Introduction

The teaching methods used in this unit draw upon several teaching theories and
models, including: constructivist theory, visible learning, ICT integration, and the
I do, we do, you do explicit teaching model. It does not adhere strictly to one
particular method, as there is no size fits all approach when it comes to teaching.
Including a combination of approaches to pedagogy allows for flexibility to suit
the class and community context. A paper plane investigation was chosen to
create and maintain student engagement, while providing a meaningful
opportunity for the students to hone their mathematical skills. Whilst the initial
focus of the unit is directed towards students developing their mathematical
skills, the latter investigation requires the students to use these demonstrate
these skills in a meaningful context, allowing for consolidation through
transference of skills into practice. They are to use their measurement skills to
calculate and determine what effect their design modifications had upon the
flight distances of their planes and draw conclusions as to why. The five lesson
plans detailed below are the stepping stones to prepare the students with the
mathematical skills necessary for the investigation.
Justification of Pedagogy
This unit adopts a largely constructivist approach to learning, whereby the
students are guided to expand on their own existing knowledge through their
own interactions with the content in a meaningful context, rather than simply
absorb the teachers view as practiced in a traditional didactic school setting.
The students are provided with hands on learning experiences, designed to
accommodate multiple preferred learning styles.
An overarching theme of this unit is the use of the I do, we do, you do explicit
teaching model. This model allows for a gradual transfer of responsibility, as
students are exposed to new concepts. As the unit introduces two new
measurement topics (length and area) in readiness for the culminating
investigation, it is important that students have a solid understanding of these
new concepts before proceeding with their investigation. A major benefit of
explicit teaching is the opportunities it allows for immediate student feedback
and corrective teaching (Queensland Government, 2016). To illustrate, lesson
one sees the teacher modelling how to measure length informally accurately (I
do). Next, the teacher demonstrates measuring again, but this time relies on the
students to guide her steps. During this step, the teacher might use inferior
examples as a type of formative assessment, to check for understanding (We
do). Finally, the students return to their tables to practise with a partner (I do).
With the students settled into a task, the teacher is available to work the
classroom, observing and offering extra support to any students who require it.
Visible learning is another prominent feature throughout this unit, as students
are made aware of the skill they are learning in each lesson. Hattie (2017)
stresses the importance of not only making students aware of what they are
learning, but how to know when theyve been successful through establishing
appropriate success criteria. This notion of visible learning also serves to
orientate the learner and to tune them in to the lesson. Evidence of visible
learning can be seen in each lesson at the start of the lesson, but also particular
attention is paid to the success criteria at the end of the lesson, during reflection
as students are asked to consider if they were successful today. Success criteria
can be established in different ways. Lesson one sees the class collaboratively
developing a type of checklist students need to consider when measuring. This
poster provides a visual reference for students throughout the lesson and allows
for self-assessment through questioning. Did I remember to measure in a straight
line, from one end to another? Did I use the same size items to measure with?
Brady and Kennedy (2012) assert that this practice affords students the tools to
become more autonomous learners. This provides implicit formative assessment
opportunity for both students and teacher, allowing students to voice any
concerns and guides teacher on gaps for future teaching. If during reflection the
teacher gauges that it wasnt a successful lesson for all, the teacher can reteach
the topic in a different way, before progressing any further.
The notion of a safe classroom is important to me, as I do believe that to best
learn, students need to feel safe to take risks in their learning, without fear of
ridicule by either teacher or peer. Strategies used to enforce this are the think-
pair-share opportunities, which provide students a low risk opportunity to share
their ideas with a peer, without feeling singled out.
Information and Communication Technology (ICT) is an unavoidable facet of
teaching in the 21st century. As the demand for digitally literate students
increases, so too does the demand on teachers to incorporate contemporary ICT
into their teaching pedagogies (Oldknow, Taylor & Tetlow, 2010). This unit sees
the Interactive Whiteboard being utilised in several ways, including: as a YouTube
viewing platform, Susan Burke interactive whiteboard lessons, accessing online
lesson material from iMaths websites, the classroom management tool Dojos
and as a regular whiteboard. The IWB as a teaching tool is credited as being
effective in securing and maintaining engagement and motivation greater
flexibility in lesson delivery, with the ability to easily switch between different
resources and notes. Additionally, in later parts of the unit, students use iPads to
capture their paper plane throws and measuring process, before recording their
data onto digital graphs.
Furthermore, the use of ICT in the maths lessons is seen to increase student
achievement, due to increased student engagement (Louw, Muller & Tredoux,
2008). However it is important that the ICT complements the teaching and
learning in the classroom, rather than acts as a standalone component (McAteer,
2012). This unit utilises different forms of ICT to enhance and consolidate
learning opportunities, including stimulating short YouTube clips, such as the
informal measurement clip used in lesson 1. This clip is highly relevant to the
lessons objectives, but presents information in a fun and engaging manner, while
also offering visual exemplars. Similarly, the Susan Burke interactive whiteboard
lesson on area introduces students to the concept of measuring area in a
collaborative and interactive nature, allowing the students an enjoyable way to
explore the concept, whilst still maintaining relevance.
In summary, the teaching pedagogies employed within this unit aim to support
students to become more independent and autonomous learners by promoting
active learning, with hands on, relevant learning activities. The pedagogies
encourage both student and teacher reflection and use questioning and group
discussion to facilitate synthesisation and consolidation of concepts.
 References

Hattie, J. (2017). Professor Hattie on Communicating the Learning Target.

Retrieved from https://visible-learning.org/2016/07/ask-professor-john-
hattie-a-question/
Louw, J., Muller, J., and Tredoux, C. (2008). Evaluation and Program Planning.
Time on task, technology and mathematics achievement. Vol 31. pp. 41-50

McAteer, M. (2012). Improving Primary Mathematics Teaching and Learning.

Berkshire, Eng: McGraw-Hill Education.

Oldknow, A., Taylor, R., & Tetlow, L. (2010). Teaching Mathematics Using ICT (3).
London, US: Continuum. Retrieved from http://www.ebrary.com
Queensland Government, Far North Queensland, 2016. I Do, We Do, You Do.
Explicit Teaching Its How Our Students Learn Best. Retrieved from:
http://farnorthqld.eq.edu.au/index.php/our-schools/how-we-teach-and-
learn/explicit-teaching