Post Lesson Discussion 2

Teacher Education Student: Lam Ngoc Tuyen PHAM

Mentor Teacher: Mr Derek Hie
Completed by Teacher Education Student Date: 19/06/2020

Piece of Evidence Connections Next Steps and Suggested Strategies

(Graduate Teaching Standards; Best Practice; Research Based Methodologies)
 Lesson plan The curriculum outcome and learning intention for this lesson were for student to be able to carry out Students can use this lesson as a revision
 Group verbal answer conversions between fractions, decimals and percentages. The learning content of this lesson will also tool for their topic test. Next lesson, I
at working stations require the understanding of previous knowledge content such as multiplying and diving decimals by will focus on develop students reasoning
 Observation feedback powers of 10. For students to easily absorb the new concepts and understanding, they should be able to skills and critical thinking.
connect their existing mathematical understandings (Glenda & Margaret, 2009). This links to Standard Advanced student - this lesson is a good
1.1.2 Understand how students learn - Demonstrate knowledge and understanding of research into how opportunities for them to practice
students learn and the implications for teaching. I went through 2 examples with students and left the reasoning skills to improve high order
other examples for students to complete on their own. Students can choose to work in pair and as for help. thinking. More open-ended task in the
I walked around the classroom to assist any students that need extra help. following lessons can support students
By differentiating the lesson which will meet a range of students learning needs and abilities, I have to think outside of the box.
designed hands-on activities where students can work in group. Level of questions difficulties will increase Standard student - be able to solve
between different working stations. Open-ended questions are included so students can come up with as worded problem and confidently

many answers as possible as long as they can justify their answers. Mousley, Sullivan & present and justify their ideas.
Zevenbergen (2012) permit that open-ended task is an opportunity for various students Below average students - are being able
to carry out conversions between
abilities and also allow students to learn in variety of ways. This is links to Standard 4.1
fractions, decimals and percentages.
Support student participation - Identify strategies to support inclusive student
Students are encouraged to use existing
participation and engagement in classroom activities. knowledge to problem more
complicated problems.
 Summary of Impact
Teacher Education Student: Lam Ngoc Tuyen PHAM
Completed by Teacher
Mentor Teacher/ Observer: Mr Derek Hie
Education Student
Date: 01/07/2020
Case Study Participants (Focus students)
Amy (Advanced student), Jenny (Standard - EAL/D student), Alina ( below average student)

Discussion Link to Graduate Teacher

Standards
Provide a summary of impact on the learning of the three Case Study Standard 1: Know
Participants students and how they
Three students participate in the Case study have showed development of learn (Standards 1.1,
ability to work mathematically, especially the advanced and standard 1.2, 1.5)
student. There is only a small change happened with below average
students. The first lesson students learned about multiplying and dividing Standard 2: Know the
decimals by powers of 10, the second lesson they learned about content and how to
conversion between fractions, decimals and percentages and the last teach it (Standards 2.1,
lesson they learned about like term and apply it to solve open-ended 2.2, 2.3, 2.6)
everyday life problems.
Standard 3: Plan and
Amy (advanced student) has learned a great range of problem solving implement effective
and reasoning skills. Amy was able to explain and justify her answer with teaching and learning
mathematical reasoning. In the topic test at the end, Amy performed (Standards 3.1, 3.2, 3.3,
excellent, she had shown that she has a strong ground mathematical 3.6)
understanding. She completed addition, subtraction, multiplication and
Standard 5:Assess,
division with decimals correctly except for some minor mistake. More
complicated questions such as evaluate using the order of operation and provide feedback and
real life problem solving question, Amy also answered correctly with report on student
reasoning and justification. Amy was able to carry out the calculation learning (Standards 5.1,
from question description, this process requires high order and critical 5.2)
thinking. Her mathematical understanding and skills have reflected
during class and in her topic test result.

Jenny (Standard - EAL/D student) has improved her communication

skills a lot in solving mathematical reasoning questions. She is confident
to participate and raise hand to answer questions in class discussion
more often. She is also willing to ask for help when she struggles rather
than be quiet like before. Jenny is able to round decimals, add, subtract
and multiply decimals very fluently, however she is a bit struggling when
it comes to division of decimals. She is able to perform division but still
confused about where to place the decimal point. Jenny is brilliant at
evaluating using the order of operations. With solving worded problems,
Jenny is efficient to carry out essential calculation from word description,
however she still makes minor mistake when it comes to division of
decimals. Her mathematical understanding and skills have reflected
during class and in her topic test result.

