactive game link:
10
T will set up interactive game on whiteboard for Ss to volunteer http://abcspla.sh/m/31239
to engage in finding the listed coordinates on the grid
T will introduce worksheet and development section
T will give instructions to Ss for the worksheet, Ss will move Organisation:
back to desks to complete worksheet. - Students move to desks
Resources:
Before continuing to the next task Ss will show T they have - Writing materials
completed the sheet, Ss can glue sheet into workbook - Mathematics grid books
- Printed worksheets. See appendix
30 T will then demonstrate grid map they Ss will be completing in - Glue sticks
their workbooks. - Scissors
Before Ss start sharing and swapping their grid maps and
questions T will look over their grid maps
Ss will swap and answer questions with peers
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another students and answer one

another’s questions.
. CLOSURE
‘SUMMARISE/ REVIEW’ T and Ss to discuss lesson and what mathematical thinking was Organisation:
Reflect on key term used in the 10 involved, key terms and ideas used, and highlight of the lesson - Students seated on carpet area
lesson i.e. NE, SE, SW, NW on the
compass rose
Highlights of the lesson
Feedback

Appendix.
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Student Teacher’s Evaluation (write reflections on the following):

Assessment of Learning Outcomes

To what extent did the learners achieve the intended learning outcomes?
The students were excited to have me teaching, and showed they were interested in the lesson planned as I explained what we would be completing. They
were not too eager about the first part of the development section as it required a worksheet (that would act as a scaffold). The students were able to complete
the first part of the lesson with ease, they were able to understand the task when introducing the lesson about using a compass rose to describe direction.
When completing the sheet there were some question about how they should complete the second part of the sheet, this caused some confusion as some
understood what was being asked and others understood but not to full detail. This is partially my fault as I could have explained that better to the students.
Overall the lesson went well, and the second half the students are more likely to enjoy as it had more freedom of choice. The intended learning outcome was
half met, as only half the lesson was completed.

Describe the evidence you have for this.

Through work samples it is evident for where the confusion applied in the second part of the question where student had the right idea of how they should write
out their answer. Again, for future practice as the Teacher I should have better explain this part of the lesson.

Outline the follow-up to this lesson for the learners.

As the lesson was half competed, the follow up lesson will be a continuation of this lesson. For future planning the lesson will be made for thirty minutes, rather
then an hour.
_________________________________________________________________________________________

Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.
Having the Students sit together a group through whole class explanation and having them be involved in an interactive activity kept they concentrating and
quiet. The integration of technology with an online game. Keeping the students involved in learning allowing for participation in presenting the information also
kept the students on task. The students are very good at listening to each other when sharing answer and questions,.
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Identify the teaching strategies / learning experiences that were least effective. Explain why.
When sending the students away to do independent work without revising of they understood the task was the least effective as some students needed extra
support when completing the worksheet. Having the assumption that the class knew what they would be doing without further questioning for if they had any
question or complete understanding was at my fault.

How appropriate was the timing throughout the various sections of the lesson? Why?
The lesson was planned originally for an hour, but the time given was for thirty minutes. When organising how the lesson would go I had to consider that this
lesson may fall over the time given. It was understandable by the mentor teacher that the lesson needed to be continued in the following week.

Describe how the selection and use of resources supported learning in the lesson.
The resources worked very well to help support the learning in the lesson as it allowed for students to have a more engaged and hands on experience on the
lesson.
Identify what motivated the students. Explain why.
The students in this class enjoy the use of technology in the classroom, by utilizing this information and including a technological aspect of the lesson the
students felt more motivated to be involved in the lesson.

Identify the classroom management strategies that were most effective. Explain why.
The students are quite familiar with a routine that they follow with their classroom teachers of come sit down and have the introduction to what they will be doing
today in the lesson, have small activity, then move to desks for the independent part of the lesson. Implementing this in my lesson allowed for no issues what
moving around the classroom.

What was most satisfying about the lesson?

The most satisfying part of the lesson was seeing the students want to be involved learner, showing genuine interest in what we were learning about.
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Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.
- Better explanation of development part of lesson
- More time spent on the introduction
- Time planning for thirty minutes
- Asking if students have questions about understanding before sending off to independent work.

Colleague teacher’s comments: (Reference could be made, for example, to planning and preparation, knowledge of curriculum, organisation,
motivation of pupils, strategies used, interaction with students, classroom management, catering for individual needs, use of resources, etc.)

This lesson plan was well prepared and compliant in terms of information included. It was given to me in time to be looked at prior to the lesson.
Miss Galloway was confident in front of the students. She asked them to gather their mini whiteboards straight away and instructed them on how
to use them. Students were asked questions about prior knowledge which was a good way to start the lesson.
Extra time could have been spent whilst the students were sitting on the floor to check for understanding. Often instructions and explanations
have to be repeated in other words and in different ways so that all students can understand.
The independent activity was a worksheet they were able to complete but was not explained quite well enough, therefore many s tudents were
asking the same questions as they were working on it.
The grid they were asked to draw in their books took longer than needed, also because understanding may be assumed where it is, in fact, not
there. This could have been explained more explicitly and slowly, making sure you had the whole classes’ attention beforehand.

Overall a good first lesson and I am confident that with each lesson taught improvements will be made. As with teaching any new class, it takes
time to gauge their abilities and skills. Well done.

Ms. Anne Iacono