UNBC Portfolio

Lisa Seymour

Month: March 2022

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On March 16, 2022

In ePortfolio, Reflections

Journal Entry Week 7

Lisa Seymour

Assessment and Motivation EDUC – 421

Concerns and Queries of Assessment

            Entering into our first teaching practicum I am feeling nervous about creating lesson plans and teaching lessons by myself. I was hoping for a primary grade, however, I am in a grade 6 class at Uplands with Heidi Siebring. I had Ms. Siebring as a teacher when I was in junior high and my mother and she knows each other well, so I feel like expectations are high.

            We have gone into the class for 3 Tuesdays now and I feel very lucky with my practicum placement. The students in this class are amazing and I am grateful to have Heidi as my coaching teacher. We have talked about the lessons I will be teaching, I asked if I could focus on math as that is a weak subject for me and I hope by learning to teach it well it would make up for my lack of skill. I am interested in learning how to create a rubric for math, I haven’t created one yet as math is right or wrong and no medium ground really. I’m also interested in formative and summative assessments for math. Would formative be verbal review during the lesson? There wouldn’t be time for every child to answer. Would a different form of formative be an “informal quiz”? Students would get a sheet of a few questions, answer, then after a set time mark as a class.

            To me math is a very straightforward subject that isn’t up to interpretation, creating a rubric seems a difficult task to elaborate on. I am also going to be teaching writing, which I’m not too worried about regarding assessment because I feel like I’ve had more practice during class.

by

On March 16, 2022

In Education, ePortfolio

                               DRAFT LESSON PLAN (REVISED 2021)

Candidate’s name: Lisa Seymour                                                           

Grade/Class/Subject:5&6/MathSchool:Uplands
Date:March 7th.Allotted Time:50 mins.
Topic/Title:Fractions/Mixed Numbers and Improper Fractions
  1. LESSON ORIENTATION

Key resources: Instructional Design Map

Briefly, describe purpose of lesson, and anything else to note about the context of lesson, students, or class, e.g. emergent learning needs being met at this time, elements of focus or emphasis, special occasions or school events.
Students will continue to learn about fractions and changing an improper fraction to a mixed number and vice versa.
  • CORE COMPETENCIES

Key resources: https://curriculum.gov.bc.ca/competencies

Core /Sub-Core Competencies 
(check all that apply):		Describe briefly how you intend to embed Core Competencies in your lesson, or the role that they have in your lesson.
  COMMUNICATION – Communicating  COMMUNICATION – Collaborating   THINKING – Creative Thinking  THINKING – Critical Thinking  THINKING – Reflective Thinking  PERSONAL AND SOCIAL – Personal Awareness and Responsibility  PERSONAL AND SOCIAL – Positive Personal and Cultural Identity   PERSONAL AND SOCIAL – Social Awareness and ResponsibilityStudents will use critical thinking to look at each problem in front of them and read directions carefully.Students will use creative thinking for problem solving and drawing examples.Students will reflect on terminology review and use the language in their work.
  • INDIGENOUS WORLDVIEWS AND PERSPECTIVES

Key resources: First Peoples Principles of Learning (FPPL); Aboriginal Worldviews and Perspectives in the Classroom

FPPL to be included in this lesson 
(check all that apply):		How will you embed Indigenous worldviews, perspectives, or FPPL in the lesson?
 Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.  Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).  Learning involves recognizing the consequences of one’s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of Indigenous knowledge. Learning is embedded in memory, history, and story. Learning involves patience and time.  Learning requires exploration of one’s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.Patience and allowing time when teaching, not all students work at the same pace or grasp concepts at the same time.
  • BIG IDEAS

Key resources: https://curriculum.gov.bc.ca/ (choose course under Curriculum, match lesson to one or more Big Ideas)

What are students expected to understand? How is this lesson connected to Big Idea/s or an essential question?
Mixed numbers and decimal numbers represent quantities that can be decomposed into parts and wholes.Computational fluency and flexibility with numbers extend to operations with whole numbers and decimals.
  • LEARNING STANDARDS/INTENTIONS

Key resources:  https://curriculum.gov.bc.ca/ (choose course under Curriculum) 

