Elements 1 & 2
Element 1:In my 3 years so far at Sydney University I have grown as a person and achieved so much towards my goals in becoming a primary school teacher. Through my lesson preparations and knowledge of the subject content required, I have been able to show and utilise my knowledge through a range of lesson plans and feedback provided by the supervising teacher. When writing up my lessons my first resource is the NSW Curriculum documents and this is shown in my lesson plans through linking the subject content and the outcomes and indicators. In my assessment of the students I have also linked this to their outcomes for the curriculum content needed for that stage. I have then been able to create a lesson around the student’s prior knowledge, interests and abilities based on what I need to cover in the NSW syllabus for that stage.
This year I have also chosen an ICT elective to further my knowledge with ICT tools and resources so that I will be able to help students and also provide more learning resources and options for them.
With the work experience I have completed so far, I have always tried to get to know my students quickly in the short time that we have, and have then used this knowledge gained from the class teacher and students to help provide me with lessons that I can link to their prior knowledge, abilities and interests. Yet this I think can be done better, as 3-4 weeks is such a short time, so I will be hoping in my 4 and 6 weeks of work experience this year, to be able to learn more about my students and how they approach their learning and how I can make their learning enjoyable as well as interesting.
Element 2:Through my studies I have read and written essays which have helped me gain knowledge about the diverse range of students that will be in my future classroom. This has given me the background knowledge I need to help me further get to know my students and what sort of things may affect their learning. The essay I have done on multicultural education has helped to give me knowledge about the diverse range of students in the classroom and their needs and how these may affect their learning, this has therefore provided me with some knowledge in understanding my future students.
I will also need to gain more experience with students that have special needs in the classroom, I have done 20 hours in a special needs school but feel that I need to gain more knowledge about working with special needs students within a mainstream classroom. This will also help me to develop the strategies I will need to address these students’ needs, such as challenging behaviour.
I have one more year left of uni and 10 weeks of work experience this year. I believe that with this coming year I will gain a lot more knowledge based on my work experience and therefore be a lot more confident, especially considering I will have longer period with a class. This will allow me to build on the elements I still feel I need to gain more knowledge on and to further grow as a teacher and achieve my future goals.
Evidence:
Appendix 1 – Element 1, Lesson plan with links to syllabus and previous lesson.
Yellow – Links to syllabus and NSW curriculum requirements
Green – links with previous lesson and student’s prior knowledge on subject content.
Red – Assessment to understand and gain knowledge on how the students are learning and which ones may not be grasping the concepts.
Key learning Area: Mathematics Lesson 2 – Fractions, decimals and percentages Year: 4/5 Duration: 60mins Term: 4 Date: Wednesday 22nd October | ||
| Stage: 2 and 3 Strand: Fractions, decimals and percentagesLearning Outcome(s)/Indicators: NS2.4 Models, compares and represents commonly used fractions and decimals, adds and subtracts decimals to two decimal places, and interprets everyday percentages. NS3.4 Compares, orders and calculates with decimals, simple fractions and simple percentages. | ||
| Lesson Focus Looking at fractions, decimals and percentages through equivalent fractions, addition, subtraction and multiplication and percentages of everyday items. | ||
| Links with Previous Learning Previous introduction lesson on fractions, decimals and percentages. | ||
| Assessment Strategies Teacher observations of the class whilst working through the worksheetsStudents engage in their worksheets and complete them whilst asking questions if they need help.Complete an in class assessment on fractions, decimals and percentages in the third lesson. | ||
| Sequence of Teaching/Learning Experiences | ||
| Teacher | Time | Resources/ Organisation |
| Introduction | ||
| Using the fractions used from the previous lesson, write on the board equivalent fractions that are different ways a fraction can be written. (See part 1 on appendix sheet)Get students to copy examples into maths sheet and fill out questions given, pick some students to write their answers on the board and explain how they got their answers. | 5min | ChalkMathematics K-6 Syllabus and unit of workAppendix sheet for notes for board work |
| Main Body | Time | Resources: |
| On the board go through adding, subtracting and multiplying fractions, placing examples on the board and getting students to complete them in their books, placing their hands on their heads once finished, first one to do so writes their answer up on the board. (See part 2, 3, 4 and 5 of appendix for questions and explanations). Next write up the skateboard question and ask students how they could work out 25% of $120, show working out on the board.Ask how we could then convert a decimal to a percentage eg: 0.125 (see part 6 on appendix).Lastly converting fractions to decimals with and without a calculator. Students write questions in book and provide answers and explanations to the class. (see part 7 on appendix).Hand out worksheet for students to complete. | 10min 3min 2min 5min 30min | Chalk, maths books and lesson appendix with maths questions Mathematics syllabus and unit of work k-6 Maths worksheet |
| Conclusion | ||
| Students mark their work and discuss answers. | 5min | Maths books and worksheets |