What do I know about lesson planning

  • I follow EYLF/QKCG (Kindergarten) ACARA (primary).  Lessons should be developed so students can learn and  meet their intended outcomes in the frameworks.
  • Ensure lesson is scaffolded so students becomes responsible for own learning
  • Know the age/development/interests/learning styles in the room, special needs
  • Try and follow a theme if possible i.e. Olympics, Easter, Christmas’ Pokeman or relate to real world experiences
  • Check what they already know, what they are about to learn and where to next
  • Choose C’D from curriculum or check where they are at on the Unit Plan.  Check QCAA for elaborations
  • Assessment:  Formative or Summative.  How? When? Where?
  • Each learning stage requires an activity to check prior learning, new learning and evaluation/creating stage.  New learning is explicitly taught
  • I need to ask questions throughout each of these stages (Blooms)
  • The lesson should include, whole class, group and individual learning
  • Check behaviour management policies of school/class
  • Identify the students ICT capabilities
  • Identify the resources in room (ICT, concrete materials) check access and availability
  • Identify other helpers in room
  • Plan the lesson so all students have the chance to learn and reach the outcome.

I am hoping to add more to the list as I read through other.  I also picked up a few more suggestions, particularly liked Jacqueline Brown’s post on Study Desk.

 

Resources for lesson planning:

ways to use the iPad

Strategies for lesson planning

early feedback form

intended learning outcomes

How to plan a lesson for the first day of class

8 steps to creating lessons

Constructivist approach to lesson planning

new teacher planning

write lesson plans

ISTE standards

Great iPad App

Checklist for ICT classroom

All had valuable information to refer to going into Professional Experience.  In the learning path we were also called to follow the TIP Model to integrate ICT into our lessons. Here in this post is a simple breakdown of the model:

tipadapted

 

This article provided some really good examples of how to integrate ICT into teaching. I agree with the ‘cognitive apprenticeship model’ and situated learning. As with apprentices,  students should have continual access to models of expertise.  They should also have several masters using a variety of models to teach and be able to learn in a collaborative environment, observing others with similar and varying skills.  Interesting reading and maybe we do need to align ourselves more with how Meerkats teach their young!

Week 7 – catch up reflections

Now that assignment 2 is finished, time to catch up on last weeks learning path.  Wow, full on course but great to be learning so much.  At the beginning of the course, they mentioned this is not a course that teaches us how to use technology but I have to admit I have gathered so many different skills along side the teaching pedagogy.

The first request was to snap a picture of your view outside and email.  Very pretty and a great way to stimulate learners when they are discussing weather patterns.  Anyway a lovely outlook!

Photo on 28-08-2016 at 1.30 pm

 

Feeling very anxious regarding the P.E.  Interesting reading on a blog site and looking at the  6 steps that a teacher uses before she hops in front of the class to teach.  Have noticed that other students have made contact with their PE place so thought I could do the same.  Really liked how earlychildhood1000 mentioned the following as a set out of what they know about lesson planning:  Have some headings to work off.  Am performing my prac in a Kindergarten so shall align knowledge with information relating to EYLF/QKLG framework, sadly I do not know too much so hope to learn more about what I have to do to plan lessons in this environment.

  • Learners
  • Curriculum
  • Pedagogy
  • Site
  • Digital technologies
  • Other resources

Sarah’s concept map is worth looking at as well and found her comments about the EYLF to be informative as that is the area I am going into.  Sarah also pointed me towards the Queensland Curriculum Guidelines which I will also need to read up on.  Also thought to bookmark this from the Study Desk showing a table of when and why to gather the different types of feedback.

Have just made an appointment to go in and observe for a couple of hours and tee up a time to go back a week before the PE is due.  Thought it wise to plan some lessons while on school break and would be great to know what the students are learning.

 

After reading this article this article regarding social media behaviour it really does it home the need for young children to be taught how to use social media and to teach them from a very very young age.


