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Date: -
Topic:
Mathematics - Measurement
Duration of lesson:
Links to the
Learning areas
Australian
Curriculum:
Year level:
Foundation 3
40 mins
Content descriptors
Lesson rationale: Students are expected to identify, and utilise time in their everyday life. Therefore, it is important that they learn the basic concept of half-to
and half past. They must learn and understand the placement of the hands on the clock in order to gain a greater understanding of time in the future. Additionally,
it is important that students are exposed to both digital and analog time as these are the two most common forms of time. Finally it is important to implement
technological based education for students as this is more engaging then paper based learning for students.
Students background knowledge:
Teacher focus:
Students will have and a few basic lessons on time. They will know and
understand both digital and analog half-past and half-to. They will use
knowledge.
Learning objectives:
2015)
Interactive whiteboard
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Assessment strategies:
(An assessment of precision time and time interval science and technology, 2002)
Observation - Can students select the correct clock? Do students work alone or do they ask others? How do students work out which is the correct clock?
Discussion- Identify key language, Identify students understandings.
Open ended questioning- Why did you choose this clock? Why couldn't it be .... clock? What if I moved the hour hand to the 3, would it still be correct?
Stage of lesson
Student actions/tasks
time
5mins
Stage 1
explained.
Introduction
Rules Time!
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25mins
Stage 2
Body of lesson
Describe each
board.
order in which it
will be
undertaken.
(Nyroos, 2008)
Stage 3:
Conclusion
Students will answer questions and further explain anything they wish
What have we
learnt?
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Children who struggle with the concept of time will be given extra assistance, from the educator (Pratt, 2006). Further implementing hands on materials such as
clocks allow children to physically move the hands, gaining a better understanding of how the clock moves and works (Pratt, 2006). In order to extend the concept
of time, it is important to open the concept up to include to the minute time (Mercieca & White, 2013). This is more complicated then the simple elements.
Additionally incorporating some 24-hour and digital time will further extend students learning.
Educators are able to asses students understanding through the use of observation of the game of Bingo (Pratt, 2006). This is an informal assessment strategy in
which allows educators insight without being overbearing (An assessment of precision time and time interval science and technology, 2002). Additionally by
adding in discussion, students are able to express their concerns and achievements. Educators are able to assess the students informally without students
understanding they are being assessed (An assessment of precision time and time interval science and technology, 2002).
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Follow up:
This was a really great first lesson. Your voice kept students
Ensure you adapt lessons for all students in the classroom. This is a
hard concept and takes time to know and understand each student.
I think the lesson was a success. I have taken on board the comments from
my mentor and will apply these on my next lesson.
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Appendix One:
Bingo Card
Digital
Analogue
Analogue
Digital
Digital
Analogue
Analogue
Digital
Digital
Analogue
Analogue
Digital
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Digital
Analogue
Analogue
Digital
Grammar Time
Date:
Topic:
Duration of lesson:
Learning areas
Links to the
Australian
Curriculum:
Year level:
40 mins
Content descriptors
Recognise that different types of punctuation, including full
English
Writing
Lesson rationale:
When writing students must use and implement grammar in order to ensure their writing is readable and easily understood. It is important that students are
engaged and interested in their lesson, therefore by introducing technology students are able find an interest in grammar. Thus their knowledge is built upon
while enjoying and retaining information. It is important to both learn and understand grammar as this is a concept in which will be needed for the rest of ones
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life. When understanding the main concept of grammar students are able to build upon their understanding as they grow and progress through school. By
understanding grammar students will improve their reading and writing as a whole.
Teacher focus:
Students have been writing and reading and understand the basic
Ensure I spread myself around the room enough for all students.
Learning objectives:
http://www.funenglishgames.com/grammargames/punctuation.html
White board
Computer
Laptops
Interactive whiteboard
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Assessment strategies:
Identify what the students know based on their correct and incorrect responses on the online grammar tool (ACARA, 2015).
Discussion- Language used, Explanation of what the students know and do not know (ACARA, 2015).
Identify where students are struggling based on their body language and reactions to the task (ACARA, 2015).
Stage of lesson
Student actions/tasks
time
Stage 1
10mins
(http://www.funenglishgames.com/grammargames/pun
Introduction
ctuation.html)
2.
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Stage 2
25mins
Body of lesson
Students are taking part in their grammar tool online. They will be
answering their questions and asking for help when they need it.
Asking questions:
Stage 3:
Conclusion
5mins
As this program has many different levels, students who are lower in English are still able to participate without feeling overwhelmed or pushed to hard (Hart,
2004). Alternatively, those who are those who are high English achievers are considered to be catered for when completing this computer task as this goes up to
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The program allows educators to set up the lesson as either a refresher in grammar or as an independent lesson aimed solely on testing (Weaver, 1996). This
program would fit in well with station style English groups (Weaver, 1996). By incorporating the technology and grammar, students are not partaking in the
regular reading online that most English group stations would conduct.
The program allows for educators to assess the student's level of understanding in the concept of grammar (Aitken, 2013). By completing different levels within
the program allows the educator is able to see where the students understanding lies, and where they fall in regards to the Australian Curriculum/ AUSVELS
progression points (Safford, 2016). This then transfers into report marking allowing Educators to back up their progression points and comments with hard
evidence.
Follow up:
Reflect on what students have learnt and what they still need to learn.
This lesson was very enjoyable as students were all engaged and interested
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in the lesson they were learning. This allowed me to test the students on
grammar online tasks, such as applying commas, fully stops and capital
letters. Whereas others were applying question marks, talking marks and
apostrophises.
References
Australiancurriculum.edu.au, (2015). Mathematics and English- The Australian Curriculum v7.3 Retrieved from:
http://www.austaliancurriculum.edu.au/crosscurriculumpriorities
Aitken, E. (2013). Writing grammar into the bigger picture. Primary Teacher Update, 2013(26), 26-27. http://dx.doi.org/10.12968/prtu.2013.1.26.26
An assessment of precision time and time interval science and technology. (2002). Washington, D.C.
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Guzman, A. & Nussbaum, M. (2009). Teaching competencies for technology integration in the classroom. Journal Of Computer Assisted Learning, 25(5), 453469. http://dx.doi.org/10.1111/j.1365-2729.2009.00322.x
Hart, S. (2004). Learning without limits. Maidenhead, Berkshire, England: Open University Press.
Mercieca, Y. & White, L. (2013). Nelson maths Australian curriculum. South Melbourne, Vic.: Nelson Cengage Learning.
Nyroos, M. (2008). Where does time go? Teaching and time use from the perspective of teachers. Teachers And Teaching, 14(1), 17-33.
http://dx.doi.org/10.1080/13540600701837616
Pratt, N. (2006). Interactive maths teaching in the primary school. London: Paul Chapman.
Safford, K. (2016). Teaching Grammar and Testing Grammar in the English Primary School: The Impact on Teachers and their Teaching of the Grammar Element
of the Statutory Test in Spelling, Punctuation and Grammar (SPaG). Changing English, 23(1), 3-21. http://dx.doi.org/10.1080/1358684x.2015.1133766
Weaver, C. (1996). Teaching grammar in context. Portsmouth, NH: Boynton/Cook Publishers.