Analysis and Reflection

This lesson plan, which is the second lesson in a series of four, demonstrates knowledge of how to effectively sequence and teach the Australian curriculum content and assess student learning. Mathematics is organised into different strands within the Australian curriculum. This lesson plan focuses on introducing percentages and connecting percentages to their equivalent fraction or decimal representation which falls within the ‘Number and Algebra’ strand and ‘Fractions and decimals’ sub-strand. The curriculum strands and sub-strands are consistent throughout each year of schooling, with the content becoming more complex each year. This lesson plan outlines knowledge that students should hold by the end of lesson 1, before new information is introduced in lesson 2. When planning lessons, teachers will consider knowledge that students have acquired: in earlier connected lessons; throughout the year to date; and also content that should have been covered in previous years of schooling according to the curriculum sequence. The curriculum content alone is not enough to confirm student’s prior learning, so the lesson plan also incorporates diagnostic testing in the form of introductory questioning to assess knowledge and determine the subsequent pace of the lesson. Student progress and teaching effectiveness can be measured against the clearly defined learning objectives. Methods of collecting formative and summative assessment data are also explained in the lesson plan. I will try to increase differentiation in future lesson plans by providing students with optional levels of difficulty.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. This page is part of the collection 'AITSL Standard 2 – Know the content and how to teach it'.

Add your comment

Reply to:

Confirm copying