DEAKIN UNIVERSITY: LESSON PLANNING TEMPLATE: Bachelor of Education (Primary)

Date: 5/6/2017 Student Group:

Mentor Teacher: Michelle McIntyre Hand School: St Josephs Primary School

Duration of the lesson: 1 hour Class size: 26

Title of lesson/activity: Maths

Intended Learning Outcomes/Learning - Students to understand multiplication & division

intentions: - Students to understand addition & subtraction
What will the students be able to know and do by - Be able to work out problems using an algorithm
the completion of this lesson?
- Be able to use mental maths to work out problems
Success Criteria: - In small groups, be able to work out the problem effectively
How will you know that the students have - Demonstrate correct answers on activity cards
successfully achieved the learning
outcome/intention?

Prior Learning and Experiences: - Students have had prior knowledge from previous years
How will students prior learning and experiences
be used in this lesson?

Links to the curriculum (AusVELS or the Victorian

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient
Curriculum) and to the curriculum planning of the mental, written strategies and appropriate digital technologies (VCMNA183)
school Solve problems involving division by a one digit number, including those that result in a
remainder(VCMNA184)
Use efficient mental and written strategies and apply appropriate digital technologies to solve
problems(VCMNA185)
Select and apply efficient mental and written strategies and appropriate digital technologies to solve
problems involving all four operations with whole numbers and make estimates for these
computations (VCMNA209)

1.
Resources, Materials and Organisation: - Whiteboards
What additional human and physical resources - Markers
will be required for this activity?
- Activity cards
What specific teaching materials will need to be
prepared? - Times table strips
How will ICT be utilised in the lesson? - Times table cards
What OH&S factors will need to be considered for - Picture puzzle sheets
this activity?

Teaching Strategies and lesson structure: What you as teacher will What are the students Timing
do? doing?
Prompts for your planning: Beginning
- Discuss their - Noticing what group they 10 mins.
How will the lesson and ideas be introduced and groups and are in and what activity
made relevant to the students?
activities. they are doing.
How will you engage the class?
- Assign each group
to an activity.

Middle
- Students move out - Students move into 40 mins
What specific teaching and learning strategies will to their groups: their groups and
you use for the lesson? Group 1: Teacher begin the activity.
What exactly will the students be required to do and
what will be your role?
group 1 (+-) - Activity lasts for 40
How will you create a collaborative learning Group 2: Teacher minutes.
environment and how will the classroom be group 2 (x/)
arranged to support this? Group 3: Activity
How will you include all learners? What Curriculum cards
and Pedagogy adaptations or modifications will be
Group 4: Times
required?
How will you differentiate learning opportunities table cards, strips &
for diverse learners? picture puzzle.
How will you ensure the students are on-task and
what strategies will you use to support positive
behaviour?
 How will you draw ideas together and conclude the
lesson?
How will you conclude the learning experience/ Conclusion
learning findings?
- Teacher group will - Discuss their 5 mins
discuss what they learnt, misconceptions and what
and any problems they they learnt.
had.

Reflection and Self Evaluation: - The teacher group worked well, although this group struggled to
What aspects of the lesson worked most effectively? understand some concepts of multiplication and division. The trading
What aspects of the lesson could be improved and concept was difficult (eg adding the carried number before making the
how could they be improved?
multiplication).
What follow-up will be required from this lesson?
- Other activities seemed to work effectively, with students working well.

Mentor Teachers reflection

(See guiding questions below)

Mentor Teachers reflection

The following questions can be used as a guide for providing structured feedback to pre-service teachers:
Has the pre-service teacher utilised teaching strategies that reflect an understanding of how students learn and factors that influence their learning?
Has the pre-service teacher sought to build on students prior learning and experiences?
Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area and skills required to teach this lesson/activity?
 Has the pre-service teacher drawn on appropriate curriculum documents for the lesson?
Has the pre-service teacher demonstrated effective communication in explaining tasks and ideas?
Has the pre-service teacher demonstrated adequate planning and set achievable goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
Has the pre-service teacher been able to create a suitable and safe learning environment through the use of consistent and clearly communicated
behavioural expectations for students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and challenging behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in directing the learning activity?
Has the pre-service teacher been effective in the use of questions and answers?
What was the Australian teaching standard/s being developed in planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and implementing this lesson?