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					                 Intermediate Phase




Lesson Plans
Presented by:
SATeacher
Dreyer Lötter   Developed by SATeacher
083 325 4958             011 907 0803
GPLMS Lesson plans   Workshop
Introduction
                     About the development
Outcomes of
                     of the Resource Pack
this workshop        GPLMS
                     Intermediate Phase Mathematics
                     Lesson plans
                     Part 1: Look at the principles
                     Part 2: Structure of the
                     Resource Pack
                     Part 3: Maths GPLMS Workshop 1

                     Please complete the registers
GPLMS Lesson plans                Lesson plans
Introduction
                                    Introduction
                     8:30-8:45
Outcomes of                         Part 1: Principles
this workshop        8:45-9:15
                                    underpinning the Resource

                                    Part two: Structure of
                     9:15-10:15     the Resource Pack

                     10:15-10:45


                                    Part three: Maths GPLMS
                     10:45-13:30    Workshop 1
                                    Questions and evaluation
                     13:30-14:00
GPLMS Lesson plans   Lesson plans
Introduction

Outcomes of
this workshop              Keep to time

                           No phones

                           Consider your
                           colleagues
GPLMS Lesson plans   Resources
Introduction

Resources            • Lesson plans
                       Grade 4-6
                       Term 2 Week 1

                     • Facilitator’s Guide
                     Principles
    Part 1
       GPLMS
                     underpinning
Intermediate Phase   the Resource
    Lesson plans
Page 7
         Constitution




         Jurisdictional
         System
                          South Africa is build on 4 pillars




          Economy




         Educational
         System
    Purpose of Education in South Africa ?



                   Develop citizens
                   for South Africa.


Foundation Phase Lesson plans

           How must these citizens look like?
                                                     Critical Outcomes
                                                           1. Identify and solve problems and make
The type of citizen we want to create in

                                                              decisions using critical and creative thinking.
  the school system is defined by the

                                       Critical Outcomes   2. Work effectively with others as members of a team,
                                                              group, organisation and community.
                                                           3. Organise and manage themselves and their
                                                              activities responsibly and effectively.
                                                           4. Collect, analyse, organise and critically evaluate
                                                              information.
                                                           5. Communicate effectively using visual, symbolic
                                                              and/or language skills in various modes.
                                                           6. Use Science and Technology effectively and
                                                              critically showing responsibility towards the
                                                              environment and the health of others.
                                                           7. Demonstrate an understanding of the world as a set
                                                              of related systems by recognising that problem-
                                                              solving contexts do not exist in isolation.
How are we going to achieve the Critical- and
Developmental Outcomes ?

The National Curriculum were developed
to achieve the critical- and development
outcomes.

   Critical and               National Curriculum
   Developmental              Statement (NCS)
   Outcomes                   (Updated to CAPS)
  History of the National Curriculum
Post 1994
Start develop
new curriculum

1997
                  2000
Approved
                  Revise &
                  Streamline
1997                           Dec 2001
Curriculum 2005                (Revised) National Curriculum Statements
(C2005)                        (RNCS later NCS)
                                                       2009
                                                       Ministerial Task Team
      Jan 2012/13                                      recommend changes
      National Curriculum and Assessment
      Policy Statements
      (CAPS)


                                                                   Page 11
     National Curriculum Documents
NCS (2002)
•National Curriculum Statements (2002)      NCS (2012)
(Subject Statements)                        •Curriculum and Assessment Policy (2012)
•Learning Programme Guidelines              •Policy document: National Senior Certificate
•Learning Area Assessment Guidelines (2004) (Level 4 qualification on the NQF)



                                                          In terms of section 6A of the
                                                          South African Schools Act, 1996
                                                          (Act No. 84 of 1996):

                                                          • Determine the minimum
                                                            outcomes and standards
                                                          • Process & procedures
                                                            for assessment
                                                          • Public & Independent
                                                            Schools


                                                                                   Page 12
Principles underpinning the CAPS
that we have to reflect in our planning and in the classroom

 1. Social Transformation & Equal Opportunities

 2. Active and Critical learning

 3. A High level of Skills and Knowledge

 4. Progression

 5. Social Justice, Healthy Environment,
    Human Rights and Inclusively

 6. Valuing indigenous knowledge system

 7. Credibility, quality and efficiency
            Content
                                             Languages x 2




                              Topics
                                             Mathematics




            Content
                                             Life Skills
                                                             FP (R-3)




                                           Languages x 2




                              Topics




            Content
                                           Mathematics
                                           Life Skills
                                                                                Structure of the Curriculum




