Reference Style: APA
Word count for the lesson plan 3500
For the overview and discussion 2000 words
Instructions
The sequence should be of at least three (3) lessons (40 minutes each as a minimum).
You need to demonstrate that you can organize relevant content into an effective learning and teaching sequence. Thus, continuity of learning must be evident in your sequence of lessons. Your planning must include a variety of lesson types and include practical and ICT components. Your submission must be well organized and professionally presented and include:
· an overview of the sequence:
a) context
b) learning outcomes
c) links to relevant national/state syllabuses
d) necessary prior knowledge;
· a series of at least three (3) lesson plans that include:
a) specific objectives/learning goals that provide achievable challenges for students with varying abilities and characteristics
b) links to other lessons
c) a range of teaching strategies/ learning activities
d) timings for all activities
e) all relevant worksheets
esources/stimulus material
3 Lesson plans
-Subject: Economics and Business
-Grade: 10
-Topic: The links between economic performance and living standards, and how and why variations exist within and between economies
-Time: Each lesson 40mins
Use Australian Cu
iculum website to complete the lesson plans. Attach all the work in the lesson plans for evidence.
· a discussion focused on how your lesson sequence includes:
a) specific teaching strategies that are responsive to the individual differences of students including learning strengths and the needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds;
) specific teaching strategies/learning activities that use ICT to enhance learning
c) specific teaching strategies for the development of metacognition
1.0 Overview
1.1 Context
The three sequential lesson plans are assumed to take place in a co-ed public
school of medium social-economic. The class in particular is grade 8, with 25
students and activities planned for full attendance. If someone was to be absent, the
lessons are easily adjusted to include the teacher in the numbering or provide
alternative resources to mitigate a missing team member (such as the photocopied
completed worksheets from previous lessons).
Each student has been provided with a school-appointed laptop with restricted
access for inappropriate use. The class has a range of differentiated learners, some
excelling quicker than others, some experiencing anxiety if called upon for answers
in discussion with the whole class, some having trouble keeping up with writing
tasks, and some with low vision. These have been catered for in the lesson plans.
1.2 Objectives
The Australian Cu
iculum XXXXXXXXXXoutlines the year 8 level description as containing
oth strands of knowledge and skills. These are address in the cu
iculum links of
each lesson plan, pertaining to at least one of each of the strands. The cu
iculum is
expected to be taught through contemporary issues, which is catered for within the
lessons using modern examples in discussions, such as the Tasmania Fudge video
and examples on pages 6-9 of the workbook (see Appendix 1).
The overarching objective that these lessons fit into is defined by the cu
iculum as
“to provide students the opportunity to further develop their understanding of
economics and business concepts by exploring the ways markets work within
Australia”. This has been addressed through the teaching of the content on the
different types of businesses and business opportunities.
1.3 Links to Cu
iculum
Within each lesson plan, specific links to the cu
iculum have been identified. These
include the content descriptor “Types of businesses and the ways that businesses
espond to opportunities in Australia (ACHECK030)” and multiple skills strands, such
as ACHES3, ACHES37 and ACHES35. The lessons also address the general
capabilities, as they are expected to be imbedded within any teaching environment.
1.4 Necessary Prior Knowledge
It is assumed that students have covered all components of the year 7 cu
iculum,
therefore understanding the meaning of basic economic terms. It is also assumed
that students
ing into class assumptions of the economy as they have experience
participating in it or witnessing others, such as parents, participate in it.
Students are aware of the success criteria as it is always discussed and directly
assessed in class by discussion and workbook questions. Each lesson draws on the
learning of the previous lesson, cultivating a consistent and continuous learning
environment.
3.0 Discussion
3.1 Teaching Strategies for Individual Differences
3.1.1 Teaching Strategies
Many different teaching strategies are implemented during these lessons. These
include:
(i) Group Work
The learning activities of Jigsaw Part 1: Group PCI, Jigsaw Part 2: Comparison
Table, Round Robin and Tournament all occur within small group work. Marzano
(2007, pp XXXXXXXXXXhighlights how group work enhances the processing of information,
allowing students to interact with information with each other, exposing them to
multiple perspectives. Vygotsky’s XXXXXXXXXXsociocultural theory also supports the
effectiveness of group work, stating that the internalisation and processing of
information occurs through social interaction.
(ii) Co-operative Learning
Co-operative learning occurs within small group work but requires students to teach
one another. The Jigsaw activity spanning lessons 1 and 2 exemplifies this. Students
learn through the PCI activity in expert groups, then teach one another in the
collaborative Comparison Table activity that requires each member of the expert
groups to teach the other members of their home group.
