Emily Hibberd

25969080

Lesson Plan
Part A
In reflecting on my mathematics lesson of probability which I planned and taught to a grade 1
class, I believe the lesson went well overall. My learning intention for the students was
specific and relevant for an introductory lesson on probability. I am confident because I used
the Victorian Curriculum which is the framework which guides my placement school to
inform the learning intention.
Although it was my intention to state and visually present the learning intention and I Can
statement on the whiteboard so all of the students knew of the learning expectations, this
completely slipped my mind once I began the lesson. The clarity of outcomes for student
learning therefore was vague. In the future, I will make sure to state and write the aims of the
lesson so the students are aware what they are learning and why.
My planning prior to the lesson was very organised and structured. I had a clear time frame,
questions to ask and the materials for the lesson. I felt that my planning prepared me to
adequately going into the lesson feeling calm and confident. Sternberg & Grigorenko (2005,
as cited in Jarvis, 2013) state students preferences may be shaped by culture, gender,
prior learning experiences, cognitive profiles and multiple other factors, and can change over
time and across situations (p.59). In planning this lesson, I was consciously aware in
considering students interest and learning preferences and therefore included a variety of
learning styles and intelligences as defined in Gardners multiple intelligences (e.g. Picture
Smart, Word Smart, Body Smart, People Smart, Number Smart) to accommodate for the
student diversity. I felt the students responded well to different phases within this lesson due
to the variety of ways of learning.
To cater for the diversity of learners, I incorporated various strategies which were inclusive
and promoted all students to participate. I managed to include all of the students during the
discussion by providing various opportunities for students to converse between one another
(e.g. turn and talk), as well as through asking the whole class a range of higher and lower
order questions, and through hands up voting. I agree with Killen (2013) who notes the
benefits of small group work include encouragement to verbalise students ideas and feelings
on the subject matter, improves their oral communication skills and shifts to the students

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being active learners. An issue which arose during the turn and talk discussion involved one
student initially refusing to work with another. Killen (2013) states that unless you monitor
the student interaction in each group, some students may waste time discussing irrelevant
issues and some students may be reluctant to do their fair share of the group work (p. 204).
After monitoring this students reluctant behaviour to participate, I reinforced the expectation
of the task at hand and the good behaviour of other students which increased his participation.
I feel I was flexible in adapting to the needs of the students during this discussion. Before
moving onto the part of the lesson where students were to stick their statement under a
particular category, I asked if they needed more time to discuss within their pairs to which
they responded with a yes. My mentor teacher was pleased that I gave the students the option.
The introduction to the lesson progressed smoothly, despite the earlier disruption of a fire
drill incident before the commencement of my lesson. The students appeared to be mostly
engaged throughout the whole introduction. I feel I managed to maintain their engagement
levels through showing a snippet of the picture storybook video Jumanji which provided a
smooth transition into asking questions about the likelihood of events and linking to a real
life situation. Overall, I handled the introduction in a controlled and calm way.
During the independent activity most of the students were motivated and on-task. My mentor
teacher liked that I roamed from group to group, provided positive reinforcement and
feedback as well as targeted my attention to the students who needed clarification and further
assistance. Jarvis (2013) states effective teachers design opportunities for learners to build
on prior knowledge and to advance their skills and competencies (p.57). As I roamed around
the classroom, I asked students questions which would access prior knowledge to assist with
their learning. Although my mentor teacher said my earlier finishers task was good, I feel as
though the extension of the independent activity did not challenge the students enough. Some
of the higher ability students were able to finish the task, having drawn and written sentences
of events that will, wont and might happen with ease. Extending students and catering better
to the wide range of abilities is an area I must focus and improve on when planning lessons.
Jarvis (2013) defines differentiation as an overall approach to planning, teaching and
managing the classroom environment that systematically takes into account individual
students characteristics and needs (p.56). As I was teaching a classroom full of diverse
learners, I also incorporated various strategies for differentiation through facilitating wholeclass, group and individual teaching, various learning styles (visual, auditory, kinaesthetic)

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and modes of communication (video, face-to-face). However, in considering the learning of

the students I would revise the lesson plan to cater to students abilities more effectively by
asking a range of questions from Blooms Taxonomy of Educational Objectives that
challenge students at different levels of thinking (Whitton, year, p.64), through providing
challenging extension work and a differentiated learning activity for Chelsea who appeared to
struggle during the independent activity.
I included a variety of appropriate formative and summative assessments throughout the
whole lesson. From observing discussions in pairs, noticing which students were actively
engaged and answering questions to collecting students work samples, I feel I gained an
insight into the students understanding and learning of probability, however I feel I need to
be more consciously aware in assessing students throughout the whole lesson. By
incorporating the thumbs up, to the side or down approach to quickly assess the students
understanding of the task, I was able to notice which students I would need to spend more
time with in order for them to understand the concept during the independent activity.
My mentor teachers feedback on this lesson was helpful and constructive. During the lesson,
my mentor teacher wrote notes and after we had a detailed conversation while she explained
her written feedback. One area my mentor teacher and I feel I need to improve is on
providing clearer whole-class instruction. I found during the lesson I was informing students
individually rather than gaining the whole class attention first and then providing instruction
during the independent activity. My time management throughout the whole lesson was good.
I provided enough time for each phase of the lesson. Although another area my mentor
teacher and I believe I need to improve is to actively provide the students with time limits and
reminders throughout the whole lesson.
I noticed the value of reflection-on-action, that is, reflecting on my own teaching after the
lesson concludes (Killen, 2013). As I became aware of my strengths as a teacher, the areas I
need to improve on and elements of this lesson I would reconsider or change to better teach
the students about probability. Learning to engage in reflection-in-action, that is teaching and
analysing students simultaneously (Killen, 2013) will further help in becoming a reflective
teacher which is important because as Killen (2013) states no matter how well you teach,
there is always room for improvement (p.111).

