Based on the guidelines found in the unit Constructivism, the lesson plan should include the 4 characteristics of constructivism:
Learners construct understanding
New learning depend on current understanding
Social interaction increases learning
Authentic tasks promote understanding
Lesson plan
Subject: Math
Grade: 4
Topic: Identifying Prime Numbers
Objectives:
Objective 1: Recognize and define a prime number.
Objective 2: Collect and record data.
Objective 3: Make conclusions based on the data.
Materials:
20 counters per student (perhaps beans or pennies)
1 cup or container for each student
Paper and pencil for each student
Clear desktop/surface for working
Overhead to project example (or draw on chalkboard)
Warm-up activity:
There are many ways that we can categorize numbers. What types of numbers do we know? (Students may list odd/even, positive/negative, counting numbers, fractions, integers, whole numbers . . .)
Lesson:
All numbers can be grouped. Some will have more than one correct way to group them. (Do the first number grouping together. Remember to explore the multiple groupings using a composite number!)
1.Students place 20 counters in a cup on their workspace.
2.Students are given a number to practice grouping. (Teacher selects a composite number and writes the number on the board. Try a prime number after students have grasped the grouping concept.)
3.Students count out the correct number of counters and place them on their workspace. Leave remainders in the cup.
4.Students then determine a grouping by placing them into even rows.
5.Students chart the information: Number Value, Number of Possible Groupings.
Triggering Questions:
What did you find out about numbers and groupings? (Students should discover that the size of a number does not correlate with the amount of possible groupings.)
Taking Action:
Explain the concept of prime numbers and composite numbers without using the grouping explanation. Have students re-explain prime and composite numbers using the grouping terminology.
Conclusion:
You have seen that numbers have patterns. You may have noticed prime numbers exist as big numbers and small numbers. The smallest prime number is two. The largest prime number is at infinity. Composite numbers exist both as large and small numbers. The smallest composite number is four. The largest composite number is at infinity. Grouping is the key to determine if a number is prime or composite. These groupings are also known as factors. You are now explorative mathematicians.
Reflection:
1. Some difficult aspects of planning a lesson are:
The student’s background knowledge as well as their diversity. (the teacher must be aware of the diversity of students in order to actively involve all her students in the learning process.)
In the constructivist lesson, the teacher must become a questioner of students to find out how they are learning as well as what they have learned. (difficult aspect: teacher has to choose specific questions to guide student’s thinking)
2. Planning a constructivist activity is different from other types of lesson by:
Constructivist lesson
“Other” lessons
Std questions and interests are valued.
Strict adherence to fixed curriculum is highly valued.
Materials include primary sources of material and manipulative materials. (relation with real life materials)
Materials are primarily textbooks and workbooks.
Learning is interactive, building on what the student already knows.
Learning is based on repetition.
Teachers have a dialogue with students, helping students construct their own knowledge. (active learning)
Teachers disseminate information to students; students are recipients of knowledge. (passive learning)
Teacher's role is interactive, rooted in negotiation.
Teacher's role is directive, rooted in authority.
Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.
Assessment is through testing, correct answers.
Knowledge is seen as dynamic, ever changing with our experiences.
Knowledge is seen as inert.
Students work primarily in groups
Students work primarily alone.
Tuesday, June 10, 2008
Instructional planning
2. Interview an experienced teacher to find out how he or she plans.
a.Where do you begin, when you want to plan for a long term, unit and lesson planning?
At our school, we usually follow the curriculum planning for the long term as well as for the unit planning! However, lesson planning is subjected to modification based on the teacher’s comfort, the teacher is free to do his/her own lesson planning in the way he/ she finds appropriate and approachable to the students’ needs. For the lesson planning we (teachers) start first with the general planning, already done in the beginning of the year, afterwards we set the goal(s) as well as the objectives we want to achieve in the lesson. Once we set the objectives, we have to think about how to support students in reaching those objectives. In this part each teacher uses his\ her own methods of teaching to be able to actively engage the students in the learning process.
b.Do you use the official curriculum, different textbooks, and internet?
We usually follow the American curriculum, however we do reflect upon the official curriculum! The textbooks we follow are mainly American textbooks however; we are free to choose the textbooks we find more appropriate to be used with our students. Whereas for the internet usage, we might use some relied resources for more practice and for further activities.
c.Do you coordinate your planning activities with other teachers?
Definitely, we have coordination hours during the week, where we discuss the lessons prepared, and coordinate the activities to be made. In this way, all the classes (sections) receive the same ideas, same activities… but what differs in these cases is the approach each teacher has.
d.What do the coordinator and administrator expect of you in terms of lesson plans?
