EST204 Assignment 2
As a
teacher, my goal is to engage and empower students to learn in a flexible
environment that supports student-centred learning incorporating the use of
open-ended Information and Communication Technologies (ICT), and play
opportunities.
This will assist students in achieving 21st century skills, to develop and extend student’s knowledge to encourage lifelong learning opportunities in areas which include communication, interaction, discovery, higher order thinking and problem solving.
Students learning new competencies through digital technologies, are “shifting learning”, by “learning new literacies, new socialites and new technological competencies” requiring teachers to also understand these shifts, to alter pedagogical practices that remain relevant (Edwards-Groves, 2012, p. 99).
RATIONALE:
The 7 lesson plans have been developed according to the requirements of the Australian Curriculum: Mathematics,
and its’ content strand-Number and Algebra, which incorporates the English curriculum strand-Literacy.
Within this mathematics strand, content descriptions covers
Most lesson plans incorporate the use ICTs, with the exclusion of the final lesson plan, which engages all students in a whole class game of memory/concentration, where students need to find word versions to match written numbers e.g. .45c/forty five cents. This has been done to enable collaborative learning to occur particularly to support students who may struggle with reading. Students who do not understand the written matching words, will assist the teacher to further implement learning that supports those student’s needs.
Learning opportunities throughout lesson plans engage students in problem solving; critical and creative thinking; and reasoning skills.
All lesson plans contain teacher notes throughout each activity. At the end of each lesson plan, is a list of required resources for each lesson, as well as considerations for safety, assessment and ideas for reflection.
Lessons 1-7 Overview
Lesson 1- “Skipping numbers” – this lesson introduces students to number lines used to engage them in identifying the missing numbers in skip counting by 2s, 5, and 10s, and is a precursor to lessons which engage students in learning about money, beginning in lesson 4.
Lesson 2:- “Skipping backwards” – similar to lesson 1, students engage in skip counting backwards.
Lesson 3:- “100 number chart” – students further recognise patterns in skip counting, with a 100 number chart. The lesson incorporates a game which requires whole class participation to cement skills and knowledge learnt through these lessons.
Lesson 4:- “Money, money, money: Part 1” – students identify Australian coins and their value; learn a Coin Rap song which will be further used at a class assembly; and learn to count and order coins.
Lesson 5:- “Money, money, money: Part 2” – through the IWB, students view, listen and engage through questions, with a book about money. Students also identify that counting is easier using coins from largest to smallest value.
Lesson 6:- “Money, money, money: Part 3” – students engage with iPads to discover how different coin combinations achieve the same amount, as well as engaging with subtraction to determine how much change is given from purchases.
Lesson 7:-“Money, money, money: Part 4” – this final lesson, incorporates some of the skills learnt throughout the unit, revisiting skip counting; as well as fractions and decimals from previous units.
Assessments
Students are assessed throughout the unit on their engagement and participation in classroom activities; their ability to use and engage successfully with technologies; contributions to discussions; teamwork as a whole class and in group work. Written activities are also included, with a cloze activity as part of their assessment.
ICT Tools in the classroom
It is through the 7 lesson plans that students will be able to learn new competencies, particularly through the use of ICTs in the classroom, which will include engaging with activities through the Interactive Whiteboard; iPads; and the World Wide Web.
IPads
IPads and apps used in classrooms is one area of technology that enriches learning; improves literacy; supports cultural, linguistic and learning differences, and encourages communication and social interaction with others. My lesson plans will engage students in learning about Australian money, to determine different ways of creating the same amounts; and incorporates learning about numbers in relation to skip counting.
Interactive Whiteboard
The Interactive whiteboard will allow “whole class engagement and interactions; collaboration and discussion” resulting in teacher-student-class communication through lessons with content that can be previewed, reviewed, adaptable and available, with authentic learning to occur (Cogill, n.d., p. 31). The Interactive Whiteboard will be the most used ICT tool in the classroom, to support students learning, enhancing student motivation, engagement and ownership of learning that also supports constructivist and social constructivist learning. Students are supported through better visual and auditory components; “easier comprehension, higher concentration, improved student participation, more effective presentation of information, use of games, aiding memory and facilitating and provoking thought” (Akbas & Pektas, 2011).
