This is an example from my final placement of a phonics weekly plan. This was an effective method of planning as it explained each part of the lesson step by step, where the resources were provided for each stage. The teacher could clearly see the aims and objectives for the whole week and see whether they would need to revisit some aspects later on in the week. I would use this method of planning again as it proved effective for a weekly plan, with a clear structure that is easy to follow.
Target: Ensure planning is effective and easy to follow.
This is an example of a resource that i used during a lesson to teach the children fractions of amounts. It was a fun lesson that all of the children enjoyed and were engaged in. The children loved talking about how every packet of skittles was different and so they would all have different fraction wheels.
The behaviour of the children was good and a countdown was used to ensure that they were listening when needed. This was a good method of getting the children focused as they instantly knew that when i started to cunt down they were to stop what they were doing and listen. Therefore, this was a very effective method.
The use of resources really got the children excited about the lesson and they wanted to learn. The children were very sensible with the skittles and were able to work with them to complete the activity. The paper plates were already split into sections for the children and therefore cut out the extra time it would have taken for the children to draw the sections. These were good resources however next time i would suggest a different way to colour in the fraction wheels as this took too long for some children to complete, meaning they missed out on completing the whole task.
During a major mathematics session, we looked into the role of the subject leader and class teacher. One area looked into in more depth was a scheme of work for the year. This is an example of a scheme of work for a year 5 class throughout the whole year. It identifies the topics that will be covered and most importantly these are referred back to throughout the year to ensure that the children cover them more than once. Included in ours is the different areas of the national curriculum and the statutory requirements for each. Alongside we have included a tally of the number of times each area is covered in the year. We also added in a pre-assessment for the tasks which is indicated by the number in brackets, letting the teacher know which topic is coming next.
Target: continue to gain a deeper understanding of schemes of work.
fronted adverbails powerpoint
This is a creative way to teach fronted adverbials to a year 4 class.
First it it important to hook the children in. In this case this can be done through setting the scene of a shipwreck. Show the children a picture of the shipwreck on the island and then play some sound clips e.g. sea waves, storm, island sounds etc to they can create a real-life picture in their head of what it would be like. Tell them to imagine they are a pirate and have just landed on the island. What can they see? hear? touch? what are they doing? is there anyone there with you? how are you feeling? Remind them to think about these while listening tot he sound clips.
Teach or go over prior learning. Focusing on specific fronted adverbials e.g. time and place. Show the children some examples of these adverbials and see if they can come up with any more themselves. Check they know what it is. Why is it called a fronted adverbial? what does it tell us?
Demonstrate to the children some examples of a sentences including a fronted adverbial. Link this to the pirate activity by giving the children each a piece of treasure (gold coin). Explain to them that to escape and be rescued from the island they must send a gold coin home. It must include a sentences about what it is like including a fronted adverbial. Each child can write their own on the coin before posting it into the treasure box.
To differentiate this task the LAPS can be given a selection of sentences broken up into two parts. They can match the fronted adverbial to the rest of the sentence before writing this on their gold coin. The MAPS can be given a list of fronted adverbials to support them however they have to continue the sentences themselves. The HAPS can also be given a list of fronted adverbials to support them but they can also think of their own. To extend the HAPS challenge them to expand their sentences with a conjunction e.g. and, but, so etc.
Behaviour management – try to link this to the theme of pirate too. Explain to the children at the beginning of the lesson that we will have a chant and every time you hear me say my part you must respond with yours and them stop, look and listen. The teacher will shout ‘PIRATES!’ and then the children will respond with ‘AHOY!’ and be ready to listen to instructions.
This was one of my favorite lessons of practice 1b as all of the children had fun and were engaged in the learning process. It was a fun engaging lesson where all of the children really enjoyed the drama aspect of the lesson. Throughout the lesson i used the whiteboard well and all children could see this at all times and i left it up so they could use it to help them when they moved onto their own activity of working in groups.
Although it was a really good lesson there were still areas for improvement such as i could have explained to a higher ability student about the present perfect etc. when she suggested an answer that although was right was wrong in the context of the lesson. e.g. ‘I ate…’ and ‘I was eating…’ This would have developed her understanding and shown her how it differs. I could have also put the drama into the middle of the lesson instead of at then end as it may have enabled me to explain ‘was’ better. I was able to effectively manage all children’s behaviour and ensure a smooth, flowing lesson.
During the independent group activities the children chose their partners and so this meant mixed ability partnerships were made. The teacher highlighted that it may have worked better if they worked in ability pairs as they would both have a similar understanding of ‘was’ as the verb. The children at the end of the lesson shared their dramas to the rest of the class which allowed me to assess if the children had understood the meaning of the lesson.
Started by gathering all the children around the front table – this was good as it enabled all the children to see the explanation and modelling of how to make the story book.
There was a range of resources and colours for the children to choose from, however i was in charge of the glitter to avoid any hassle and too much mess. The children loved the glitter as it was engaging and interesting. All of the resources were there for the children, they did not need to waste time cutting them out etc as this was the only time available to make their booklets. The majority of the children were able to complete the task independently and those few who were struggling came to the front of the class for extra assistance. The children produced some great ideas and all achieved what was set out to do.
The story books were then used cross curricular as the children wrote up their recounts about their recent trip to Tropical World, which was linked to their topic of ‘The Deadly 60’.
The children worked in mixed ability groups to learn about the different continents where deadly animals came from as their topic was ‘The Deadly 60’. There was a different activity on each table and it worked in a carousel around the classroom. One table was working with me, another with the TA and another with the teacher and one was an independent activity. As the children moved around the activities they picked up new information. At the beginning of the lesson they had to write down on a mind map created for them everything they already knew about the continents and not to worry if they didn’t know anything because they would by the end of the lesson. At the end of the lesson they went back to these and added in everything new that they had learnt from thew activities. A fun lesson where all children were engaged!
- Voice – try to vary volume, tone of my voice and consider the speed of voice in different situations.
- ‘loss of learning time’ – low level disruption throughout the lesson. Avoid this to ensure all children are on task at all times.
This is observation feedback from a maths lesson about time. This was the first lesson that i has adopted my teaching using the agile teaching approach (used by the school). This meant i was able to differentiate more effectively so for example the higher ability starting straight on the main activity as they didn’t require the input from the starter. Specific standards it links to are TS3, TS4 and TS5. This is because it was highlighted by the class teacher that I was able to demonstrate my good subject knowledge, use the lesson time effectively and adapt my teaching to suit children by thinking on the spot to make sure all children were engaged.
Areas for improvement:
- Progress with the agile teaching model
- Ensure appropriate resources are available
- Try to relate learning with real life experiences to put learning into context