Professional Practice 5 – Assessment Task 1: Feedback / Evaluation
Details of group members
Presenter’s name
Name of reviewer 1
Name of reviewer 2
Resource 1 – Audio lesson, Lesson Plan & Lesson Sequence
Curriculum Area, Lesson Focus
and Year Level
Learning Goals for the lesson
Feedback from Reviewer 1 –
Matthew Barker
Aliceon Ramsay
Terri Clarke
Year 6 Maths: Cartesian Plane & Grid Coordinates.
Students are able to:
· Identify the x axis and y axis on a grid
· Explain that the X axis runs vertically and the y axis
runs horizontally
· Recognise number lines can be found on both axes
· Explain that ordered pairs consist of an x axis and a y axis
· Explain and identify that coordinates are ordering in a
specific sequence to prevent confusion
· Identify the four quadrants of the Cartesian Plane
General Comments: Your website was set out in a clear and logical
manner making it easy to navigate. Your Lesson Plan, Lesson
Sequence and Audio lessons were set out clearly and included good
detail, this would make it accessible for any teacher to be able to pick
up and teach. There were clear links between the content descriptors
and the learning goals of the lessons. Your explicit teaching strategies
were outstanding throughout your lessons, making it clear to the
students what your expectations were and what you expected them
to do. This would support your behaviour management plan.
Lesson Sequence: Your lesson sequence was set out in a clear and
logical format. You had a good explanation of the unit focus and
rational that shows you have a strong understanding of the curriculum
requirements in this area. I would have liked some more detail on the
summative task, as I feel this was very general – I’m assuming it will be
a test? I can see how you have connected the gradual release model
with your learning sequence as each lesson builds on previous
knowledge and skills.
Lesson Plan & Audio: Your lesson was well structured with clear
instructions for both the teacher and students. You have exceptional
skills of explicit instruction. I particularly liked the way you set up your
expectations of students at the beginning of the lesson and
throughout, as well as asking them to get out all the materials needed
at the start of the lesson – as I know this can be an interruption if
done later. You spoke at a good pace and used great behaviour
management strategies such as parallel cueing. Your
explanation/definitions of content vocabulary were clear and simple
making it easy for students to follow and understand. I liked the way
you catered for visual learners with the different highlighting. I
thought that there was a lot of content to cover in one lesson, which
some students may find overwhelming. Have you considered
breaking it down, by highlighting each concept as you explain it? Of
perhaps focus on one or two elements in the first lesson to build on in
later lessons? A little rhyme or acronym may also assist students. For
example, “x comes before y in the alphabet” (to remember the order
of coordinates) or “you learn to → crawl before you ↑ walk” (to
remember the axis and order). Inclusion of questions as ‘checks for
understanding/formative assessment’ throughout the lesson would
have also enhanced an already well-structured and detailed lesson.
You have incorporated good examples of students’ responses in your
audio lesson. I thought the inclusion of “exit pass’ questions was a
great way of checking students understanding and would motivate
students to engage with the lesson. Overall, I think you have a well-
planned and implemented lesson that effectively teaches the content
required in this unit of work.
Feedback from Reviewer 2 – Thank you for sharing your lesson with me.

I thought your lesson was an effective way to teach this to the year 6
students.

You provided clear and concise instructions from the beginning of the
lesson. There was also a reminder of the behavioural expectations
required before beginning the lesson.

As I was listening, in the first few moments I thought that it was a lot
of information to take in, so really liked how you acknowledged that
by advising the students you would break it all down and explain it in
detail. I felt this would reassure any students who were overcome
with all the terminology in the first couple of minutes.
I really liked the visual resource you provided by writing the
definitions of terminology on the whiteboard. The repetition of
writing in student books to consolidate learning also provided a place
students may return to if they needed to refresh the concepts later
throughout the unit of work.
I heard lots of behaviour management strategies throughout the
lesson which I thought was great with reminders for students to stay
on task.

Consideration was given to those students who completed the task

earlier with early finishers activities provided. Well done!