 

Week 7 – Reflection

Have been looking at other blogs and it appears some people have blogged about their final stages so will have a good read.  Was a little stuck on the rubric…don’t know about others but really dislike the A B C D ‘E’.  Have been trying to think of something a little more positive to place here.  I work with a few ‘E’ students and many of them try so very hard and I know when they see an ‘E’ they are very sad.  Anyway I think this is a part I can change within the unit and stumbled on  this report writing site called verbs for reporting. Will try and find an idea to use in the rubric that will let students, parents and school know students are underachieving with a better choice of words that are less confronting for the student.  Thought I would add it to the Diigo site,  and when I added  I did come across a really great ‘training resource site’ with training videos.  I also wasn’t sure about what to reference in the unit however reading the Study Desk Assignment information it appears we only have to provide references for the justification only which would also include some of the references if mentioned from the plan …I think!

Well Assignment 2 now complete and just editing and fine tuning the information.  Great! Now to move on to the learning path for the next module.  Have been look around other site and appears Assignment 3 is a little scary.  Hopefully if I keep up with the learning path and read and complete everything, it won’t be too bad. In this site, the student is going to wait to they are on prac to start it so that is some relief.  I don’t go on prac till October so it will be good to get everything covered before I go.  Will be great to have some time to go back over my other subjects and see what stage the early years  students are at and what they are expected to learn.  I am lucky in that I can perform my professional experience in an out of school setting.  I am returning to the same place as my last placement.  They were so lovely and helpful and their support and advice gave me so much confidence to fly on my own regarding the planning and teaching of a lesson.  I am looking forward to returning and really would love to come out of it knowing I can actually work as a Kindergarten teacher.  Anyway found  this great article stating that student teachers performed better when given positive feedback by mentors .  It did write further something really interesting that resonated with me.  The article went on to say that although student teachers felt better with positive feedback, they would still feel anxious when their lessons or teachings were not ‘perfect.’  The article stated that some student teachers are their own worst enemy and they should focus on the positive not the negative.  How true this is.  Anyway it is worth a read for those going on professional experience.

Finally finished editing and ready to send.  As always will leave a couple of days in case something else comes to mind.  After viewing copious amounts of research I have come to realise the need to, very early encourage the digital users to become tech social savvy users.  Interesting to read this article about digital users.  Matt, a kindergarten teacher, believes in the need to teach young students to understand that what they post is real and stays forever.  At present he is teaching the students how to use google docs and is tweeting with weather stations to help them build relationships with digital tools.Their digital world, he believes should be controlled when they are young so they have the knowledge and skills to be good digital citizens later on.  I agree with Matt and believe the teaching of ‘digital manners’ is no different to teaching any other life skills or manners.  It is all about adapting to, and living  well in an ever changing environment.

 

Learning Experiences and Week 6 Reflection.

 

In between completing my Unit Plan, I am still trying to keep up with the Week 6 activities.  So much reading to complete.  Reading Jessica’s post, it is interesting to find what others to do plough through the readings and the learning path.  Jessica skims first and then re-reads but still becomes frustrated with finding information.  I myself read the entire text…lots and lots of information but then I forget.  I highlight and take notes but no matter what I still also become frustrated when I can’t recall where something was.  Although I am becoming a little more efficient.  It seems no matter what you do, it all becomes a little scrambled at times.  Hopefully returning to all my notes from feedly and the Diigo group will condense some of my thinking.

This weeks learning path asks us to look at the R.A.T Model again as we move into the designing and evaluation of our chosen learning experiences for the unit.  I also need to revisit the SLIC Framework found here on the Study Desk.  Hopefully this will enable me to design rich and exiting learning experiences that will enable students to transform their learning.

Learning Experiences now all complete and have to say, after being scaffolded through the writing of such tasks (incorporating ICT of course) from the study desk I can honestly say, or shout “I  UNDERSTAND HOW TO PLAN LEARNING EXPERIENCES!”  Learning experiences have been the biggest hurdle and worry for me over the past years, both in unit planning and lesson writing.  Finally I understand (I think) how they all work and flow through.  So once again a big thank you to EDC3100.  Now on to the justification!