The World Wide Web
The World Wide Web will be used to enable students to participate in various online and interactive programs that assist with maths, reading, and communication, to “explore, create, problem solve, experience, challenge and have fun” (Thelning & Lawes, 2000, p. 7).
REFERENCES
Akbas, O. & Pektas, H. M. (2011). The effects of using an interactive whiteboard on the academic achievement of university students. In Asia-Pacific Forum on Science Learning and Teaching, 12, (2) (Dec., 2011). Retrieved from http://www.ied.edu.hk/apfslt/v12_issue2/akbas/page2.htm
ACARA- see Australian Curriculum, Assessment and Reporting Authority.
Australian Curriculum, Assessment and Reporting Authority. (2014). Mathematics. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/Rationale
Cogill, J. [n.d.]. How is the interactive whiteboard being used in the primary school and how does this affect teachers and teaching?. Retrieved from http://juliecogill.com/IFS_Interactive_whiteboards_in_the_primary_school.pdf
Edwards-Groves, C. (2012). Interactive Creative Technologies: Changing learning practices and pedagogies in the writing classroom. In Australian Journal of Language and Literacy. Vol. 35. No. 1. pp. 99-113.
Thelning, K, & Lawes, H. (2000). Information and Communication Technologies (ICT) in the Early Years: The connections between early childhood principles, beliefs about children’s learning, and the influences of information and communication technologies: Discussion Paper. Retrieved from http://www.earlyyears.sa.edu.au/files/links/ICT_in_the_EYDiscussion_Pa.pdf
This will assist students in achieving 21st century skills, to develop and extend student’s knowledge to encourage lifelong learning opportunities in areas which include communication, interaction, discovery, higher order thinking and problem solving.
Students learning new competencies through digital technologies, are “shifting learning”, by “learning new literacies, new socialites and new technological competencies” requiring teachers to also understand these shifts, to alter pedagogical practices that remain relevant (Edwards-Groves, 2012, p. 99).
RATIONALE:
The 7 lesson plans have been developed according to the requirements of the Australian Curriculum: Mathematics,
and its’ content strand-Number and Algebra, which incorporates the English curriculum strand-Literacy.
Within this mathematics strand, content descriptions covers
- number and place
value,
- money and
financial mathematics, and
- patterns and algebra
- understanding,
- fluency,
- problem solving, and
- reasoning
- literacy;
- numeracy;
- information and communication technology (ICT) capability
- critical and creative thinking
- personal and social understanding
- Explore
the connection between addition and subtraction (ACMNA029)
- Count and order small collections of Australian coins and notes according to their value (ACMNA034)
- Describe patterns with numbers and identify missing elements (ACMNA035 )
Most lesson plans incorporate the use ICTs, with the exclusion of the final lesson plan, which engages all students in a whole class game of memory/concentration, where students need to find word versions to match written numbers e.g. .45c/forty five cents. This has been done to enable collaborative learning to occur particularly to support students who may struggle with reading. Students who do not understand the written matching words, will assist the teacher to further implement learning that supports those student’s needs.
Learning opportunities throughout lesson plans engage students in problem solving; critical and creative thinking; and reasoning skills.
All lesson plans contain teacher notes throughout each activity. At the end of each lesson plan, is a list of required resources for each lesson, as well as considerations for safety, assessment and ideas for reflection.
Lessons 1-7 Overview
Lesson 1- “Skipping numbers” – this lesson introduces students to number lines used to engage them in identifying the missing numbers in skip counting by 2s, 5, and 10s, and is a precursor to lessons which engage students in learning about money, beginning in lesson 4.
