Powerful Learning

To help parents understand how we as teachers, go about our planning for learning, I have published a typical lesson plan that illustrates the layers of planning and implementation that takes place in any one lesson. We plan for students to develop key conceptual understandings, knowledge and skills, in any given subject. A Learning Intention is identified so that students are clear on the expected learning outcomes of the lesson. The Learning Intention may be the same at a conceptual level for all of the class, but the actual knowledge or skills being developed, may vary according to the individual needs and sequence of learning appropriate for the child.

 

The following lesson was a maths class that we planned and taught as a 3/4 B & E team. It is a maths lesson focused on the concept of measurement – perimeter, in maths. We typically scaffold the lesson to engage and activate prior knowledge of the concept. Develop explicit teaching and independent practice and reflect and review the learning at the end of the lesson. As teachers, we are reviewing the student progress and will use this information as ‘Formative Assessment’ – information on individual student learning that assists planning for the next step and subsequent learning. An important focus is the student reflecting on their learning and connecting this to the learning intention. Students and teachers will collectively review understanding and progress.

 

Stage of lesson Teaching Instructions/Prompts

Timing

Engage/ How will the teacher activate prior knowledge? Display a rectangle – record everything that you notice about this shape

7

Learning Intention To understand that perimeter is a measurement of a boundary

To understand that perimeter involves additive thinking

 

13

Launch/How will the teacher explicitly teach the concept/knowledge/skill?
  • Activate prior knowledge – what does ‘perimeter’ mean to you? Record responses. What is the value/purpose/point of it? Why does it exist? Why are we learning about this?
  • How might this piece of string relate to perimeter – make connections with perimeter being linear.
  • What shape could we create this string? What would the perimeter be? Can we change the perimeter using this length of string?
  • Refer to learning intention throughout – what do we want to achieve
Guided Practice/Teacher Group:

Who will attend?  How will you support their practice?

Students will be given the instruction alongside the LI.

Using this piece of string, you are to create as many different rectangles as possible. You are to decide how you will record the different rectangles that you have created.

 

When students are working on this task, they are to reflect upon and record a strategy and approach which enables them to find as many ways.

 

Students draw their shapes on the board for the reflection part of the lesson.

 

20

Independent Practice/How will the students apply the skills in different contexts?
Reflection/Drawing the lesson to a conclusion.  How will students reflect on what they have learned? Refer to the LI and the shapes on the board. Can we draw a conclusion regarding the perimeter of rectangles?

 

What have we learned today and how can we use this?

 

10

 

Reports

Next Wednesday, families will receive their child’s report for Semester One. This report will explain your child’s learning achievements this semester, and identifies areas for their next stage of learning. Also included is a rating scale which shows student progress and achievement compared to expected levels of achievement for their year group. For Foundation student parents, this will be the first formal report for their child. Children will be provided with their report in an envelope for parents to read through with their child.

 

Following on from the written report, a parent/teacher interview is scheduled for Tueday 26 July. Parents of grade 3/4F students will have their interviews scheduled at a later date. Parents will be able to schedule a time for their parent/teacher interview(s) in the first week of Term Three.

 

Privacy Policy

Attached is a draft version of the Privacy Policy. This policy describes the processes and procedures for the collection of personal information at Fairfield Primary. Parents are encouraged to read this policy and email any feedback by Wednesday 22 June to Paul Wallace.