Alina (below average student) has improved some basic mathematical

skills; however, it is not a significant change. She is good at adding
decimals and subtracting decimals, although she sometimes makes
minor mistakes. She tends to forget content knowledge very quick. In
order to assist her with her work, I have to remind and reinforce some
basic concepts. Alina needs a lot of help when it comes to multiply and
divide decimales. I often scaffold ideas, break down question into
smaller part of what she have already known to assist her with her work.
The next few lessons after that, I have always created a worksheet that
includes basic questions for below average students can easily attempt.
By observing Alina discussion with her classmate, I realize that she loves
Music. So with problem solving questions, I have included some song
names and I found that she is very engaged in solving the question.
During class time, Alina often loses her concentration when she faces a
hard question, consequently I always proactively come to assist her.
Alina enjoys doing group work as she love to communicate with her
classmates. During lesson 2 where students have to answer questions at
4 stations, Alina fully participated and was confident to raise her ideas.
Her mathematical understanding and skills have reflected during class
and in her topic test result.
Write a critical reflection on your own classroom teaching practice in Standard 4: Create and
terms of the teaching cycle of planning, teaching and assessing, maintain supportive and
reflecting on feedback/observation/ student data. safe learning
In order to reflect my teaching practice and learning cycle (assessing, environments (Standards
planning, implementing, teaching, reflecting and evaluating), I recognize 4.1, 4.2, 4.5)
that each element is intensely dependant and immersed on the previous
element. In order to plan quality lessons, precise assessment must occur. Standard 5: Assess,
Implementing and teaching should follow by evaluation for development provide feedback and
report on student
of teaching practices and strategies. Feedback and observation must
learning (Standards:
occur during class time in order to evaluate students needs and abilities.
5.2, 5.2, 5.3)
I followed the NSW syllabus and curriculum for my learning outcome and
intention. I only took the class for 5-6 weeks and did not teach them in
Standard 6: Engage in
last term so I found it very useful to use diagnostic assessment before
professional learning
my lesson to assess students abilities. I have also discussed with my
(Standards 6.1, 6.2, 6.3,
Mentor teacher about the class characteristics, ability level and interest
6.4)
to find out more about the class. This is essential for me to plan
effectively and engage lesson plan that will meet a wide range of Standard 7: Engage
students needs. I have talked with my Mentor teacher about how to professionally with
make Maths become more interesting to students, so I have asked for colleagues,
his permission to create hands-on activities where students can move parents/carers and the
around the classroom, game like Kahoot quiz to withdraw students from community (Standards
traditional Mathematics classroom. However, these activities must be 7.1)
related and closely connected to curriculum content to ensure students
receive adequate amount of content knowledge. Work sample and
scaffold ideas are essential in delivering new content to students. This
process is designed based on Vygotsky’s concept of the zone of proximal
development. Vygotsky’s concept refers to the gap between what adolescents
can accomplish alone and what they are capable of doing if guided by a
competent person. As a teacher, I will scaffold and structure ideas that can
guide students to reinforce further interpretation in more complex concepts
(Mousley, Sullivan & Zevenbergen, 2012).
Differentiate teaching is crucial to have successful lessons with mixed
abilities class. I was able to differentiate advanced, standard, EAL/D and
below average students by modifying teaching strategies, learning goals
and intention that I refer each student to accomplish. I have created and
maintained positive classroom routine so students know how they are
expected to perform in class. Standard and advanced students can work
in pair to help each others, while I assist below average students. I have
tried to maintain a safe and supportive learning environment for every
students in the class.

From your critical reflection, what future professional learning

would you undertake to improve your teaching practice.
I strongly believe in order to become a great and proficient teacher, I
must have the ability to differentiate teaching through content
knowledge, teaching process, learning goals and intention. During the
professional experience I have learned some useful and significant
strategies from my Mentor teacher and other teachers of how to
differentiate teaching and deliver engaging lessons. Using critical
reflection and teaching cycle helps me to learn and improve my lessons. I
will continue to learn and adapt more learning practices and strategies
for differentiation including seating plan, effective grouping, hands-on
activities and practical problem solving. This process can happen through
applying new research, discussion with experienced teachers and my
own classroom experiences. I found that the more I build professional
relationship with students and the more I get to know about their
backgrounds, interests, ability level the better my lessons are. By
considering students’ characteristics, learning needs and enjoyment, I
can show them respect and build harmony bond with students, this is
when students have more trust on me, therefore they can freely raise
their ideas and ask for help when they struggle. Reflecting and
evaluating lesson reinforce me to acknowledge how students achieve
learning goals and intention, consequently modify the following lesson in
order to achieve the final curriculum outcome.