Four Lessons For Students in Years 7-10 With Analysis - Quality And Creative Lesson Plans - Arts & Humanities Assignment Help

Assignment Task

Task:
This assignment is about developing quality and creative lesson plans keeping in mind the rational is to engage and activate the classroom learners. This assignment has one part. Pre-service teachers develop lesson plans for a coherent sequence of four lessons of mathematics from the strands Measurement and Geometry OR Algebra at a chosen year level (from Middle School- 7 to 10). The lesson plans must include at least one lesson that integrates the use of technology in teaching and learning, at least one that incorporates alternative teaching and learning strategies and styles such as group work, practical work, problem-solving activities or open ended investigations, and at least one in which practices such as teacher exposition and use of a student textbook or exercise sheet are essential. Proficiencies of understanding, fluency, and problem solving, and reasoning should be evident in each lesson plan (key features of these are guided questions that teachers ask to help students discover the answers, big mathematical idea, connections and develop insights). The sequence of lessons should be introduced by a document that clearly describes:
• The aim/focus/rationale of the sequence of lessons, annotated in terms of the elements of the elements of a mathematically significant classroom;
• Student learning outcomes appropriate to both the school curriculum and the student group, referenced to both the content descriptions and proficiency strands of the Australian Curriculum: Mathematics.

Each lesson plan should contain a clearly described outcomes and sequence of activities in which students will be engaged, with approximate times, resources and materials. The sequence of lessons should be concluded with a document that clearly describes:

• Potential extensions and further learning; and
• Possible strategies for assessing learning.

Assessment criteria:
• Understanding of the role of task, norms and conversation in creating a mathematically significant classroom;
• Clarity of learning outcomes, appropriateness to student group, and appropriate use of and reference to curriculum documents;
• Cohesion, creativity and attention to detail of the lessons.

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