Once again in a seek, sense, share approach shall look around other blogs and the study desk to gather what I need to do to cover this element of the assignment.  Some research also needs to be carried out that I will probably require down the track.  The blog site is very handy for displaying direct links to the information I need i.e…..

Dual-coding Theory

Blooms Digital Taxonomy

Graphic Organisers

My Process for Unit Plan

Stage 1: From ACARA. http://v7-5.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#levelF

I read the achievement standards in ACARA for Foundation English.

Receptive modes (listening, reading and viewing) It states
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience
They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

This is the constructive part of the lesson (Receptive).  I then chose a content description from ACARA that would be considered ‘Constructed Knowledge Objectives’I chose this one as this is what students need to know.

Language/Expressing and developing ideas:

  • Recognise that texts are made up of words and groups of words that make meaning(ACELA1434)

I then looked at the achievement standards in ACARA again but this time in the:

Productive modes (speaking, writing and creating).  It states
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

I wanted students to create something using their new knowledge so I chose in ACARA

Creating texts

  • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge(ACELY1651)

These are my 2 Content Descriptions I will put in Stage 1.

I then linked to QCAA website https://www.qcaa.qld.edu.au/p-10/aciq/standards-elaborations/p-10-english  and saw the same achievements standards were stated in the QCAA as ACARA.

I scrolled down further (QCAA) and looked at the dimension headings on the side (which do not appear on the PDF on the screen until you print it out!  Not sure why) (Could be my laptop) The Dimensions headings state:

Understanding and skills dimension – Receptive Modes –(Evidence of listening, reading and viewing). The three sub-heading were (1)Ideas and information and texts/(2)Types of texts/(3)Language and textual features including oral language and listening.  I saw these two QCAA elaborations in the Ideas and information texts (1):

CRITERIA:

(First box) Clear use of developing knowledge of concepts about print; sounds and letters; images; predicting and questioning strategies to make meaning from short, predictable familiar texts and some unfamiliar texts.

(Next box down) Clear retelling of events from texts with familiar and some unfamiliar topics, identifying connections to experience.

I looked back up at my Content Description from ACARA  and the Achievement Standards (now in QCAA) and saw the words highlighted in green above. 

After looking at the green highlighted words (predicting, questioning strategies to make meaning, vocabulary, etc and the words in the Content Description i.e. (words, make meaning).  I then decided that the first box in the QCAA elaborations would be chosen as my CRITERIA because the words highlighted above green all match to the first elaboration box which states:

First box) Clear use of developing knowledge of concepts about print; sounds and letters; images; predicting and questioning strategies to make meaning from short, predictable familiar texts and some unfamiliar texts.

I have now put this first Criteria into my Stage 2 CRITERIA  box:

CRITERIAUnderstanding and skills dimension: Receptive modes/Ideas and information in texts:

  • use developing knowledge of concepts about print;sounds and letters;images; predicting and questioning strategies to make meaning from short, predictable familiar texts and some unfamiliar texts.

That’s Criteria 1. 

I followed the same process for the Content Description that will enable students to transform their knowledge and chose from ACARA the criteria 2 (transforming)

Creating texts:
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge(ACELY1651)

AND matched to this CRITERIA in QCAA elaborations

CRITERIA: Understanding and skills dimension: Productive modes/Language and textual features: 

  • use words, phrases and images to convey ideas in own texts and to communicate clearly in informal group and whole class settings.

That’s my Criteria 2

Now I am going to develop my learning experiences: Learning experience 1 and 2 will relate to Criteria 1 (Construct).Learning experience 3 will relate to Criteria 2 (Transform).

I think this is where I will stumble as not too sure about what to offer in learning experiences.  Probably will look at some Unit Plans on the Australian Curriculum where unit plans have been put up.  Will also follow other blogs to see what everyone is thinking.

 

Week 5

Getting my head around the learning experiences – found Emma’s blog really great to read to gain her perspective of these.  This has always been the most difficult part of unit and lesson planning to me so thanks to Emma, made a little more sense….BLOOMS!

