Sequential+analysis+of+teaching+and+learning

ANALYSIS OF A SEQUENCE OF TEACHING AND LEARNING PRO FORMA
 * ** One: Select the sequence, the class group ** ||
 * Title of Unit of Work / Learning Sequence: MATHS - Space

Class: Grade 6 - SRC

Key content to be addressed: Mapping Scale Measurement Use of technology Use of a learner management system

Key skills to be addressed: Use of wikispace Use of screencasting to explain an idea or concept Planning Giving clear instructions ||


 * ** Two: Describe the factors that may influence your teaching ** ||
 * // Characteristics of the School: //

The school is located in Shepparton. A middle socio-economic area. The student population is diverse. There are a number of students with a multicultural background. Students are part of one parent families and two parent families. The educational program is based on the Victorian Essential Learning Standards covering 8 different domains using an integrated approach. The school is supportive of all 21st century pedagogies and ideas. The school has high expectations for student learning. The school expects staff to participate in peer coaching, mentoring and professional development.

// Characteristics of the students that may affect their learning: // The class I teach consists of 20 students. Ages from 12-13 years old. The students VELS levels range from 2.27 through to 4.5. All students are focusing on self motivation and drive from intrinsic motivators. There are 5 students from non English speaking backgrounds and two students with autism.

// Teaching challenges presented by the class or students: // There are no significant behavioural issues in the classroom. One autistic students occasionally shows defiant and rude behaviour. This is often diffused before it becomes and issue.

In the class we base our behaviour on rights and responsibilities. All students agreed to the rights and responsibilities of the classroom and signed the document. We have a behaviour management plan which consists of one warning, sit at the back of the class for 15 minutes, removed from the classroom for the rest of the session and then spend a day in the office. This works very well and has never escalated to the final consequence.

// Physical Learning Environment: // The classroom is in the new senior wing. The classroom opens out to an open learning space. Students often work in the classroom or spill out to the open learning space. There is an interactive white board and a lot of technology in the classroom. There are a number of literacy and numeracy resources in the classroom and in the open learning area.

// Other important factors: // ||

// Use this pro-forma to comment on the grade/year level/faculty plan or attach annotations directly to unit planning documents. // ||
 * ** Three: Document your planning for the learning sequence or unit of work **
 * // What should the students know (the content) and be able to do at the completion of the learning sequence of approximately 10 – 15 hours? //

Be able to plan a map and give directions according to compass directions. Design an object and build to scale. Describe the scale. Use technology to enhance their learning. Show the use of angles and measurement to create their structure.

// What prior knowledge and/or skill do students need? // Ability to use a learner management system. Ability to use some technology for their learning. Ability to work in small groups and independently. Ability to be self motivated.

// What teaching and learning activities will enable the students to engage with and achieve the learning aims? // Viewing all instructional videos that support their learning. Begin with a template for their treasure map. Create a unique map. Include scale and compass directions. Explain how to move from one area of the map to the other using compass directions. Use technology to record this. Upload to wiki or show the class.

Begin with a plan of their structure. Design the structure with graph paper. Use Google Sketch Up to create their structure. Build their structure using a medium of their choice. Explain scale and record this.

// How will the learning environment need to be changed or organised differently throughout the unit of work, to assist student learning and safety, logistical and/or student management issues? // No significant changes were made. The interactive whiteboard was used a lot to model how to perform some of the tasks. Students used the open learning space often. Students completed a lot of work at home and requested feedback through the social networking sites. Some students needed more structure so more detail was provided for those students.

// How will the learning activities enable you to monitor student learning and the effectiveness of your teaching? // This activity showed me which students embraced student-centred self-paced curriculum and who did not. There were three students who struggled to concentrate and motivate themselves. It also showed me what needs to be done if students are not engaged with the task. The summative assessment of questions and blogging helped me understand how the students were going with the task. The social networking site Edmodo also helped me understand what students were asking for help from others. The use of technology showed me what students were using it to its full potential with their learning and others who were distracted by it.

// What assessment tasks will you use to tell you about what your students have learnt and the effectiveness of your teaching? // ||

Click here for the details of the project
// This pro-forma can be used to describe the learning evident in the student work sample. (Attach work sample or a copy of the work sample, annotated with comments. Include a brief description of the task or worksheet if appropriate). // ||
 * ** Four: Analysis of student learning – Student A **
 * ** Student A – prior knowledge and skill, challenges in learning **

Good understanding of using technology for their learning. Excellent understanding of how to work individually and in small groups. Self motivated and completes work of a high quality. Needs to be extended in her work beyond the level described in grade 6. VELS level 4.0. || // Comment on what the work sample shows about the student’s learning and the effectiveness of the teaching and learning activity? What feedback was/could be given to support the student’s learning? //
 * ** Work Sample from Activity 1: **

This work sample shows how committed this student was to this project. The bulk of this work was completed in her own time. The amount of detail shows the motivation and passion to complete work to a high standard. The description during questions from a summative assessment showed a deep level of understanding in measurement and scale. || // Comment on what the work sample shows about the student’s learning and the effectiveness of the teaching and learning activity? What feedback was/could be given to support the student’s learning? //
 * ** Work Sample from Activity 2: **

This student showed an excellent understanding of the use of directions on her map. She was able to use technology to record her directions and then upload the file to her wiki. This showed determination and a high level of commitment to her work. ||

[[image:Gemma01.gif width="800" height="648"]]
//Comments// This is an excellent piece of work. You have been able to take your learning and create this design of your house in a beautiful 3D version with Google SketchUp. Your work clearly shows your understanding of measurement and angles. This work also shows you have been working at home to complete this and extending your learning beyond your VELS level in Maths - Space. Your blog and comments also show you are interested in sharing your ideas and looking for feedback. Excellent work. Well done.

