Assessment Details Due date: 27 March 2021 Weight: 50% Word limit: 2000 words (±10%) Due : 27 March 2021: 2pm (Melbourne time) IMPORTANT NOTES: * I HAD PROVIDED EVERYTHING IN DETAIL IN HERE SO YOU...

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Assessment Details Due date:  27 March 2021 Weight: 50% Word limit: 2000 words (±10%) Due : 27 March 2021: 2pm (Melbourne time) IMPORTANT NOTES: * I HAD PROVIDED EVERYTHING IN DETAIL IN HERE SO YOU SHOULD KNOW ABOUT THIS WORK. AND IT WILL BE MORE EASY FOR YOU. JUST READ ALL GIVEN IN HERE CAREFULLY. WE HAVE TO CREATE “LESSON PLAN” ON SAME TOPIC WHICH IS IN GIVEN VIDEO BUT IN OUR OWN “BETTER” WAY AFTER WATCHING THAT VIDEO. * In part B you are 'demonstrating your relational understanding between theory and practice', so you are using the theory to support the decisions made in the design of the lesson and when comparing and contrasting the two lessons. Key words in the assignment outline are 'analysis, comparing, contrasting'. Reading the rubric as you refine Part B is also useful. If required, a Venn diagram can help to clarify thoughts regarding comparing and contrasting the two lessons..  * If you are using worksheets, A copy of the worksheet needs to be included in the appendix. Essentially, any maths teacher should be able to teach the lesson with your lesson plan, so we will need the worksheet. * bullet points are fine. The lesson outline includes the details on how the lesson is to be delivered - for you/another teacher to use.  Include diagrams, paragraphs, dot points, whatever you think would help you to deliver the lesson.   If you include a link then a screen shot will need to be included in the appendix because links do not work once you upload the PDF of your assignment into Turnitin. It may be easier to do in landscape  I hope it helps you. Thanks Overview The purpose of this assignment is to demonstrate your ability to connect theory with practice. You will critique and synthesise different elements of a mathematics lesson and explain how they can be brought together in an effective and planned way.  For this assignment, you will (1) analyse and critique a lesson connecting theory to practice, (2) produce a single lesson plan and (3) provide a theoretical explanation/justification of your lesson.  You will create a lesson plan using a previous lesson as a starting point. *You will create your own version of this lesson. The video shows a mathematics lesson that was filmed as part of the 1999 TIMSS video project. Its focus was on developing the conditions for congruence of triangles, which is a goal that still exists today in the Australian Curriculum (ACMMG201). You can find this goal in the NSW syllabus at Stage 4 in the Measurement and Geometry content strand (MA4-17MG: Properties of Geometrical Figures 2).( https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics/mathematics-k-10/content/1150 ) TIIMSS VIDEO LINK : https://youtu.be/G1mupEwPVR0 To read more topic content for refreshment of your knowledge use this link:  https://www.amsi.org.au/teacher_modules/Congruence.html SAMPLE LESSON PLAN IS AS UNDER Pre-lesson outline TOPIC Topic of the lesson Stage/Year e.g. Stage 4 Year 8 Lesson INTENTION Determine specifically what you want the students to do or know from this lesson (learning intention). Must align with the syllabus outcomes. Syllabus Outcomes Content and process outcomes from NSW Syllabus (or relevant state/territory) Assessments Purpose here is to list a variety of sources and the type of specific information to (1) determine if student has met lesson objective, and (2) collect evidence to be able to report progress and (3) plan further experiences and support (including if they haven’t met lesson objectives). Be specific and describe the criteria to determine how you will judge if a student “got it” (success criteria).. Materials 1. Manipulatives (type, how many) 1. Books (page number, how many) 1. Supplies (scissors, tape, etc, how many) 1. Worksheets (how many, attach a copy) 1. References (sources used for lesson) Language Specific mathematics language and terminology that needs explicit attention. Lesson Launch Describe how you will begin your lesson. Your aim is to tell students the purpose of the lesson, interest and motivate them to get involved in the lesson activities and ensure all children understand what they are to do. Include questions you might ask, stories, materials (e.g. pictures), terminology and classroom expectations. Lesson Body Activity details Key questions/assessment Describe a step-by-step description of what you will be doing. Include details about grouping (whole class, small group - mixed or streamed, individual). This section may involve one continuous problem-solving activity or several lesson segments, each involving different activities. Include approximate time and details about how you plan to make transitions. Provide examples of types of questions you might ask to 1. Relate new knowledge to previous knowledge 1. Check student’s comprehension 1. Develop ideas further through scaffolding 1. Gather evidence for assessment, which includes considering how students will represent what they have learned (e.g. picture, plasticine model, collage, perform a finger puppet show, mime, rap, or song) [[Add rows to table as needed]] Lesson conclusion Describe how you will bring the lesson to a close. This will likely involve students reflecting on their activities and what they’ve learnt, including sharing strategies. Include questions you might ask yourself or students to determine if the lesson was a success and met the lesson objectives. Extensions/variations What will you do if the planned lesson is too advanced or too easy for some or all of your students? How can the lesson be modified for these students? Lesson plan details adapted from Reys, Lindquist, Lambdin, Smith, Rogers, Falle, Frid, Bennett. (2012). Helping Children Learn Mathematics (1st ed.). Milton, QLD: Wiley Submission Your submission will include the following two parts in a single WORD file: 1. Part A: A two-page (approx.) investigative lesson plan using the lesson plan template. This may include an appendix such as screenshots and handouts (not included in word count). 1. Part B: A theoretical explanation and justification of your lesson in the context of critiquing the TIMSS lesson.  Part A: Lesson plan (approx. 500-750 words) The basis of the content for the lesson is contained in NSW syllabus (MA4-17MG).( https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics/mathematics-k-10/content/1150 ) What you do in the lesson and how you do it is up to you, but the important mathematical aspect of your lesson is that it includes developing the conditions for congruent triangles and includes at least some of the relevant Working Mathematically outcomes (MA4-1WM, MA4-2WM, MA4-3WM). (https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics/mathematics-k-10/content/1150 ) You are welcome to use technology in your lesson. The lesson plan will require the following sections: Pre-lesson (do not include in word count) 1. Year/stage 1. Topic (You are creating a lesson that has the same goals as that TIMSS lesson (TOPIC: developing the conditions for congruent triangles)(please see above video: https://www.youtube.com/watch?v=G1mupEwPVR0 ) but say how YOU would do it. So in the end, you are creating an alternative lesson to the TIMSS lesson. The assignment is asking you to critique the TIMSS video (pros and cons of it) and then offer a different lesson that has the same goals. I hope this clarifies things for you,) 1. Syllabus reference 1. Lesson objective (Learning intention and success criteria) 1. Language focus 1. Handouts (only if applicable) 1. Assessment outcomes  1. Materials Lesson 1. Lesson launch 1. Lesson body 1. Lesson conclusion 1. Extensions/variations 1. Key questions and assessment ideas throughout lesson Please use sample lesson plan tamplet (As provided lesson plan sample above) provided in this unit. You can assume the lesson goes for 50-60 mins and has approximately 25 students.  Part B: Explanation and justification (approx. 1250-1500 words) This section involves multiple parts and is your opportunity to demonstrate your relational understanding between theory and practice with lesson planning, while critically analysing a similar lesson. You will bring to the reader's attention aspects of the lesson that you have incorporated important considerations that were justified by educational theory, comparing and contrasting your lesson to the TIMSS lesson in the video. The headings will be: 1. Introduction 1. Syllabus outcomes (incl. WM outcomes) - this is mainly descriptive in nature and very brief. Outline how the activities you chose directly connect to and work towards meeting the various syllabus outcomes you've listed in the lesson plan. 1. Scaffolding - explain and justify, using theory/references, how you intend to scaffold your students' learning throughout the lesson. How are you helping them to stay in their Zone of Proximal Development (ZPD)? Compare this to the scaffolding provided in the TIMSS lesson. 1. Differentiation - point out and justify, using theory/references, how and why you have used a range of strategies to meet the needs of a wide range of students. Compare and contrast what you have done to the TIMSS lesson in terms of differentiation. 1. Conclusion Referencing This assignment requires APA referencing (7th ed.) of sources to support your claims. This includes using 1. the appropriate K-10 syllabus (e.g. NSW Australian syllabus), 1. the required texts and any applicable Moodle readings, 1. further literature as needed. To demonstrate your understanding to a higher level in this assignment, it is necessary to find sources outside of the Unit materials. This may involve finding journal articles or books  and/or Google Scholar. We would expect at least six to ten extra sources. GRADING RUBRIC IS AS UNDER:
Answered 2 days AfterMar 24, 2021