(iii) Direct Instruction
Very little direct instruction is present, relying mostly on social interaction to learn and
interact with new knowledge. It is, however, required to first communicate the
definitions of the business types but is done through perusal of the business.gov
website. Definitions of opportunity and business opportunity are first asked of the
students before directly instructing the co
ect answer. This gives the students a
moment to draw on their previous learning and experiences to guess before
co
ecting or reinforcing their prior knowledge.
(iv) Discussion
Class discussion is used regularly, to help cultivate a safe learning environment
where students can feel comfortable to voice opinions and questions, and to
stimulate different ways of thinking. Students should be given at least 3-5 seconds to
think of responses before providing them or moving on. Teachers should always
think about types of questions or the sequencing of these discussion prior to class.
The lesson plans have different questions that can be asked if they are not naturally
ought up in the conversation, with a
oad answer to be conveyed through the
discussion. Also, be sure to conclude and summarise the purpose of the discussion
efore moving on to the next activity.
(v) Informal Questioning
This is done throughout class discussions and when observing and monitoring group
work. It can be used to guide conversations for students to remain on task and prompt
higher- order thinking and metacognition. Knowing your content and the structure of the
lesson can prepare you well to ask the co
ect questions. These should be used
15
to prompt higher-order thinking, moving from just knowing and understanding
content into evaluating and applying it (Frangenheim, pp. 16).
(vi) Inconsequential Competition
Kahoot is a great platform to hold inconsequential competition. It provides a friendly
game in which students are motivated to compete against one another, involving
lesson content. The one used was created by another teacher, however it can be
expanded on or another created that is more tailored to this specific class’ content.
3.1.2 Learning Tools
Other learning tools used within these lessons include:
(i) Workbook
The student workbook allows students and teacher to track progress very clearly,
having work sheets and questions directly relating to success criteria, which is
directly relating to learning goal. Students are able to see exactly how their learning
is developing, know what is expected in advance and be able to review, reflect on
and add to previous learning. This provides effective scaffolding, as students who
could work quickly through questions are paced with the class, and students who
would struggle to complete the questions alone have opportunity to interact with the
information and tasks with other students before attempting them by themselves.
(ii) Homework
The questions provide ways for each individual student to summarise their own
learning. Though the PCI and Comparison tables are drafted in small groups, they
are then summarised by the individuals, transfe
ing social learning to internalised
processing, and the repetition of the task reinforces the learning.
3.1.3 Learner Diversity
These strategies and learning tools respond to the diverse needs of learners. How
specific activities should be amended for this is presented in the ‘Differentiation’
column of the lesson plans. The following strategies should be implemented to
ensure this:
• In certain circumstances, extra guidance and explanation may be required fo
specific students. During times when the rest of the class is working as
groups, ensure that students with learning difficulties don’t have question o
feel left behind
• Communicate high expectations and belief that all students can succeed
• Provide materials beforehand, such as printed materials like the photocopies
of previous classes work, for students who struggle or have poor writing skills
• Group activities are managed to ensure students with learning and
ehavioural difficulties are partnered with students of higher learning
capabilities, perhaps being positioned closer to the teacher for support and
observation. Ensure groups are appropriately sized, that time limits are
adhered to and that explanation of activities are clear (Killen, 2013, Chpt. 8)
• Students who struggle to write can use accessible devices for homework,
having worksheets and workbook added to their google docs to complete
online
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3.2 Literacy and Numeracy
Of the seven general capabilities, literacy and numeracy are the most common
elements present in a classroom, and most easily identified and evaluated. Literacy
is integrated in multiple ways. ‘Comprehending texts through listening, reading and
viewing’ is evident through the use of ve
al instruction, teaching and discussion;
eading of workbooks and the display of texts on the projector; and the viewing of
YouTube clips and visual images, such as the photos accompanying the business
descriptions on Pages 6- 9 of the workbook. ‘Composing texts through speaking,
writing and creating’ is evident through activities that require students to
communicate, such as class discussions and group work; and write, such as
workbook questions and shared group worksheets. There would be intention to use
more creative literacy during summative assessment items further into the school
term.
Numeracy is slightly more difficult to see evidence of within these classes as the
content covers little numeracy information. The activity that most evidently
incorporates numeracy is the Kahoot quiz, showing numerical positions and
presenting data in percentages for the answers of each question. It is also present in
the form of the number of students in each group, such as the Jig-Saw activity
equiring 5 groups of 5 to work most effectively.
3.3 ICT
Information and Communication Technology (ICT) is the capability to investigate,
create and communicate information through use of technology. ICT is used to
communicate within the lessons, through the use of YouTube clips and the Kahoot
Quiz. Content isn’t taught but analysed and assessed through these tools.
ICT is used to investigate in the research component of the PCI group work task on
student laptops. Teacher guidance during the observation is crucial to ensure