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Lesson Study Donna and Alison. Lesson Study Michael Ymer initiative Team planning/ Team teaching Professional Reading Peer observation/Reflection Improving.

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Presentation on theme: "Lesson Study Donna and Alison. Lesson Study Michael Ymer initiative Team planning/ Team teaching Professional Reading Peer observation/Reflection Improving."— Presentation transcript:

1 Lesson Study Donna and Alison

2 Lesson Study Michael Ymer initiative Team planning/ Team teaching Professional Reading Peer observation/Reflection Improving teaching practice.

3 Observation of a Lesson Study PLATO Mansfield Michael Ymer

4 One is a Snail, Ten is a crab Di Siemon Multiplicative Thinking Grades 1/2 and 3/4 Adapted lessons

5 Process Planning collegiately Personal reflection/ Observations Improvements trialled immediately

6 Team of Teachers: Alison Fahey, Donna Harkness 10:00-11:00 Lesson, debrief Term 2,Week Focus or name of lesson: Different ways of making number combinations visible (Lesson 1) Professional Reading: Pre lesson planning, DEVELOPING THE ‘BIG’ IDEAS IN MATHEMATICS Prepared by Dr Dianne Siemon, Professor of Mathematics Education, RMIT University Mini Lesson Today we are going to devise a variety of ways to display multiplies of numbers. This class has already read the book so that it will be a revision of number groupings. Today they will be working to through a number of Open Questions to be arranged into their Mathematical scrapbook. Alison will be accessing the Interactive Whiteboard (IWB) and the program Easiteach, to model to the whole class and guidance for the scaffolded group. Level 2: Students will use models and arrays to support the development of skip counting up to 100. They recognise patterns created by skip counting (for example, when counting by fours, the pattern of the ones digits is 4, 8, 2, 6, 0, 4, 8). Student Activity Modelled, Shared and Guided Introduction Alison to read One is a Snail, Ten is a Crab to the class. Using the IWB, Alison will model a closed question (using Easiteach) with whole class. 1.I have two cards in my hand that show 7 feet altogether. What two cards do I have? 2.I have a pair of cards both the same and altogether there are 12 feet. Which two cards do I have? Alison will then Model and Open ended question with the whole class (using the IWB).  I have two cards and the foot total is an odd number. What two cards might I have? Alison will then point out the other open ended questions on the board for her independent group and sending them off to begin their tasks in their Maths Book. Main Task (Scaffolded) Alison will work with a small group on a number of closed questions to provide a scaffold for these children who are not ready to work independently with numbers higher than 20. These children will all work together on the IWB, dragging pictures across to answer their questions. Example of closed questions. 1.I have three cards in my hand. They are all the same and I can see 12 feet. What cards do I have? 2.I have three different cards. The total Number of feet is 7. What cards do I have? Main Task (Independent) Donna will rove around the independent table groups and keep them at task and provide extensions for the students who need more of a challenge. Example of Open Questions.  I have 6 feet on my cards. What cards might I have?  I have two cards. I do not have the least or the most number of legs possible. What two cards might I have?  I have 10 feet on my cards. What cards might I have? Challenge Question In what different ways could you show 45 feet? ShareAll students will take part in a gallery walk where they walk around the class looking at everyone’s work. There will be time provided to answer questions arising from the walk. The children will then be asked to complete the 2Q questions in their Maths Book.

7 Team of Teachers: Alison Fahey, Donna Harkness 12:30-1:30 Lesson 2, 1:30-2:30 debrief Term 2,Week Focus or name of lesson: Different ways of making number combinations visible (Lesson 2) Professional Reading: Pre lesson planning, DEVELOPING THE ‘BIG’ IDEAS IN MATHEMATICS Prepared by Dr Dianne Siemon, Professor of Mathematics Education, RMIT University Mini Lesson Today we are going to devise a variety of ways to display multiplies of numbers. This class has not read the book so this will be an introduction to this activity. Today they will be working to through a number of Open Questions to be arranged into their Mathematical scrapbook. Alison will be accessing the Interactive Whiteboard (IWB) and the program Easiteach, to model to the whole class and guide for the scaffolded group. Level 3: Students will learn to skip count to create number patterns. They extend addition and subtraction computations to three digit numbers. They learn to multiply and divide by single digit numbers. Student Activity Modelled, Shared and Guided Introduction Donna to read One is a Snail, Ten is a Crab to the class. Using the IWB, Donna will model a closed question (using Easiteach) with whole class. 1.I have two cards in my hand that show 12 feet altogether. What two cards do I have? 2.I have a pair of cards both the same and altogether there are 16 feet. Which two cards do I have? Donna will then Model and Open ended question with the whole class (using the IWB).  I have two cards and the foot total is an odd number. What two cards might I have? Donna will then point out the other open ended questions on the board for her independent group and sending them off to begin their tasks in their Maths Book. Main Task (Scaffolded) Donna will work with a small group on a number of closed questions to provide a scaffold for these children who are not ready to work independently with numbers higher than 30. These children will all work together on the IWB, dragging pictures across to answer their questions. Example of closed questions. 1.I have three cards in my hand. They are all the same and I can see 18 feet. What cards do I have? 2.I have three different cards. The total Number of feet is 19. What cards do I have? Main Task (Independent) Alison will rove around the independent table groups and keep them at task and provide extensions for the students who need more of a challenge. Example of Open Questions.  I have 18 feet on my cards. What cards might I have?  I have two cards. I do not have the least or the most number of legs possible. What two cards might I have?  I have 25 feet on my cards. What cards might I have? Challenge Question In what different ways could you show 112 feet? ShareAll students will take part in a gallery walk where they walk around the class looking at everyone’s work. There will be time provided to answer questions arising from the walk. The children will then be asked to complete the 2Q questions in their Maths Book.

8 Leading Numeracy in our school Trial Lesson Study. Deeper rather than shallow learning/ teaching Staff in-service PLT’s Peer Teaching vs Lesson Study

9 Lesson Study a powerful process for guiding towards new practices and dispositions. Teacher learning and development to be more meaningful and effective meet regularly to plan, design, implement, evaluate and refine lessons for a unit of work. focuses upon the direct improvement of teaching is collaborative where the improvement is the work of the teacher. The teacher contributes to the development of knowledge as well as their own professional development

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