Detailed Lesson Plan

Read the instructions for the following activities and type in your responses. At the end of the lesson, click the link on the Summary screen to open the

Once questions are answered and all students feel comfortable moving forward then give introduction of the lesson activity.

Practitioners will continue to observe, plan and review for their key children, they will record all targets for individual children to help them progress in their development. There are ways to approach additional support such as:

Once students are done, they should work on their Common Core Books P. 418-419, 1-10 all. Students can look back in the lesson for help if needed.

The artifacts are both math lesson plans used during my student teaching experience. The first artifact is a math lesson plan on coins. The other artifact is a math lesson plan on telling time. The lessons are developmentally appropriate for a 3rd- 5th autism support classroom and focus on math common core standards. The math common core standards are:

Learning is a unique process that differs from individuals due to the style in which they learn. Learning style refers to visual, kinesthetic, and auditory routes, which are the three perceptual pathways or modalities of learning (Miller & Stoeckel, 2011, p.155). The visual pathway involves sight, and how an individual benefits best through visual stimulation such as reading, pictures, movies, etc. (Miller & Stoeckel, 2011, p. 155). A kinesthetic learner, which focuses on body, sensation, and motion, benefits most from hands-on activities that include field-trips, computer assisted instruction, or models (Miller & Stoeckel, 2011, p. 155).

I believe that every teacher should have well-strucuted lessons. The teacher should be able to adjust to practice while the lesson is being implemented. The teacher should be able to recognize if she students may be struggling and how to adapt the lesson to the needs of those students. The teacher should be able to reflect on the lesson after the lesson and learn how to change the lesson if needed.

Introduction: (Explain how you will introduce lesson in outline format, marking any additional pre-assessment for readiness, interest, and/or learning style in BLACK BOLD)

TTW observe each pair of students to see if they are talking about their personal connections.

Objective/Purpose with Standards Addressed: In this lesson, the students will know what we are going to be talking about, which is the topic because I’ve shown them the butterfly board. Then, in our discussion, I will clarify any questions that the students may have regarding the material presented. Moreover, the students will write the topic on top of their worksheet.

If you did not present your findings to the audience, they would believe you do not know what you are talking about and that what you are telling them is just your opinion.

The classroom is set up in a way that is open and inviting for the students. There are various centers set up throughout the classroom where the children can work on various activities. To start off the lesson we will be reading a story in the reading center. The reading center has a large circular area rug, a comfortable rocking chair, book cases and book stands full of various books and small cushions for children to sit on during story time. The rest of the lesson will take place in the activity center. The activity center has a few long tables and chairs, shelves that have various compartments that are labeled for the various materials like paint, crayons, etc. and a small sink against the wall for easy clean up. There is a manipulative play center that has a water and sand table along with other various objects. There is also a dramatic play center that has different costumes and props and a play kitchen with child-sized tables and chairs. The children’s work is displayed throughout the classroom and children have their own cubbies with their names on them where they can put their belongings upon entering the classroom.

Educators are required to interpret students’ responses to mathematical questions. The purpose of this report was to provide an opportunity to examine the step by step approach to answering problems, interrogate the results and recognise mathematical concepts. There are six questions in total from the Australian Curriculum Assessment Reporting Authority [ACARA], (2012) NAPLAN year nine numeracy non-calculator test. The six questions mentioned in the report are question 12, 14, 16, 18, 22 and 23. Each issue is set out in the report in numerical order with a screen shot of the methods used to solve the question followed by a reflection. The reflection describes my feelings, confidence and approach towards each question along with the type of mathematics used, the year level suitable for each question according to the ACARA (2015) and alternative ideas for solving the six questions.

This essay will provide details about how the lesson plan and sequence of lessons for the mathematics unit of symmetry caters for individual students’ needs in regards to active engagement in learning activities and what differentiation measures are put into place for students with varying levels of ability.

The author has designed the personal learning plan around the diagnosis of his learning needs, statement of specific learning objectives, learning resources and strategies, evidence of accomplishment, how the evidence will be validated, and how the learning will be evaluated. I will concentrate on the five disciplines: Systems Thinking, Personal Mastery, Mental Models, Shared Visions, and Team Learning introduced by Peter M. Senge. This will allow me to expand my leadership abilities at my current job as well as jobs that I may hold in the future. What distinguishes leaders is the clarity and persuasiveness of their ideas, the depth of their commitment, and the extent of their openness to continually learning