Work sample from student A - activity 2
Click below for link to video of student's work - http://shme.co/q5YtgY

//Comments// this video showed your understanding of direction according to a compass. You directions were clear and gave the viewer and understanding of where they had to travel and for what distance. Your work is a high standard and covers all areas in Maths - Space 4.0. Well done.

// This pro-forma can be used to describe the learning evident in the student work sample. (Attach work sample or a copy of the work sample, annotated with comments. Include a brief description of the task or worksheet if appropriate). // ||
 * ** Four: Analysis of student learning – Student B **
 * ** Student B – prior knowledge and skill, challenges in learning **

Medium level of understanding of technology. Minimal understanding of self motivation. Works poorly in small group activities and working individually. Work is of a medium standard. Student seems capable of achieving a high standard but was yet to show it. Good understanding of maths knowledge and maths skills. || // Comment on what the work sample shows about the student’s learning and the effectiveness of the teaching and learning activity? What feedback was/could be given to support the student’s learning? //
 * ** Work Sample from Activity 1: **

This students initially showed a low standard of work and a lack of commitment to this project. His work was a low standard and he was not self motivated to finish parts of the project. After a consultation with himself and his mother he improved and became motivated to complete his work at a high standard. The student was encouraged to complete the higher level of maths. After choosing this he was more engaged in the work because it became more challenging than the originally chosen lower level.

His house design showed an understanding of measurement and design using angles. He showed an interest in the project and commitment to finishing it to a high standard. During questioning and blog entry he explained his understanding of the use of angles and measurement to create his house in Google Sketch Up. || // Comment on what the work sample shows about the student’s learning and the effectiveness of the teaching and learning activity? What feedback was/could be given to support the student’s learning? //
 * ** Work Sample from Activity 2: **

This student did not originally produce a satisfactory explanation of the directions in his project. He was working on a VELS level at least 2 progression points lower than he should have been. Once he made the change to a higher VELS level he was more engaged and scaffolding his own learning up to a higher standard. This took some time to encourage him to take charge of his own learning and to push himself. The instructional video he produced showed his understanding of mapping and giving directions according to compass directions. His use of technology and screencasting shows his understanding of an iPad, screencasting software and upload to the wikispace. His use of social networking shows his ability to use technology to improve his learning and to be self motivating in his learning.

Feedback has been given during the process of the project. He has been given feedback online and with messages. He has been asking questions online and face to face. Feedback of the video was given face to face and a written assessment if being developed as a summative assessment. Other students in the class have also been commenting on his blog. ||

[[image:jacob01.gif width="800" height="555"]]
//Comment// This Google SkethUp design shows you have now understood the measurement and angle project on our wiki. This design shows your dedication to this project and your ability to work on your own. You use of scale and textures adds to the look of the design. This project has shown you can extend your work beyond your level and also work hard to help increase your level. You comments and questions also show you are now using other resources to help with your learning. Well done. This is excellent work.

Work sample from student B - activity 2
media type="youtube" key="TvZcIo7-0oY" height="315" width="420"

//Comment// This video gives clear instructions on moving from one area of you map to the other. Your use of Explain Everything on the iPad shows you can give instructions and explain this to other students. You map shows all the requirements for Space level 4.0.

// This pro forma can be used to analyse the effectiveness of the teaching and learning plan. // || I would like to introduce more details into the delivery of the sections of the project. More choices for all the student’s learning styles. This will just take some time to develop.
 * ** Five: Reflection on the Teaching and Learning Plan **
 * The structure of this project worked quite well for most students. There were three students that were struggling to keep on track and connected with the project. Students enjoyed selecting their own VELS level and working according to their own level.

Whole class focus in the future I will make very general and focusing on certain parts of the project. I would also do more small group activities with more small groups to keep the level of interest in the project. I would also like to have more examples of what can be achieved. This will also take some time to collect these samples.

The peer assessment worked well. The students have had instructions of how to blog and how to comment on other students work and blogs. This is working very well. The students look forward to reading what comments have been placed on their blogs. I would like to introduce a more structured response for those students who need support in that area.

This type of students centred, self paced project work is very new to me. It has had a good start and I would like to develop this further in the future. The students as a whole have responded very well to it. The level of engagement and enjoyment in their work has increased immensely. I would design the delivery and components on the wikispace in a very clear way. I would like to have clear sections for the students and a range of projects to cater for various learning styles. ||


 * || * // What worked well in the teaching program to progress student learning? Why? //
 * // What did not work as well as expected for both you and the students? Why? //
 * // What would you do differently given the opportunity to teach this idea or concept again? //
 * // Did the learning activities provide you with enough information to assess student learning? //
 * // What changes will you make to your teaching as a result of this analysis? //
 * // In reflecting on this component of your work, which areas of professional learning would you like to investigate further? // ||