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Professional Knowledge
Know the content and how to
teach it
Some of the most significant learning experiences I
have had whilst on practicums are practicing
selecting content, organising it and applying
teaching strategies and designing learning
activities. These learning experiences address
standard 2.1 Content and teaching strategies of
the teaching area and 2.2 content selection and
organisation. When addressing standard 2.1
teachers are to Demonstrate knowledge and
understanding of the concepts, substance and
structure of the content and teaching strategies of
the teaching area. (AITSIL, 2011) Addressing 2.2
teachers Organise content into an effective
learning and teaching sequence. (AITSIL, 2011)
Standard 2 Artefact
Lesson One
KLA: mathematics
SOUTHERN CROSS
Date:
Wednesday 17
February 2016
APST FOCUS:
4.2 Manage classroom activities
3.1 Establish challenging learning goals
Outcome / Standard:
Mae-3WM
HSIE
1.1 Deep
Knowledge
1.2 Deep
understanding
1.3 Problematic
knowledge
ENGLISH
1.4 Higher order
thinking
1.5 Metalanguage
1.6 Substantive
communication
Procedure
F/A
INTRODUCTION (O):
5 minutes
Diagnostic assessment for length:
Propose this to the students, if you think you have long
hair, stand up and go and stand at the red hula hoop. If
Intro
you think you have short hair stand up and go and stand
8 mins
at the yellow hula hoop.
These people in this group have long hair and these
people have short hair.
Today we are going to have a look at long things and
short things.
But first I wonder if you know any words that could also
mean Long and short lets start with long (ask students
individually)
MATHS
PDHPE
Assessment
students
Diagnostic
assessment:
Are students
able to
recognise the
difference
between long
and short?
Differentiation
Strategies
Explicit sharing of
learning intentions:
Grouping things into
long and short.
Stimuli:
Visual, written and
hands on
engagement.
HOT:
Knowledge: recall
hair colours.
Comprehension:
students
understanding their
own hair colour.
Apply: demonstrate
2 mins
10
minutes
CONCLUSION (R):
10
minutes
Date:
Lesson Two
KLA: mathematics
APST FOCUS:
4.2 Manage classroom activities
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
2.2 content selection and organisation.
Outcome / Standard:
Mae-3WM
HSIE
1.1 Deep
Knowledge
1.2 Deep
understanding
1.3 Problematic
knowledge
Timing
Procedure
5-8
minutes
INTRODUCTION (O):
Review of yesterday.
Today is long and short.
2-5
minutes
ENGLISH
MATHS
PDHPE
CA
1.4 Higher order
thinking
1.5 Metalanguage
1.6 Substantive
communication
BODY (G):
How to complete the worksheet.
- 5 colours.
- Each colour has one short piece and one long
piece.
Management:
Students are to
sit in their
allocated spots/
seats.
Assessment
students
Are students
able to count
1-10?
Are students
able to revert
their thinking
from one
concept to
another?
Use the
worksheet as
an
assessment to
Differentiation
Strategies
Extension for fast
finishers/ high
attaining students
give them block
counters to measure
and count the
different lengths.
Stimuli:
Hands on
manipulative, visual
learning.
HOT:
Knowledge: matching
the lengths to the
words long and
short
25
minutes
BODY (E):
Extension and
fast finishes.
- Put counting
cubes on the
long ones and
short ones and
see how many
cubes it takes to
fill your lengths.
report on
student
learning. If
students have
the worksheet
completed
correctly, its
time to move
them along in
measurement.
CONCLUSION (R):
3
minutes.
Date:
Comprehension:
demonstrate
knowledge by
completing the
worksheet.
Standard 2 Annotation
Note the focus area and standard
descriptor/s the artefact /
document reflects
The artefact
includes two
consecutive lesson
plans.
References
Australian Institute for Teaching and School leadership. (2012). Australian Professional Standards
for Teachers. Australian Government.
New South Wales Board of Studies. (2016). Mathematics K-10 Syllabus. Sydney, Australia.