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Overall, probability was a relatively easy concept to teach. I believe the students successfully
developed an understanding of identifying the likelihood of event happening through a fun
and engaging lesson.

Part B- Revised lesson plan

In accordance with reflecting and analysing on my own teaching, I have revised the original
lesson plan by adding comments of changes to improve the lesson as well as noted on the
elements of the lesson which were successful in facilitating the students learning and
beneficial for their understanding of probability. I have also included more formative
assessments throughout the lesson phase in red font to highlight where I can be actively
assessing the students level of understanding. After reflecting on my teaching practices and
evaluating on the successfulness of the learning, it is my intention that these changes will
only improve the students learning and understanding of probability but will improve my
own teaching as well.
Year level: 1
Lesson Focus: Mathematics; Probability
Lesson Time and Date: 16/03/2016

2:40-3:30pm Lesson Duration: 50 minutes

Learning Outcomes
At the end of this lesson, the students should begin to be able to identify the likelihood of an
event happening using language including will happen, wont happen or might happen.
I can statement- I can predict whether the chance of something will happen, wont happen,
or might happen.
Teaching and Learning Preparation (Resources to prepare?)
- Whiteboard
- Blu tack
- Statements of events with varying outcomes (e.g. will happen, wont happen, and might
happen
- Video web address (https://www.youtube.com/watch?v=C-eLbM6IgYI)
- A3 paper
Teaching and Learning plan
Lesson Phase

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Orientation /Introduction

Begin by playing Just by Me game

Introducing the learning intention for the lesson- I can
statement verbally and visually on whiteboard.
Show the students Jumanji YouTube video
(https://www.youtube.com/watch?v=C-eLbM6IgYI). Stop at
4.10 minutes
Ask the students what is the chance of rolling a dice in a
board game and a real life lion appears?- lower order
questions (Formative assessment- observing which students
answer the students correctly)

Teaching strategies/
Learning Activities

Hands up if you think it would happen (certain), wont

happen (impossible) or might happen
Link this to a more realistic situation- Ask students
what is the chance of rain today? Hands up.
Total duration 10 minutes

Explicitly teach that predicting the chance of something

happening is called probability. We use probability every day
when we make predictions whether something will happen,
wont happen, or might happen

Ask can anyone think of another example of

probability? higher order questioning

Using the whiteboard, divide into three headings (will

happen, wont happen or might happen).
Ask students to turn and talk to the person sitting next to
them and hand out one statement between two students.
Students are to discuss in their pair which category they
believe their statement would go under (Formative
assessment- observing discussions in pairs). Students come
up and stick their statement under the heading using Blu
tack.
Once everyone has completed this, re-read each statement
and see if students agree/disagree with the category it is
under- ask why yes or no? (10 minutes)
Independent Activity

Students are to draw a picture of something that will,

wont or might happen by the end of the day provided
worksheet. Extension- students are then to write in
full sentences explaining their drawings. (Formative
assessment- who is focused, on-task or who needs

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assistance with the activity) (Summative Assessmentstudent work samples).

I will rotate around the classroom providing
assistance to students or if needed work with a small
group on the floor or on one table. (20-25 minutes)

Conclusion /Closure
Students are to pack up their area and sit in circle and share
their work to the class. Ask for volunteers.
Ask students if they think they can now predict the outcome
of something happening using language such as will
happen, wont happen or might happen (Formative
assessment- which students identify themselves as being
able to complete the I can statement for this lesson.
Also consider:
Assessment

Formative assessment

Observing discussions in pairs, which students are

answering questions, students level of engagement
and attention- who is focused and on task, who isntwhy not?

Summative assessment

Students work samples

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References
Jarvis, J. (2013). Differentiating learning experiences for diverse students. In P. Hudson
(Eds.), Learning to teach in the primary school (52-70). Retrieved from
http://images.lib.monash.edu.au/edf3023/04200727.pdf
Killen, R. (2013). Effective teaching strategies: Lessons from research and practice (6th ed.).
Retrieved from http://reader.eblib.com.au.ezproxy.lib.monash.edu.au/
(S(iwjws2i3uhs2ls1vqqzpzwrt))/Reader.aspx?p=1696408&o=90&u=tNIi19YHPJU
%3d&t=1460529725&h=F2480046EDF605F0EC8DFC2FA5F695D0740B9163&s=2
4321355&ut=233&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1
Whitton, D. (2015). Teaching and learning strategies. Port Melbourne, VIC: Cambridge
University Press.