                                           Social Sciences



                              Topics




            Content
                                                             IP (4-6)




                                           Natural




Skills
                                           Sciences &
                                           Technology




            Content
                                          Languages x 2
                              Topics




                                          Mathematics

                                          Life Orientation
            Content
                                          Social Sciences




Knowledge
                              Topics




                                          Natural Sciences
                                                             SP (7-9)




                                          Social Sciences

                                          Technology
Values                                    EMS

                                          Languages x 2
                                                                           Policy Statement (CAPS)
                                                                           Curriculum & Assessment




            Content




                                          Mathematics

                                          Life Orientation

                                          Elective Subject
                       Topics/Content
                      Areas/Skills/Aims




                                          Elective Subject
                                                             FET (10-12)




                                          Elective Subject
                                   CAPS Content
SKAV

            Skills   Knowledge   Attitudes   Values




Skills         What you can do, that is acquired or developed
               through training or experience.

Knowledge      What is known, through study or experience.


Value          Internalised sets of beliefs or principles of behaviour
               held by individuals or groups

Attitude       Consist of the feeling or dispositions towards things,
               ideas, or people which incline a person to certain
               types of action.
Values and Attitudes in Mathematics

TIMSS- Trends in Maths and Science Study
 • 1999 ?
 • SA – last (38 countries) score 275
   (500 baseline) – highest = 604
 • 2003 ?
 • SA – last (34 countries) core 264
   (500 baseline) – highest = 605
 • 2007 ?
Who came first?
Why did Singapore came first?

Attitude    I     Mathematics?

Feel safe Not scared to make mistakes

Resources       Classroom and home
Using resources in Mathematics
Think of an elephant …..
                                 Now think of an ietermagog …..
CRA Instructional Approach
Concrete-Representational-Abstract Instructional Approach
What is the Concrete-Representational-Abstract (CRA) Instructional
Approach?

The CRA Instructional Approach is “an intervention for mathematics
instruction that research suggests can enhance the mathematics
performance of students.” (Hauser)

The Approach is a “three-part instructional strategy, with each part
building on the previous instruction to promote student learning and
retention and to address conceptual knowledge.” (Hauser)

Improves understanding appose to memorisation.

Based on Bruner’s theory of enactive, iconic and symbolic reasoning
  Research Support

• Statistic
      • Students with learning difficulties using this model
        outperformed peers on posttest and follow-up measures
       (Witzel, Mercer, & Miller, 2003)

      • Students with a history of high math achievement scores
        also show benefit on the posttest and the follow-up
        despite pretest favoring of traditional (Witzel, 2005).

• Testimonial
      • Teachers wanted to stop using their current instructional
        series and textbooks

      • One teacher claimed that he would never teach
        algebra using any other method than through this
        model
Concrete-Representational-Abstract Instructional Approach
The three parts are as follows:

Concrete: In this stage, the teacher begins instruction by modelling each
mathematical concept with concrete materials. In other words, this stage is the
“doing” stage, using concrete objects to model problems.

Representational: In this stage, the teacher transforms the concrete model into a
representational (semi-concrete) level, which may involve drawing pictures; using
circles, dots, and tallies; or using stamps to imprint pictures for counting. In other words,
this is the “seeing” stage, using representations of the objects to model problems.

Abstract: In this stage, the teacher models the mathematics concept at a symbolic
level, using only numbers, notation, and mathematical symbols to represent the
number of circles or groups of circles.

The teacher uses operation symbols (+, –, x, ÷) to indicate addition, multiplication, or
division. This is the “symbolic” stage, where students are able to use abstract symbols to
model problems (Hauser).
Concrete-Representational-Abstract Instructional Approach
                      4+5=
Difference between Content and Context

What is CONTEXT?
What is the difference between
Context and Themes?
Why do we need to teach in
context?
Relationship between context
and problem solving.
OBE involves a process of planning, teaching,
assessment and re-planning.
It stands in a special relationship with the curriculum
only because the curriculum defines the minimum
competency levels which should be reached.
Consider this example:
According to the CAPS learners must "Count to at least 100 everyday objects ".