Answer To: Assessment Details Due date: 27 March 2021 Weight: 50% Word limit: 2000 words (±10%) Due : 27 March...

Rahul answered on Mar 26 2021
147 Votes
Part A
    TOPIC
    Stage/Year
    Lesson INTENTION
A student shall be able to understand the concept of congruence by constructing diagrams by him/her.
    Syllabus Outcomes
A student shall be able to connect mathematical ideas and properties of triangles to solve problems and explain mathematical relationships.

    Assessments
During the lesson, the teacher can go to each and every student and ask each and every step taken by them to complete the assignment. If they are not able to make the triangle, he/she can explain them the reason practically by showing in the diagram to make them visualize it.
    Materials
· Preparing Straws
· Wires and other common tools like strings, rubber bands, angles made by cardboard, Scissors
· Cellulose Tapes
Lesson Launch
    Basically student’s activities can be done in a group of 4 students (2 students/group can also be considered). Then the teacher will give an introduction about the activity and materials to be used. He/she can also give a live demo of using various materials.
Lesson Body
    Activity details
    Key questions/assessment
    Step 1:
The teacher distributes 3 straws and a string to each student (one set/student)
The teacher says, “Let the string through the 3 straws. Then, make a triangle by connecting the end to end of string. Is your triangle is congruent to your next person’s triangle?” (They should be congruent.)
The teacher says, “Please untie the string. Then, replace the 3 straws, put the string through the 3 straws and connect the string again. Can you make any triangles which are different from your next person’s triangle?” (They cannot do it)
    
Group members can help each other if the activity is simple work.
The teacher makes students remind that congruence can be verified by putting one on top of the other or checking corresponding sides and angles.
The teacher facilitates students to ask questions to the students who realized that it is impossible to do that.
    Step 2:
The teacher says “This time, you are making a triangle by straws with a wire. Please put the white side on the line in Figure 1 of the work sheet. Next, put the red side along with angle on the Figure 1. Then, put the black side touching the edge of the red side. Fix the edges of black and red straws by cellulose tape. After this, please verify congruence with your next person
    
The teacher make a student confirm the teacher’s instruction by discussing it with the next student or the group.
A student can realize when he/she confirms it with the next student.
The teacher let students think about other angles in the triangle.
    Step 3:
The teacher says “Next, you will put the white side on the line in Figure 2 of the work sheet. Then put the red side and black side along with the angles on Figure 2. What shape of triangle is it? Please compare your triangle to your next person’s triangle.”
The teacher says, “Please write your discovery of rules or orders. You may discuss it with your group members when you write down.”
    
The teacher let a student work with the next student together.
The teacher...
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