At our school we are not asked to submit a lesson plan to the administrator or the coordinator. At the beginning of the year we are asked to set the main (long term) planning with our colleagues and coordinator. Therefore, putting a lesson plan for a period is optional, the teacher is free to do one if he/she feels more secure and prepared that way.
e.What do the products of the planning process look like ? (Include samples in your portfolio). How many goals and objectives are listed for a particular course of study? What types of learning (domain and level) are targeted?
Most of the time when planning a lesson, we have to try to visualize the lesson from beginning to end:
what materials will be needed
how much time does the lesson take
is the lesson appropriate for the students' level of comprehension
are we addressing a variety of learning styles and teaching at more than the basic level of recall
Are we comfortable with the content…?
Mainly our lesson plans follow the following format:
Lesson Title:
Purpose / Goal:
Objective:
Process / Procedures for Students:
(to write directions)
Process / Procedures for Teachers:
(preperation)
Materials List:
Assessment:
Work collected / observed:
Criteria used:
Accommodation:
Support Accommodation:
Challenge Accommodation:
The lesson plan usually has 1 main goal. Whereas for the objectives, they vary between a lesson and another, they might be 3 and the number of objectives increases with the toughness of the lesson.
During a lesson, we try to vary our methods of teaching thus including all three domains; cognitive, affective as well as psychomotor! We believe that each student has his\her own way of acquiring the knowledge. Some would feel more comfortable and more at ease when the material is being supplied to them as a form of lecture others prefer when the material is accompanied with some emotions while there are others that learn best when they perform the task by themselves.
a.Where do you begin, when you want to plan for a long term, unit and lesson planning?
At our school, we usually follow the curriculum planning for the long term as well as for the unit planning! However, lesson planning is subjected to modification based on the teacher’s comfort, the teacher is free to do his/her own lesson planning in the way he/ she finds appropriate and approachable to the students’ needs. For the lesson planning we (teachers) start first with the general planning, already done in the beginning of the year, afterwards we set the goal(s) as well as the objectives we want to achieve in the lesson. Once we set the objectives, we have to think about how to support students in reaching those objectives. In this part each teacher uses his\ her own methods of teaching to be able to actively engage the students in the learning process.
b.Do you use the official curriculum, different textbooks, and internet?
We usually follow the American curriculum, however we do reflect upon the official curriculum! The textbooks we follow are mainly American textbooks however; we are free to choose the textbooks we find more appropriate to be used with our students. Whereas for the internet usage, we might use some relied resources for more practice and for further activities.
c.Do you coordinate your planning activities with other teachers?
Definitely, we have coordination hours during the week, where we discuss the lessons prepared, and coordinate the activities to be made. In this way, all the classes (sections) receive the same ideas, same activities… but what differs in these cases is the approach each teacher has.
d.What do the coordinator and administrator expect of you in terms of lesson plans?
At our school we are not asked to submit a lesson plan to the administrator or the coordinator. At the beginning of the year we are asked to set the main (long term) planning with our colleagues and coordinator. Therefore, putting a lesson plan for a period is optional, the teacher is free to do one if he/she feels more secure and prepared that way.
e.What do the products of the planning process look like ? (Include samples in your portfolio). How many goals and objectives are listed for a particular course of study? What types of learning (domain and level) are targeted?
Most of the time when planning a lesson, we have to try to visualize the lesson from beginning to end:
what materials will be needed
how much time does the lesson take
is the lesson appropriate for the students' level of comprehension
are we addressing a variety of learning styles and teaching at more than the basic level of recall
Are we comfortable with the content…?
Mainly our lesson plans follow the following format:
Lesson Title:
Purpose / Goal:
Objective:
Process / Procedures for Students:
(to write directions)
Process / Procedures for Teachers:
(preperation)
Materials List:
Assessment:
Work collected / observed:
Criteria used:
Accommodation:
Support Accommodation:
Challenge Accommodation:
The lesson plan usually has 1 main goal. Whereas for the objectives, they vary between a lesson and another, they might be 3 and the number of objectives increases with the toughness of the lesson.
During a lesson, we try to vary our methods of teaching thus including all three domains; cognitive, affective as well as psychomotor! We believe that each student has his\her own way of acquiring the knowledge. Some would feel more comfortable and more at ease when the material is being supplied to them as a form of lecture others prefer when the material is accompanied with some emotions while there are others that learn best when they perform the task by themselves.
