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Portfolio on Lesson Planning

Portfolio on Lesson Planning

Lesson planning
Successful lesson planning is the key to delivering effective teaching and learning. Produce a section in your portfolio on lesson planning and review a short term lesson plan you have produced identifying strengths and areas for further development in the plan. Insert the plan and review it in the portfolio. Produce a critique of a long term plan for class and add this to the portfolio
‚ÄĘ Review Of A Short-Term Lesson Plan
Included more than 4 (5 is enough)strengths and areas of further development of the short-term plan
‚ÄĘ Proposition For Development
The critique proposes more than 4 (5 is enough)development points for future action, learning or practice, producing a convincing argument to support the conclusions or judgments
‚ÄĘ Critique Of A Long-Term Plan
Included more than 4(5 is enough) strengths and areas of further development of the long term plan

Portfolio on Lesson Planning

Lesson planning is an important process of effective teaching, and it enables teachers to know the abilities, skills, and knowledge that students should have by the end of the learning process. It is a process that allows teachers to synthesize their understanding of what they expect the learners to acquire by the end of the lesson. Lesson planning helps teachers to envision the learning that they want to see and analyze various learning experiences that are important in ensuring effective learning.  A lesson plan helps the learners in attaining the learning objectives, both in the long term and short term.

Critique of a Long-Term Plan

Long term lesson planning is prepared by teachers to meet the learning needs of the entire unit.  It considers the long-range goals of the unit that are, for instance, how long to spend on every mathematic topic and what the students need to understand by certain dates in the academic year. The students’ assessment data is used in understanding their prior skills and knowledge (Mitchell, 2017). For instance, if the class has prior knowledge about quadratic functions in mathematics, less time is allocated for this in the long-term instructional planning. And this has the potential of not meeting the immediate learning needs. Long term lesson planning gives an overview of how the process of learning is going to happen and how the learners grasp as well as retain what is learned.

The benefits of long term planning include: first, it inspires teachers and improves the learning since the goals are clearly stated; second, it creates self-confidence or self-assurance in the teachers and takes proper care of the level as well as prior knowledge of the students. Third, it ensures the teaching process is well prepared in a time frame, and relevant questions that improve the learning outcomes of the students are asked. Fourth, it creates the interest of the learners towards the mathematic unit and encourages teachers to think critically. It provides teachers or educators the opportunity of thinking deliberately about their option of teaching goals, the kind of actions that will achieve these goals, the sequence of learning activities, materials needed, time allocation for each activity, as well as how learners must be grouped.  Fifth, it helps teachers in understanding the learning objectives of the entire unit and how to break down to meet the learning outcomes of the students (Fujii, 2019). Long term lesson planning is certainly beneficial; however, it should never be the only action in lesson planning, and this is because it does not deal with the immediate effects, facts, and events hence the need for short term planning.

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 Review of a Short-Term Lesson Plan

Teaching mathematics is all about responding as well as adjusting to the current needs of the class. Short term planning deals with the immediate consequences and effects; it is concerned with the present needs of the students. Short term planning considers factors that originate from the external and internal sources, and these include cognitive, emotional, and environmental factors. Hence, teachers or instructors have the responsibility of directing the students through the process of learning.

The strengths of the short term planning are that first; they ensure measurable success in achieving the learning objectives. Unlike the long term planning, which is constantly more abstract, short term planning effects are seen as the learning happens. Second, short term planning increases the motivation of teaching, and this is because it is associated with particular timeframes (Nagro, Fraser & Hooks, 2019). It provides an urgency sense of teaching to meet the learning objectives of the mathematics lesson using technology. Third, short term planning increases the rate of achieving the long term plans of the mathematic curriculum. Fourth, the short term plan gives direction about the type of learning styles and approaches to use in achieving the curriculum objectives. Fifth, it helps teachers in understanding how to break down the entire unit to meet the learning outcomes of the students.

The areas of short term planning that require further development are first, student engagement in the class; student engagement with the technology in solving the functions should be increased. The other area that needs further development is the relationships between what is taught in the classroom to the real world and the addition of more individual student examples. The students should have more choices to enhance their problem-solving skills by being exposed to several mathematical examples that explore real situations in the real world (Kumpas-Lenk et al.,  2018).

