WHAT:

The artefact provided here is a Year Two, Mathematics lesson plan, to tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039). This lesson plan demonstrates my ability to know the content and how to teach it (AITSL Standard 2) and to select and organise content (substandard 2.2). (AITSL, 2017, p. 14).

SO WHAT:

A positive practice outlined in the Lynford (transformative) model describes the need to know, plan, review, communicate and organise content, all of which evidenced in this artefact (Lyons et al., 2013, p. 5). My instructional plan has a target curriculum focus and clear lesson objective. Communication of the lesson objective is important to that students can make connections between what they are asked to do what they are learning (Dean et al., 2012, p. 24). I differentiate learning by grouping students by ability, combining explicit instruction with collaborative work. With appropriate resources, time for reflection and consistent messaging, students are equipped with the tools needed to be able to describe and document their thinking.

NOW WHAT:

My lesson plan could include more direct language and visual cues to describe the lesson. The sequential, cyclical teaching model has a provision for follow up, as its final step to achieve mastery (Moore & Hansen, 2011, p. 81). My lesson plan allows for an assessment of student learning but does not allow time for the student to assess and reflect on their own understanding. This is an area I would like to develop in future lesson plans.