Remembering & Understanding – This part relates to Learning Experience 1: Constructing Knowledge

Applying & Analysing – This part relates to Learning Experience 2: Constructing and Transforming Knowledge

Evaluating & Creating – This part relates to Learning Experience 3: Transforming Knowledge.

Just to add, have always found this quick reference list of Bloom’s actions words really helpful.  Here is the Bloom’s Taxonomy Action Verbs list.  Even better, to bring it in to the 21st Century, the Blooms Digital Taxonomy.  Definitely one to look at for Assignment 2.

So far I have my Context written out, my Content Descriptions listed straight from the Curriculum and I have identified the criteria from the QCAA elaborations/syllabus.  I am feeling a little confused as to what I need to write about in the scope though.  I did read on the Study Desk about the scope again but still a little confused.  Anyway I’ll leave stage 1 and move onto stage 2 to try and make more sense.

Stage 2 done and now to the hard part… Stage 3.  Have found the Learning experiences book on Study Desk to be really helpful where they break down the 3 learning experiences.  Copy and pasted the information into my own unit plan so I have a start.

Found some really great ICT resources that connect to the Curriculum on this site and throwing up here to return to later:

Reader Rabbit, JumpStart Phonics, Living Books, podcasting, Gamequarium, Read•Write•Think.

Kidspiration, Inspiration, Bubblus, interactive whiteboardPowerPoint, word processing, Inspiration, Kidspiration, Discovery Education Streaming, student response systems.

Storyline Online, BookFlix, e-books, WiggleWorks, podcasts, student response systems.  And many, many more that I will look at.

Have also looked at some unit plans that I could get some ideas from in the Australian Curriculum website:

Unit plan

Unit plan

 

 

 

 

Week 4 Blog Post to Diigo Group

After reading and writing reflections from the past week’s learning path it is now time to share some thoughts about my intentions for the unit plan for assignment 2.  I decided to first of all look at what others in the Diigo 3100 group had shared, always helpful.

Context:

 

School: The P-6 primary school is located in Brisbane consisting of many different cultures.  The Co-ed school is situated in a low socio-economic area with a high number of low level learners. The school wishes to increase the English and Mathematical capabilities of all of the students through their newly developed ICT program. The school has an energetic team of teachers and support staff within.

Students: The students in this Prep year are aged between 4 and 5.5   This Prep class has 20 students, 12 boys and 8 girls. Three of the boys are ESL students who have recently migrated to Australia.  The ESL students are supported by the ESL teacher who works with them individually and as a group both in and out of the classroom.  The ESL students have an adjusted learning plan. There are 22 Laptops available on a roster system to all three prep classes, however each classroom has their own set of  iPads and an interactive whiteboard.

Staff: Each room has one full time teacher and one full time teacher aide.

Special Events: In the third term of the year, the annual ‘Book Week Fair’ is on.

Learning Objectives:

Language/Expressing and developing ideas: 

  • that texts are made up of words and groups of words that make meaning (ACELA1434) (Construct Knowledge).  
  • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge(ACELY1651) (Transform Knowledge)

Criteria:

Understanding and skills dimension: Receptive modes/Ideas and information in texts: (Construct)

  • use developing knowledge of concepts about print;sounds and letters;images;predicting and questioning strategies to make meaning from short, predictable familiar texts and some unfamiliar texts.

 

Understanding and skills dimension: Productive modes/Language and textual features:

  • use words, phrases and images to convey ideas in own texts and to communicate clearly in informal group and whole class settings (Transform).

Unit Topic:  It’s all about ME!  Students will create a short story (digital) of their week at school  (This is my idea at present but may change as I  learn further.).

Have already downloaded some Apps that students can use to write their own book.  Easy to use via this handy iPad App.  Create your own digital book by downloading this App.

I am still not clear on what I am supposed to be doing….especially from the standards elaboration perspective but hopefully with much scaffolding and direction I shall get there!  It appears there are many others e.g. Kayla who also find it all a little overwhelming.  Hopefully I will get feedback from David or others regarding my idea.  I do find it difficult to comment on other’s plans though when I’m not that sure I’m on the right track myself.