Lesson 2:- “Skipping backwards” – similar to lesson 1, students engage in skip counting backwards.
Lesson 3:- “100 number chart” – students further recognise patterns in skip counting, with a 100 number chart. The lesson incorporates a game which requires whole class participation to cement skills and knowledge learnt through these lessons.
Lesson 4:- “Money, money, money: Part 1” – students identify Australian coins and their value; learn a Coin Rap song which will be further used at a class assembly; and learn to count and order coins.
Lesson 5:- “Money, money, money: Part 2” – through the IWB, students view, listen and engage through questions, with a book about money. Students also identify that counting is easier using coins from largest to smallest value.
Lesson 6:- “Money, money, money: Part 3” – students engage with iPads to discover how different coin combinations achieve the same amount, as well as engaging with subtraction to determine how much change is given from purchases.
Lesson 7:-“Money, money, money: Part 4” – this final lesson, incorporates some of the skills learnt throughout the unit, revisiting skip counting; as well as fractions and decimals from previous units.
Assessments
Students are assessed throughout the unit on their engagement and participation in classroom activities; their ability to use and engage successfully with technologies; contributions to discussions; teamwork as a whole class and in group work. Written activities are also included, with a cloze activity as part of their assessment.
ICT Tools in the classroom
It is through the 7 lesson plans that students will be able to learn new competencies, particularly through the use of ICTs in the classroom, which will include engaging with activities through the Interactive Whiteboard; iPads; and the World Wide Web.
IPads
IPads and apps used in classrooms is one area of technology that enriches learning; improves literacy; supports cultural, linguistic and learning differences, and encourages communication and social interaction with others. My lesson plans will engage students in learning about Australian money, to determine different ways of creating the same amounts; and incorporates learning about numbers in relation to skip counting.
Interactive Whiteboard
The Interactive whiteboard will allow “whole class engagement and interactions; collaboration and discussion” resulting in teacher-student-class communication through lessons with content that can be previewed, reviewed, adaptable and available, with authentic learning to occur (Cogill, n.d., p. 31). The Interactive Whiteboard will be the most used ICT tool in the classroom, to support students learning, enhancing student motivation, engagement and ownership of learning that also supports constructivist and social constructivist learning. Students are supported through better visual and auditory components; “easier comprehension, higher concentration, improved student participation, more effective presentation of information, use of games, aiding memory and facilitating and provoking thought” (Akbas & Pektas, 2011).
The World Wide Web
The World Wide Web will be used to enable students to participate in various online and interactive programs that assist with maths, reading, and communication, to “explore, create, problem solve, experience, challenge and have fun” (Thelning & Lawes, 2000, p. 7).
REFERENCES
Akbas, O. & Pektas, H. M. (2011). The effects of using an interactive whiteboard on the academic achievement of university students. In Asia-Pacific Forum on Science Learning and Teaching, 12, (2) (Dec., 2011). Retrieved from http://www.ied.edu.hk/apfslt/v12_issue2/akbas/page2.htm
ACARA- see Australian Curriculum, Assessment and Reporting Authority.
Australian Curriculum, Assessment and Reporting Authority. (2014). Mathematics. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/Rationale
Cogill, J. [n.d.]. How is the interactive whiteboard being used in the primary school and how does this affect teachers and teaching?. Retrieved from http://juliecogill.com/IFS_Interactive_whiteboards_in_the_primary_school.pdf
Edwards-Groves, C. (2012). Interactive Creative Technologies: Changing learning practices and pedagogies in the writing classroom. In Australian Journal of Language and Literacy. Vol. 35. No. 1. pp. 99-113.
Thelning, K, & Lawes, H. (2000). Information and Communication Technologies (ICT) in the Early Years: The connections between early childhood principles, beliefs about children’s learning, and the influences of information and communication technologies: Discussion Paper. Retrieved from http://www.earlyyears.sa.edu.au/files/links/ICT_in_the_EYDiscussion_Pa.pdf
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