EDN5501 TASK 3 CRITIQUING AND QUESTIONING: THE ESSENTAILS

Lesson critique 2 lessons:

- Lesson: Year 3 Numeracy Lesson plan 1 (p24-28)
- Lesson: Year 3 Literacy Lesson 1 (p.97-109)
Obtained from:
http://k10outline.scsa.wa.edu.au/media/documents/outline_downloads/Nu
meracy-and-Literacy-in-Primary-School-Teaching.pdf
Identify Common features:
- Both lessons are multifaceted and have components of the lesson that include work
as a whole class and working in groups or pairs.
-EDN5501 TASKresources
Use if multiple 3 CRITIQUING
in use AND QUESTIONING:
as learning THErepresentations
tools in visual ESSENTAILS e.g.
-Both lesson work on using a combination to create a whole product of in numeracy a
correct addiction or subtraction and in the literacy adding sentence packages to create
compound sentences

Identify Differences:
-Numeracy and Literacy content
- Delivery of the lesson is vastly different: Numeracy lesson is succinct and covers a
general activity that I imagine would take place on one day. In comparison the Literacy
lesson looks to me to be a much more extensive lesson plan covering a progression of
lesson for a class and/or catering to the differing levels of proficiency that students
may be at.

Identify the three elements: What the student was learning? How it was taught?
Ways that we know the student has learnt?
Numeracy Lesson
Student Learning
- How to recognise and explain
connections between addition
and subtraction
- Building on prior knowledge of
when to use addition and
subtraction
Teaching Methods:
- Using number games; count
forwards and backwards
- Use of electronic interactive
number line, to demonstrate
addition and subtraction
- Number stories in conjunction
with the electronic number line
- Use of worksheet problems to
let pair of students build
understanding together
Success Criteria/ Assessment methods:
- Interaction and involvement in
the whole class activities
- Reasoning on worksheets of
workings and correct workings
for problems
- Creation of students own
problems to show
understanding of the concept
Literacy Lesson
Student Learning:
- Use simple and compound sentence
structures to describe and make
connections between ideas
- Reading skills, creating texts, creating
literature , responding to literature ,
expressing and developing ideas,
knowledge of text structure and
organisation
Teaching Methods:
- Group work using sentence packages;
students sort sentences into
compound and simple sentences. Use
of focus questions to help students
create their own understanding of the
difference between compound and
simple sentences
- Whole class sharing of
understandings by discussion of a
simple sentence and a compound
sentence
- Identification of different parts of a
sentence and how they relate to each
other (subjects, verbs, adjectives and
conjunctions)
- Creation of their own compound
sentences from a groups of verb,
adjective, and conjunction cards
Success Criteria/ Assessment Methods
- Use of Observation, Checklist/matrix,
negotiated criteria/rubric, self/peer
assessment and work samples for
assessment
- Sentence created by students
utilise/recognise correct sentence
structure elements and are able to
critique their own work to a degree.

Reflect and comment on the lesson from the learners perspective:

This lesson is fun and interactive. It has
games and learning in one at the start
of the lesson to make it interesting and
the progresses to more getting down to
work activities after the introduction.
From a learners perspective there are a lot of
tasks and activities involved in the lesson.
This may make the lesson seem exciting but
daunting for those who are not as strong
students as they feel the pressure to
complete all the activities.
EDN5501 TASK 3 CRITIQUING AND QUESTIONING: THE ESSENTAILS

Choose one lesson and suggest how you can make it more connected to students

real world?

Literacy Lesson:

Students are asked to create compound sentences within a lesson plan that has a lot of
tasks planned. To connect the lesson to the students world it may be helpful to take time
to have a walk through the school and get children to notice the activities happening
around them. This may help creation of the sentences by viewing something that is
happening and putting the building understanding of the lesson in a real world text.

For example if you go into the garden and the class sees a group of birds they can create
a sentence from what that bird is doing, The bird flew down from the sky landing on a
small branch.

Prompt the children to try creating the sentences out loud as you walk through the
school. I suggest a 10 minute walk round the playground which gives the children a little
break from the classroom and brings the focus back to them by putting the activity in
their hands so to speak.