Implementing this requirement while using the OBE teaching method should look like this:

Step 1. Planning:
Divide the requirement into logical building blocks (progression), e.g.
      Lesson 1 - teach my learners to count to 10 (revision Grade R assessment standard)
      Lesson 2 - teach my learners to count to 34 ((revision Grade 1 assessment standard)
      Lesson 3 - teach my learners to count to 50
      ..... and so on....
Once I know the “aim" for each lesson, I can determine the how and the resources needed.
(methodology and resources), e.g. Working in pairs using the empty number line method.
I can also plan how I will know that the learners have achieved the required level of competency
- assessment method.
Step 2. Teaching:
Now I can teach by implementing a clear plan with a defined aim.
Step 3. Assessment:
During or after the intervention I need to evaluate (assess) whether I have reached the defined
competency level.
This can be done formally or informally.
Assume that I have established that the learners still struggle to count to 10 - Lesson 1. How can I carry
on with my initial plan? (Lesson 2 - counting to 34) I need to re-plan.
Step 4. Re-plan
I need to change my plan and "re-teach" Lesson 1 by changing my teaching method or by adding
more resources (concrete level).
There is no sense in moving on to the next level - if learners do not understand level 1, they will never
understand level 2.
                                   KEY to OBE = ASSESSMENT
           What is assessment ?
  Assessment is a process of collecting,
  synthesising & interpreting information



Informal Assessment
Daily monitoring of learners’ progress


                     Formal Assessment
                      Systematic way of evaluating learners’ progress
                           Learning Programme
Step by step design
(from the CAPS to the      The Learning Programme is a year long phase plan per learning
Classroom)                 area. The main purpose of the Learning Programme is to
                           determine the sequence of teaching.
Three Phases of Planning
                           The Learning Programme tell us WHAT to teach.
                           Work Schedule
                           The Work Schedule is a year long grade plan per learning area.
                           The main focus of the work schedule is to determine the
                           context, teaching activity, resource and assessment.
                           The Work Schedule tell us HOW to teach.
                           Lesson Plan
                           The Lesson Plan is a daily implementation plan, based
                           on the work schedule activity, learner prior
                           knowledge and teacher’s teaching style.
                           It will also determine expanded opportunities and
                           barries of learning.
                           The Lesson Plan tell us how to IMPLEMENT the what
                           and the how.
GPLMS Lesson plans
                              What is a lesson plan?
Lesson plan
                     It helps the teacher to know what to do in a
A few                class (prepared by themselves) with quite
                     specific activities.
definitions
                     A lesson plan is a teacher's detailed
                     description of the course of instruction for one
                     class.

                     A lesson plan is developed by a teacher to
                     guide class instruction.

                     Lesson plans will vary depending on the
                     preference of the teacher, subject being
                     covered, and the need and/or curiosity of
                     children.

                     There may be requirements mandated by the
                     DBE and GDE regarding the plan.
Design teaching activities
Teaching activities

    Analyse content from the CAPS for period

    Group content together with logical progression

    Look at knowledge first

    Add skill

    Assessment Method (who?) \ Form (how?)\ Tools (what you need)

    Resource
    Part 2           Structure of
       GPLMS         the Resource
Intermediate Phase   Pack
    Lesson plans
GPLMS Lesson plans
                          Mathematics lesson
Lesson plan file

Mathematics          Mathematics every day
lesson
                     Total of 5 hours per week

                     GDE ->      5 x 60min lessons


                     Lesson plans
                     Mon to Fri:        60min
                            Mathematics lesson
         Week 01
         Week 02   Day 01     Mental Maths – 10 min
         Week 03   Day 02     Concept development – 50 min
Term 1   Week 04   Day 03
                                               Introduction
Term 2   Week 05   Day 04
                                               Concept development
Term 3   Week 06   Day 05
                                               Homework
         Week 07
Term 4
         Week 08                               Consolidation

         Week 09                               Problem solving

         Week 10                               Workbook Link
GPLMS Lesson plans
                          Classroom management
Lesson plan file
                     Mental Maths every day
Classroom            –> 10 min
management
                     Concept development
                     –> 50 min

                     Continuously

                     Problem solving every day

                     CRA teaching recommended
    Part 3           IP Maths GPLMS
       GPLMS            Workshop 1
Intermediate Phase
    Lesson plans
Introduction
This workshop forms part of the “Gauteng
Primary Language and Mathematics
Strategy” (GPLMS) of the Gauteng
Department of Education.


           Project background
           The Gauteng Department of Education has
           initiated the Gauteng Primary Literacy Strategy
           2010-2014 to address the poor performance in
           the Annual National Assessment.


                                       Purpose of the GPLMS
                                       The purpose of the strategy is to improve the
                                       teaching of Language and Mathematics in the
                                       830 underperforming primary schools in the
                                       province to ensure that 60% of learners in the
                                       province perform at 50% and above.
Training model used in the GPLMS

 Direct training and support of teachers

 “Just-in-time training”

 The training will include:
    training of trainers,
    of teachers,
    of SMTs and
    of district officials.