A Long term plan and short term lesson plans are all important in developing, mathematic assignments, projects, and course units. They help teachers to make sure that an extensive, as well as balanced curriculum is used and the current learning needs of the students are achieved. They give a summary of the goals to be attained in every subject area basing on the judgment of the abilities, skills, and knowledge of the students in the class. Every student has a preferred way in which he or she collects, interprets as well as stores mathematical concepts, and therefore to meet the needs of all the students in the classrooms, both short term and long term plans are very crucial.

Class:                                 Year Group:                      school:                                        Date:

Number in class:             Male:                       Female:          SEN:                                Time:9:00 to 10:00

 

Goals
Unit Goals:

1.  Understand patterns, functional representations, relationships, and functions.
2.  Analyze and create multiple representations of mathematical situations and structures using algebraic symbols.
3.  Specify and describe locations and relationships using GeoGebra graphing software.

 Lesson( title and summary)

Topic: limits, continuity, and convergence

Reference: mathematics analysis and approaches

4.1 limit of a polynomial

 

Prior learning:

Work on graphing polynomials

Terminology limits from the left and right

Curriculum references and links to the other aspects of NC:

International baccalaureate, higher level

 

Main learning objectives:

·     Find the limits of

·     Use limits to determine the type of

·         Recognize necessary conditions for continuity of

 

Learning outcomes (concepts, skills, attitudes)

·         students will be able to find the limits of

·         Students will be able to utilize limits to decide the type of

·     Students will identify   as continuous or discontinuous polynomials

Resources :

PowerPoint presentation

Smartboard

Use of ICT

GeoGebra graphing software

 

Vocabulary

approaches from left/right

limits, continuity

Time

9:00

Introduction/starter

Develop methods to find limits of a polynomial

Use GCD to model example 3 page 226

Quick ten on PowerPoint questions such as:

Discuss methods

 

Key questions

What words do we use to talk about limits?

Which symbols can we use in math to show limits?

What do the words asymptote, continuous and discontinuous means?

What methods can we use to work out the limits of polynomials?

How can we tell if a polynomial is continuous or not?

 

 

9:10

 

9:15

 

 

9:25

 

 

 

9:40

Main teaching activities (development, extension, differentiation ) ( page 227)

·         Model finding limits (they have to do) using example 4.

·         Students work individually to solve activity 1 and 2 (exercise 4B ) without using GDC

·         Pupils work in  pairs to determine wheatear each polynomial  is continuous on the set of real numbers by solving activity 8 (exercise 4B )

·         Extended task

Solve activity 7 (exercise 4B page 227)

Organization, discussion, possible pupil response, teacher intervention

Teacher demonstration of activity.

Discussion about

How we can determine the limits

What is a continuous polynomial?

How do we record if we get the same limits when x approaches  from the left and the right?

What if the limits are different when x approaches  from left then from right?

How we find asymptotes?

What if the polynomial has more than one asymptote?

What are the necessary conditions for to be continuous at

9:45 Plenary (review, consolidate, extend)

Necessary limits conditions for  to be continuous at

Visual image for continuous polynomial

Key questions

How you find the limits of the polynomials?

Which polynomials are continuous?

How can you tell?

Is there a quick way to find out if the limits from both sides are equal?

Assessment opportunities

Class discussion, individual pupil responses -all liked to the main teaching activities

Exit slip -all liked to key questions above

Example 3

Use  your GDC to plot the graph of:

  1. Find the limits, if they exist, as x approaches -1,0,1.
  2. Determine whether f is continuous at

Example 4

Determine the value of k such that f(x) is continuous at x = 1

References

Fujii, T. (2019). Designing and adapting tasks in lesson planning: A critical process of lesson study. In Theory and Practice of Lesson Study in Mathematics (pp. 681-704). Springer, Cham.

Kumpas-Lenk, K., Eisenschmidt, E., & Veispak, A. (2018). Does the design of learning outcomes matter from the students’ perspective?. Studies in Educational Evaluation, 59, 179-186.

Mitchell, D. (2017). ‚ÄėCurriculum making,‚Äô teacher and learner identities in changing times. Geography, 102, 99-103.

Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), 131-140.

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