Curricular Competencies:What are students expected to do? Content:What are students expected to learn?
Read fractions and understand if they are looking at an improper fraction, mixed number or proper fraction. How to convert an improper fraction to a mixed number.How to convert a mixed number to an improper fraction.Students will learn the math terminology for fractions.
  • ASSESSMENT PLAN

Key resources: Instructional Design Map and https://curriculum.gov.bc.ca/classroom-assessment

How will students demonstrate their learning or achieve the learning intentions? How will the evidence be documented and shared? Mention any opportunities for feedback, self-assessment, peer assessment and teacher assessment. What tools, structures, or rubrics will you use to assess student learning (e.g. Performance Standard Quick Scale)? Will the assessments be formative, summative, or both?
Students will be shown flash cards with fraction questions in small groups and verbally answer for formative.Worksheets will be given as summative learning.Practice sheets and questions during lecture portion as formative.
  • DESIGN CONSIDERATIONS

Key resources: Instructional Design Map

Make brief notes to indicate how the lesson will meet needs of your students for: differentiation, especially for known exceptionalities, learning differences or barriers, and language abilities; inclusion of diverse needs, interests, cultural safety and relevance; higher order thinking; motivations and specific adaptations or modifications for identified students or behavioural challenges. Mention any other design notes of importance, e.g. cross-curricular connections, organization or management strategies you plan to use, extensions for students that need or want a challenge.
Lesson will be delivered visually and verbally with questions welcomed. IEP student has his own workbook that he has inhis desk.
Required preparation: Mention briefly the resources, material, or technology you need to have ready, or special tasks to do before the lesson starts, e.g. rearrange desks, book a room or equipment.
Smart TV to play short clip on how to change fractions. Flash cards with various questions. Worksheets for individual work.
  • LESSON OUTLINE
Instructional StepsStudent Does/Teacher Does (learning activities to target learning intentions)Pacing
OPENING:e.g. greeting students, sharing intentions, look back at what was learned, look ahead to what will be learning, use of a hook, motivator, or other introduction to engage students and activate thinking and prior knowledge·  Review topic – Fractions, mixed numbers, improper fractions· Review what they know about fractions· Show students yellow sheet showing list of what is to be done for math and how far they’ve come.· Let them know they can have their snack and I will be putting on a Khan Academy clip to show different ways to change mixed number to improper fraction and vice versa.5 mins.
BODY:· Best order of activities to maximize learning — each task moves students towards learning intentions· Students are interacting with new ideas, actively constructing knowledge and understanding, and given opportunities to practice, apply, or share learning, ask questions and get feedback· Teacher uses learning resources and strategic opportunities  for guided practice, direct instruction, and/or modelling· Can include: transitions, sample questions, student choices, assessment notes (formative or otherwise), and other applications of design considerations·  Go over definitions – Numerator: the number above the line in a common fraction showing how many of the parts indicated by the denominator are taken, for example, 2 in 2/3. Denominator – the number below the line in a common fraction; a divisor, etc. as a group in a circle away from desks.· Let students know I am breaking them into groups to work on flash cards with a teacher. (Pre made group list) 10 minutes given.· Students will return to their desks for a work sheet and be given 20 minutes (shown on timer). Any questions can be referred to myself. P.56/58, 55/57.30 mins.
CLOSING:· Closure tasks or plans to gather, solidify, deepen or reflect on the learning·  review or summary if applicable· anticipate what’s next in learning· â€śhousekeeping” items (e.g. due dates, next day requirements·  Let students know they have 5 mins left and we will be continuing tomorrow.·  Summarize what we did today5 mins.
  • REFLECTION (anticipate if possible)
·  Did any reflection in learning occur, e.g. that shifted the lesson in progress?·  What went well in the lesson (reflection on learning)?·  What would you revise if you taught the lesson again?·  How do the lesson and learners inform you about necessary next steps? Â·  Comment on any ways you modelled and acted within the Professional Standards of BC Educators and BCTF Code of Ethics?·  If this lesson is being observed, do you have a specific observation focus in mind?
·  Reflection on time allotted and if there is enough work for the high achieving students and enough attention given to students who need extra help.· See who is really grasping the concept and who is not.
(Lesson plan created by me during my first practicum for one of my formal observations)

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