CLASSROOM MANAGEMENT
Interview a teacher about the rules and procedures in his or her classroom.
“The teacher I had my interview with, Mr. Youssef Sayah, is a homeroom teacher (teaches English, Sciences, and math) at Brummana High School for grade 3 and a social studies teacher for grade 4 and 5.”
a. What are they?
At the elementary level, we have five fixed rules for each class. They are:
1. Enter the class quietly, take your seat, and get ready to work.
2. Raise your hand for permission to speak.
3. Keep your hands, feet, and objects to yourself.
4. Respect your neighbors and their properties.
5. Follow the teacher's directions.
I also have some personal rules for toilet visits, moving from the seats without permission, calling out answers out of turn, doing homework, cleanliness, group work....
Whoever breaks a rule gets a warning on a special behavior chart that tracks the number of misbehaviors the student committed. For the first breakage, the student gets a verbal warning that is noted on the chart. The same applies to the second breakage. As for the third, the student gets to miss his recess. Fourth, he's sent to the Head of Section. Fifth, the parents get contacted for a meeting. Also note that a note goes to the parents any time a student misses a recess.
The above-mentioned rules are for misbehavior, but at Brummana High School, we emphasize positive reinforcement and rewarding for good behavior. That's why you see many students get stickers on their Positive Behavior Chart, and for every 15 stickers, gift is given.
b. How are they communicated to students?
From the very first day, the students are reminded of these rules and the consequences and are explained to newcomers. We also have some special class activities that would reinforce the rules and encourage the students towards exhibiting good behavior. The rules are also communicated through daily routine in our circle time and advisory sessions. We talk about the effect of misbehavior in class and what it does to the students' learning as well as good behavior and its assets.
c. What are the biggest problem areas?
I can say that most misbehavior stems from the students' excitement to answer or take part in an activity which makes them break our second rule. There are no other major problems.
d. How have these changed over time?
Well, the rules are fixed and set by the school, so there's no change in the headlines. However, their approach differs from one year to the other depending on the class size, quality of students, special school events etc.........
Reflecting in a few words to what we’ve talked about in the course, I believe that he is an authoritative teacher where the students are given a second chance and they are aware about the consequences of their misbehavior, moreover the positive reinforcement process they follow permits the students to know that they care about him/her.
“The teacher I had my interview with, Mr. Youssef Sayah, is a homeroom teacher (teaches English, Sciences, and math) at Brummana High School for grade 3 and a social studies teacher for grade 4 and 5.”
a. What are they?
At the elementary level, we have five fixed rules for each class. They are:
1. Enter the class quietly, take your seat, and get ready to work.
2. Raise your hand for permission to speak.
3. Keep your hands, feet, and objects to yourself.
4. Respect your neighbors and their properties.
5. Follow the teacher's directions.
I also have some personal rules for toilet visits, moving from the seats without permission, calling out answers out of turn, doing homework, cleanliness, group work....
Whoever breaks a rule gets a warning on a special behavior chart that tracks the number of misbehaviors the student committed. For the first breakage, the student gets a verbal warning that is noted on the chart. The same applies to the second breakage. As for the third, the student gets to miss his recess. Fourth, he's sent to the Head of Section. Fifth, the parents get contacted for a meeting. Also note that a note goes to the parents any time a student misses a recess.
The above-mentioned rules are for misbehavior, but at Brummana High School, we emphasize positive reinforcement and rewarding for good behavior. That's why you see many students get stickers on their Positive Behavior Chart, and for every 15 stickers, gift is given.
b. How are they communicated to students?
From the very first day, the students are reminded of these rules and the consequences and are explained to newcomers. We also have some special class activities that would reinforce the rules and encourage the students towards exhibiting good behavior. The rules are also communicated through daily routine in our circle time and advisory sessions. We talk about the effect of misbehavior in class and what it does to the students' learning as well as good behavior and its assets.
c. What are the biggest problem areas?
I can say that most misbehavior stems from the students' excitement to answer or take part in an activity which makes them break our second rule. There are no other major problems.
d. How have these changed over time?
Well, the rules are fixed and set by the school, so there's no change in the headlines. However, their approach differs from one year to the other depending on the class size, quality of students, special school events etc.........
Reflecting in a few words to what we’ve talked about in the course, I believe that he is an authoritative teacher where the students are given a second chance and they are aware about the consequences of their misbehavior, moreover the positive reinforcement process they follow permits the students to know that they care about him/her.
Subscribe to:
Comments (Atom)