Personally, I have found if I have students hand out a worksheet whilst

I am giving instructions that neither they or some of the students
listen to instructions and I am required to repeat instructions. It was
great you had some students do this mid lesson as they finished
earlier however the other times, I would prefer to give all instructions
first and then have someone hand out the worksheets. This is
however a personal preference.

I liked when you asked students to come to the board to show

everyone the Roman Numerals. The I do, we do, you do strategy is
great to consolidate learning. Perhaps you could have utilised this
strategy again with plotting a co-ordinate if you had some learners
struggling to understand.

The highlighting/colour co-ordinating of the different features of the

Cartesian Plane I thought would be an effective technique. Good
consolidation of the “rule staying the same” during the lesson.

Had you considered writing a learning goal for the students at the
beginning of the unit of work/lesson? The only other suggestion I
could think of was to engage students at the beginning, with perhaps
a quick reference to some real-world examples of where the cartesian
plane or co-ordinate points are used? This may assist those few
students who need that real world connection to engage
mathematically.

Overall, it was a good lesson, with clear instructions and great

behavioural management techniques for the year level. Well done an
thank you for sharing it with me.
Resource 2 – Video lesson
Curriculum Area, Year Level and Year 6 Maths: Cartesian Plane & Grid Coordinates.
Focus Content Descriptions
Brief outline of summative
assessment task
Feedback from Reviewer 1 –
Feedback from Reviewer 2 –
Year 6 Unit 3 C2C Assessment Task
Again, I think that you spoke in a clear and logical way, using an
effective pace. This video was well planned and explained the
concepts in extensive detail. Have you considered focusing in
on one element (such as the order of coordinates or the
quadrants) to give you an opportunity to demonstrate using the
skill/applying the knowledge to complement your audio lesson?
I felt that at times, the vocabulary used may have been difficult
for some students who may be struggling with mathematics.
Your images supported your audio and enhanced your message.
Overall, I think this was a very professional video that would be
invaluable during home learning.
The Audio was clear throughout the video.
You provided good references to terminology and explanation
throughout the video.
The explanation of the misconception was clear. I think this
was a good concept to consider as is important to clarify the
base understanding of this concept before moving forward with
the other lessons. If this isn’t understood it would cause errors
in future lessons.
Possibly as this resource may also be used for parent in the
home-schooling environment a visual of what is wrong and
crossed out and then the correct visual shown for viewers to
compare may have been helpful for some?
Resource 3 – Professional Development Video
Feedback from Reviewer 1 Your Professional Development presentation was well
structured, clear and is an effective resource for teachers. You
demonstrated an in-depth understanding of the curriculum
sequence, broader purpose of the concept and understanding
of the knowledge and skills required of students. You gave
insight into possible misconceptions students may have in this
unit of work, including possible answers students may give and
strategies for addressing misconceptions. Justification of why
you incorporated selected strategies into your lessons was
clearly explained and was backed up by relevant research. I
would have liked to have heard examples of lower and higher
order thinking questions you might include in the lessons to
support new teachers’ skills in implementing your strategies in
their teaching. I thought your follow up activities were
particularly relevant and especially engaging for the level of
year 6 students – will definitely be using them in my lessons!
Overall, I found your presentation to be informative and
relevant for professional development of teachers.

Feedback from Reviewer 2 The Professional development session showed good links to the
curriculum. I liked the link to the other mathematical concepts
students would be required to learn in the future and how this
concept is the foundation for those.

I loved the follow up lesson of the battleship game!! I thought

this would be a wonderful way to consolidate student learning
and engage the students. It showed a great relevance to the
real world, and I think the students would love to do this.

The terminology throughout the session was good with a good

explanation about how you set up the foundations for learning.

Some teachers would appreciate and love your presentation as

it was vocally very clear and lots of information was provided
for fellow teachers. I am a more visual learner and at times
tend to not concentrate as much as I should without visual
images! A suggestion maybe to consider (this is a personal
preference) perhaps was to incorporate more slides in your PD
presentation to demonstrate to the audience the great
concepts and explanation you were giving. This would cater for
those learners like me. It may be beneficial as a teacher to have
this extra visual assistance in a PD session?