Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Professional Competencies
Competency 1: To act as a professional who is inheritor, critic and
interpreter of knowledge or culture when teaching students.
- I ensured that the content taught is appropriate for cycle 2,
grade 2.
- I adopted a critical approach to the subject matter. I enable
students to understand the world and make it significant.
- I linked the lesson to real life situations. I explained to students
that everything can be measured and gave examples of
measurements seen everyday.
- Exhibit a critical understanding of the knowledge to be taught, so
as to be able to promote the creation of meaningful links by the
students.
Competency 2: To communicate clearly in the language of instruction,
both orally and in writing, using correct grammar, in various contexts
related to teaching.
- I spoke in French throughout the entire lesson since that is the
language students speak in the classroom.
- I used appropriate mathematical terms.
- I express myself with the ease, precision, efficiency and accuracy
expected by society of a teaching professional.
Competency 3: To develop teaching/learning situations that are
appropriate to the students concerned and the subject content with a
view to developing the competencies targeted in the programs of
study.
- I developed appropriate and varied teaching/learning situations
involving a reasonable level of complexity that enable students
to progress in the development of their competencies.
- I developed my lesson over a period of 3 classes.
Competency 5: To evaluate student progress in learning the subject
content and mastering the related competencies.
- Students were given a final evaluation to evaluate their level of
mastery of the content.
- Gathers information as students are engaged in a learning
situation in order to identify their strengths and weaknesses and
to review and adapt his or her teaching accordingly to help them
progress. I did this by giving them a variety of work sheets to be
able to see if they comprehend the subject presented.
- In cooperation with my co-operative teacher, we designed
evaluation materials and interpreted the work of students in
terms of their mastery of the competencies.
Students will know how to measure a line that is broken and add
the amounts to find the total of the line.
Assessment evidence
Performance task:
- Students will complete a variety of worksheets in class after each
lesson.
- Students will also be asked to measure lines on the smart board
and on the black board during the lessons.
Other Evidence:
During the lessons the teacher will ask students questions to refresh
their memory on certain aspects. For example the teacher will ask
where do we put the ruler when we start measuring? and which side
do we start reading the ruler from? The teacher will circulate during
class time when the students are working on their worksheets. This will
allow the teacher to see how students work and evaluate their skills
and knowledge. This also gives the teacher an opportunity to correct
students if she/he sees a student making a mistake.
Assessment Tool(s):
A final evaluation will be used; the students will be given an application
question. Students will complete the end of the year exam to find the
shortest path using measurements.
Assessment Criteria:
An evaluation sheet for the end of year evaluation will be used.
Learning Activities:
Lesson 1
During the first lesson I will review with the students how to properly
use the ruler. I will ask students when we want to measure where
should we put our ruler? or what number should I start measuring
at? I also want student to know that they must read the ruler starting
from the left going towards the right. Therefore I will tell them they
read a ruler like they read a book. I will mention that the numbers are
increasing and you should measure in an increasing order. I will also
teach students which side of the ruler to use. I will explain that we are
using the centimeters on the ruler and not the inches. I will teach them
that when they find the size of an object they must put CM at the end
of the number to show the measuring unit used. Since students have
prior knowledge about units, tens and hundreds blocks, I will use this
to teach them about centimeters. I will explain to them that one unit is
equivalent to 1 centimeter.
Activity: The first activity will be done as a whole class. I will draw lines
on the board and select students to come to the board with their ruler
to measure a line. Students will write the number with CM at the end. If
students do not put the CM I will ask them is there something missing
for us to know the unit of measurement? I will then draw 2 broken
lines on the board. Students are asked to measure each part of the line
and add the numbers to find the total of the line.
Worksheet: students will be asked to complete page 37 in their math
workbook. This page has 2 straight-line questions and two broken line
questions.
(See Appendix 1)
Lesson 2
This lesson will be a review of the first lesson. With the use of the
smart board, I will conduct an interactive activity with the students.
With the smart board there is a virtual ruler that can be used to
measure. I found activities for the smart board on the math workbook
website. There are 4 different roads projected on the smart board.
Students come to the board to measure the lines. Each student will
write the length on the side of the road they measured. I will then ask
students which road is the longest? I will ask a student to recite the
numbers in increasing order and then another student to name them in
decreasing order. I will ask what is the difference between the longest
road and the shortest road?
Worksheet: students will then complete a worksheet. The worksheet
asks them to measure 3 broken lines in centimeters and to color the
longest one in green. On the back of the work sheet it asks students to
measure 2 broken lines. It then asks which on is the longest and how
many centimeters more does it have. Students will complete this
worksheet on their own. I will circulate to ensure that the students are
doing the worksheet properly. I will also correct their worksheet
individually once the students complete the worksheet. (see appendix
2)
Lesson 3
This lesson we will look at what we should do when our line doesnt
measure a round number. I will explain to the students how to round off
their answer to have a round number. I will draw lines on the smart
board and with the virtual ruler; selected students will come to the
board and measure the lines. Since all the lines will be decimals they
will have to round off the number. If a number has a .5 decimal then
students must round it off to the highest number. If the number is
under .5 then they select the smallest number. If the number is over .5
then they select the largest number. I will then ask students which line
is the longest? I will ask a student to recite the numbers of each line
measured in increasing order and then I will ask another student to
name them in decreasing order. I will ask, What is the difference
between the longest line and the shortest line?
Worksheet: Students will complete a one-page worksheet. They will
have 4 questions with straight lines to measure. They will then have 3
questions with broken lines. For this section they will need to add all
the pieces of the line that they measure. (see appendix 3)
Lesson 4
This period will be dedicated to the final evaluation. The final
evaluation is the final government exam. The problem consists of two
students taking different paths to get somewhere. Students must
measure both of the paths and determine which is the shortest path.
They must show their work and calculations.
I will read the whole problem with the students and make the
guidelines clear. Students will have time to ask questions about the
test. As the students take the test I will circulate and answer any
questions. I will write down any student I help and how I help them in
order to properly evaluate what the student did with help and what
they are capable of doing on their own. When a student is done they
raise their hand and I go see them. On the back of the evaluation there
are 4 criterias that the teacher evaluates. Therefore, I will go over
each point with the student and ask them if they have done what the
evaluation demands from them. If they say they have done the
necessary, I pick up their exam. If they feel something is missing I
allow them to go back and complete or fix what they would like to edit.
(see appendix 4)
References
Parkay, F.W., Hardcastle Stanford, B., Vaillancourt, J.C.,Stephens, H.C., &
Harris, J.R. (2012), Becoming a teacher (4th ed.), Toronto, ON: Pearson.
Appendix 1
Appendix 2
Appendix 3
Appendix 4
I am very satisfied with the way the lesson was taught because we did
not rush the students into anything and we practiced a lot. I had a say
in the entire planning of the lesson plan therefore, I would not change
anything in this lesson plan.
This lesson plan was followed by more lessons on measurement. In the
other lessons I conducted, I showed students the difference between
centimeters, decameters and meters. I compared these to units, tens,
and hundreds blocks that students had previously used in math. We
talked about items in the classroom and what unit we would use to
measure this item. Students did some work sheets and pages in their
workbook to practice. Overall, I enjoyed doing math with the students.
I also enjoyed how flexible the teacher was with her time; this allowed
me to plan the lesson as I wished.