 Most importantly, it will support teachers
 to use the resource package in the classroom.
Purpose of this workshop
As the first contact between the coach and the teachers
this training session has the following objectives:

Introducing of the coach to the school and teachers
Collecting statistics and data about schools and teachers
Building a relationship between the coach and teacher
Helping teachers to understand the resource package/s
Arranging a workable coaching schedule and agreement
Logistics
Venues

The venue and catering for this session (3 April 2012) were
arranged by the Language coaches. (Thank you!)

The complete schedule is available from your NGO or can be
downloaded from www.saschool.net
Logistics
Time
Training has been scheduled for 3 April 2012 from 8h00 to 14h00

Make sure you arrive at the workshop venue at least 1 hour
before the start time.
Find the school principal / centre manager, and introduce yourself.
Confirm any catering arrangements with your Language/
Mathematics counterpart.
Go to the training room, tidy up, arrange the furniture, and lay out
all workshop materials.
Be ready to greet the participants and to start the workshop.
SMS your supervisor to let him / her know that you are ready to
begin.
Logistics
Registers
You have two documents that must be signed by
participants:

Attendance Registers to be signed on arrival

Evaluation during reflection session

These documents will be provided to you by your NGO.
Logistics
Resources
                             Item                           Quantity        Check
Facilitator’s Guide                                             1
Flipchart Paper                                              1 pack
Presstick                                                    1 pack
Kokis                                                         3-6
Chalk and duster                                              1 set
Sheets of A3 paper                                          100 - 200

Nametags                                                # of participants

Register for attendance                                         1
Workshop signs with name of schools                             4
Evaluation forms                                        # of participants

Bottle tops or counters (stones)                        # of participants
                                                             ÷ 6 x 60
Watch or clock for time keeping                                 1
Lesson plans Term 2 week 1                            # of participants
Water
                                      Please add to the list according to your needs.
    Workshop Programme
# Activity                                            Resources                   Time Guide
                                                      Registers
                                                      Flat files                     30 min
    Registrations
                                                      Name tags                   (8:00 – 8:30)
                                                      Kokis
                                                      Flipchart&Kokis
    Welcome, Purpose of workshop, Agreement (ground
                                                      Blank paper                    30 min
1   rules)and Returns (info forms)
                                                      Returns (Forms)             (8:30 – 9:00)
    (includes overview of the GPLMS)
                                                      Flipchart&Kokis                 60 min
2   Teaching Mathematics (CRA*)
                                                      Bottle tops/ Counters       (9:00 – 10:00)
                                                                                      15 min
3   Planning vs. Preparation                          Flipchart &Kokis
                                                                                 (10:00 – 10:15)
                                                                                      15 min
    Tea
                                                                                 (10:15 – 10:30)
                                                                                      15 min
4   Teaching time and lesson structure                Flipchart &Kokis
                                                                                 (10:30 – 10:45)
                                                                                      60 min
5   Mental Maths                                      Flipchart &Kokis
                                                                                 (10:45 – 11:45)
                                                      Flipchart &Kokis
                                                                                     30min
6   Concept development                               Lesson Plans: Pacing
                                                                                 (11:45 – 12:15)
                                                      document
                                                                                     15 min
7   Consolidation                                     Flipchart &Kokis
                                                                                 (12:15 – 12:30)
                                                                                     15 min
8   Problem solving                                   Flipchart &Kokis
                                                                                 (12:30 – 12:45)
                                                      Evaluation forms Receipt        30min
9   Recap and reflection
                                                      of Lesson Plans Register   (12:45 – 13:15)
                                                                                     45 min
    Lunch
                                                                                 (13:15 – 14:00)
    Departure                                                                        14h00
Workshop Activities
Registrations
Activity 1: Welcome, Purpose of workshop, Agreement
(ground rules) and Returns (info forms)
Activity 2 Teaching Mathematics
Activity 3 Planning vs. Preparation
Activity 4 Teaching time and lesson structure
Activity 5 Mental Mathematics
Activity 6 Concept development
Activity 7 Consolidation
Activity 8 Problem solving
Activity 9 Recap and reflection
Reporting and feedback
                   THANK YOU
Contact details:

Liezel Blom
www.sateacher.co.za
liezel@sateacher.co.za
or
Dreyer Lötter
dreyer@sateacher.co.za
083 325 4958
Office: 011-9070803/4

				
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