SOUTHERN CROSS UNIVERSITY – TCH10014 Professional Experience I Lesson Plan Template (2017)

Subject: Date:16/10/17 Time:11am Stage: Early Stage Class: School: Uki Public School
Maths One Kindergarten- KB
APST Focus:
3.3-Use teaching strategies.
3.5-Use effective classroom communication.
Syllabus Outcome: (Code and descriptor)
Describes mathematical situations using everyday language, actions, materials, and informal recordings. MAe-1WM
Uses objects, actions, technology and/or trial and error to explore mathematical problems. MAe-2WM
Groups, shares and counts collections of objects, describes using everyday language, and records using informal methods. MAe-6NA
Objective: As a result of this lesson the students will be able to: know doubles of numbers and express equality in groups along with using the terms, same
as or equal.

Background and / or Prior Knowledge: Students have already had an introduction to this topic before my lesson.

REFLECTION IN ACTION
Timing Procedure Considerations
Students Teacher
(ORIENTATION) *Have audio book up ready *Did the students
1-Remnid students of my rule expectations to play. understand the purpose of * Did my students look like they were
before starting lessons. the activity? engaged?
2-Recap from yesterday’s lesson on whole
numbers, ask students what we were learning *Did students remember
about yesterday (what does equal or the same learning about
mean). coordinating conjunctions,
3-Warm up with the doubles song (ensuring and what they are used
students are counting along). for?
4- Play island hopping game with doubles (call
out numbers and ensure students get to the
right island).

(GUIDED DISCOVERY) *Ensure there is always * Did my students look like *Was my demonstration clear and
1-Play sheep game on the board with students some thinking time for the they were engaged? effective?
and ask students to come up and help move the students after asking HOT
1
sheep over to the other paddock and see and LOT questions. *Did all students *Did I teach and stick to my lesson
whether or not it was a fair share. participate in reading objective?
2-Ask students HOT and LOT questions. aloud the story from the
3-Ask students to find their partner from white board? *Were my questions well delivered?
yesterday’s lesson and either go quietly back to
desk if it was their turn to play the counter game *Did students answer the
or stay on the mat if they are playing the card HOT and LOT questions
game. with ease?
4- Remind students the main criteria of the
activities.
(EXPLORATION) *Have pencils out for * Observe students writing * Was my management of the class,
1- Students to then play their activities with students to use if they – pencil grip, letter moving from the floor to their desks
their partner. have finished task and are formation, sentence orderly?
Counter toss- allowed to draw a picture. structure.
In pairs students have a cup of ten red/yellow *Did I evenly provide supervision and
counters and toss them onto the floor to see *Have dojo screen on the help for the whole class?
which colours had more, less or were the same. board ready to give dojos
Card game- In pairs chn have cards 1-10 (with to students’ when needed.
numbers covered) they each put down a card *Make anecdotal notes
one at a time and determine whose amount is about students that need
larger. Larger keeps both cards. extra help or are advanced
2-Students will be playing their games in pairs and may need some extra
and working out whether or not their numbers work.
are the same/equal.
2- Tell students to pack up and to get a
white board and marker to do some
independent work before lunch break.
3- Students to draw a line down middle of
page and draw a pattern with a certain
amount of numbers on one side and then
draw the same amount on the other and
ask them if it is equal or not?
(REFLECTION) *Did the students achieve *Did I praise efforts for achievements
1-At end of independent work, as a student what the WILF and WALT? in the writing task, for both students
double 7 is and to write on their board. who had finished and who had not?
2-Then pick someone to come and write the
answer on the teachers board and then get *When reflecting did I refer back to
2
everyone to turn their boards to the front so we the purpose of the writing task?
can see if everyone got it right.
3-Ask students to clean their whiteboards and sit
quietly until your table is called to put their stud
away neatly and go to lunch quietly.

3
 REFLECTION ON ACTION
Reflection on student engagement and achievement against the
outcome, indicator or objective based on information / evidence provided
by the assessment strategies within the lesson. This should be guided by
the learning intention and success criteria provided to students for this
specific lesson. Other observational notes may be added here.
Students were very engaged in this maths lesson, and knowing
from the day before lesson they were excited to get started.
Students showed interested in the lesson and all seemed to have
participated well. Although there were a few behaviour
management issues, they managed to still have fun and get the
work done.
Reflection on your pedagogy. Namely the skills and strategies
employed during this lesson. Think about how you have addressed
the Australian Professional Teaching Standards for Teachers you
highlighted as your emphasis for this lesson. What evidence would
you show to demonstrate you have met the Standard?
My pedagogy was really tested today with behaviour management. I
believe I managed it well. Although I had to use a firmer voice to let
students know I was serious about my expectations. Even though
standard 4.3 was not my focus for my lesson I believe that was
evident during my maths lesson today.

REFLECTION FOR ACTION

If I taught this lesson again I would… Be more organised with my lesson plan.

4
Supervising teacher: Date: