Professional Experience and Reflection 3的副本

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Professional Experience and Reflection 3 Lizhi Zhang

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School Context The school is located in the community of Salisbury and enjoys a fine reputation in the Salisbury area.   The school is highly regarded within the community as a school with high academic expectations and a safe, caring environment. Learning is central to all at school; the school values Persistence, Respect, Achievement, and Cooperation are embedded into the curriculum and are actively promoted in each learning area.

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Class Context Year 1/2 21 students: 13 boys, 8 girls, age 6-7 Diversity: - Students are from a range of cultures, including Burma, Thailand, German, Nepal, Afghan, and Sudan. - 70% of the class speak English as a second language, - Hearing impairments - Trauma - Autism

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Student Profile Student One Female 6  Years old Year 1 Trauma student Pre-foundation learning level Minimal prior knowledge of money Broken working memory

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Student Profile Student Two Male 6 years old Year 1 EALD Student Nepal Generally completes work to a satisfactory level of Year 1 Some prior knowledge of money

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Student Profile Student Three Male 7 years old Year 2 EALD student Burmese Generally completes work to an satisfactory of Year 2 Good understandings and prior knowledge about money

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Philosophy

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Theory Constructivist Theory Zone of Proximal Development Scaffolding Play based approaches Differentiation Prior Knowledge Collect evidence that ensure students were progressing

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Australian Curriculum Links Learning Area:      Mathematics Strand:      Number and Algebra Sub-strand:      Money and financial mathematics

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Content Descriptors and Elaborations Money and financial mathematics Year 1 Recognise, describe and order Australian coins according to their value (ACMNA017 - Scootle )  showing that coins are different in other countries by comparing Asian coins to Australian coins understanding that the value of Australian coins is not related to size describing the features of coins that make it possible to identify them Year 2 Count and order small collections of Australian coins and notes according to their value (ACMNA034 - Scootle ) identifying equivalent values in collections of coins or notes, such as two five-cent coins having the same value as one 10-cent coin counting collections of coins or notes to make up a particular value, such as that shown on a price tag

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Achievements Standard Year 1 By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value.  Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.   Year 2 By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value . Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information

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Lesson One Students had the opportunity to order coins from the lowest value to the highest, as well as order coins from the smallest size to the largest. This enabled students to understand the different values of each coin and understand that the value of Australian coins is not related to size. Then students are asked to use different ways to make 1 dollar and 2 dollars, and draw pictures to record their combinations. The task will vary depends on students' learning ability.

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Lesson Two Students should revise the concept of ordering coins from the lowest value to highest. Then, students had the opportunity to use shopping catalogue to purchase three things for their lunch. This was an effective lesson, as it was during show time and all students were eager to do shopping for their lunch box. If we had more time, I would have given students the opportunity to buy items for a party.  

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Lesson Three This lesson was a post-test. I used simple, open ended questions at the beginning of the class to check how much students had learnt and what knowledge they could share in the group discussion. This was a fun but effective post-test to end the mathematics unit. To review the concept, I allowed students to do shopping activity again, but this time students should record coins and notes to pay for the money amount. Middle and under level students have worksheet to assess their understandings.

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Lesson One Reflection At the end of the class, students were able to identify different coins and their values. At the beginning of the class, I asked questions to check their prior knowledge, which demonstrated that they were able to recognize coins. After that, students were asked to order the coins according to size and value. Students used fake coins to order based on size and value. Some students did coin rubbing, some drew pictures and some traced the coins. They had their own strategies to do the task. Their work sample provided the evidence that they had good understandings of coins recognition. They can order the coins based on size and value correctly. After that, students were asked to use coins to show what 1 dollar look like in different ways and draw pictures to record their combinations. I walked through the classroom and checked their math books. I have asked questions to let students explain their strategies. They can figure out correctly. Their answers on the math book demonstrated that students were able to identify the value of each coin.

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Lesson Two Reflection At the end of the class, students were able to identify different coins and their values. At the beginning of the class, I ask questions to allow students to review the concept of coins and repeated the ordering coins activity based on value and size, in order to activate their prior knowledge. After that, students were asked to use catalogues to cut out items that they want to make for their lunch, glue them into their books by the order from the cheapest to the most expensive and count the total price. Students were allowed to use coins to support their counting. During their work, I walked through the classroom and check their understandings. Their work sample provided the evidence that they had good understandings of coins values. They were able to order the items according to their values. However, some students had trouble in counting decimal. So I ask them use the rounding skills and calculators to support their counting.

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Lesson Three Students are able to record and count money amount in their levels. I used hands-on activity to engage students in the learning experience, which demonstrated it was effective to motivate students’ interests. I divide the class into two groups based on their abilities and assigned different levels of task to two group students. Higher students need more challenging task. I allowed them to do shopping from catalogue. But this time, they need to count the money amount and draw pictures to record coins or notes they use to pay for the total price. For middle group students, I stayed with them and guided them step by step. I asked them to make $1.50 and other money amount. I allowed students to use materials to support their learning. I used worksheet as summative assessment to check their current understandings of money.

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Lesson One Work Sample

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Lesson Two Work Sample

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Lesson Three Work Sample

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Summative Assessment “ Summative assessment relates to what students have learned, the effectiveness of resources used, activities and the roles of teachers and learners” (Smith & Lovat 2003, pp. 170 ). I design different levels of summative assessment according to their learning abilities.

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Student One Report Student One finished the unit on a satisfactory level.

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Student Two Report Student  Two finished the unit at a above standard level.

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Student Three Report Student  Three has been consistent throughout the unit, so his final grade was above standard.

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