Context
The selected school is Darwin High School. It is located in the Northern Territory and is a public school. The school offers various programs, including STEM, advanced English, and athletes. Darwin High School has over 1200 students, with each year accommodating 400 students. The enrolment process often favours students from feeder schools and enrolment areas, including Coonawarra, Darwin City, Nightcliff and Parap. In 2017, the school produced the top two results for the Northern Territory Certificate of Education and Training. The labour government in 2016 pledged to fund technological, mathematics, engineering, and arts building with the aim of helping facilitate the increasing number of students. The government pledged approximately $ 40 million to the school. Through the development of STEAM, students’ learning will significantly improve, which will enhance and cultivate the required skills needed for future employment in the demanding fields. The program was speculated to include 15 interconnecting classrooms and project and presenting spaces.
The focus cohort is narrowed down to year 7 students. I have opted for this cohort since years 7 students will start transitioning to secondary schooling across Australia in 2023. Students between the age of 11 and 13 are expected to present at the start of the Formal Operation Thoughts stages of development. Children who fall under this age group are still maturing, growing, and transitioning into young childhood and teenage years. Therefore, they mostly use social constructivism to determine where they best fit in the world. They do this based on their childhood experiences and influences. Social constructivism is thus the basis of the lessons on offer, forming a foundation of prior knowledge of various mathematical concepts (Kapur, 2018). Being a fishing community, such students focus on their ancient cultures that have a direct connection to industries that can use their knowledge. The total number of individuals residing in North Darwin is approximately 246, 338 with approximately 60% living in the Greater Darwin Area. The 40% often reside in rural areas and are primarily indigenous populations (Department of Treasury and Finance, 2021). In this light, although most teachers maintain a European focus at the year level, it is crucial to include the perspectives of the indigenous population since it is a reflection of the country’s culture.
Learning Outcomes
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Previous Year
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Your Lesson
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Following Year
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Year Level: 6
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Year Level:7
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Year Level: 8
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Content Descriptor:
Explore the use of order and brackets of operations to write numbers sentences
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Content Descriptor:
Calculate the median, mean and mode, and range for data sets. Interpret the statistics in inform of data
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Content Descriptor:
Respond to objects relevant to a given context
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ID (ACMNA134)
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ID(ACMSP171)
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ID (ACMSPO11a)
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What Are Students Going to Learn
Graphic Presentation
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Knowledge
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Skills
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Concepts
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Overview content for calculating median, mode, and mean
· Theory of mode, median, and mean
· The formulas to be used when finding
· Defining what the three terms are
· Understanding the differences between the terms
·
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Chronological Terms and Concepts
Ø Mean is the average calculated by adding numbers together and dividing by the amount of numbers.
Ø Median is the middle value from a set of numbers
Ø Mode is the number that is repeated the most
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Evidence
· What can be learned from definitions
· Comprehending the formulas of each
· Interpreting any implied meanings
· Analyzing the formulas and methods
· Accuracy and representativeness.
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· The importance of mode, median, and mean
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Research Questions
· Identify various questions about finding mode, median, and mean
· Identify various sources using IT and other resources.
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Continuity and Change
· Writing problem examples on board.
· Explain how each is calculated based on definitions.
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Analysis and Use of Resources
· Identify the origin purpose of the three methods.
· Locate, compare and use information from various sources
· Conclude on the effectiveness of the sources
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Cause and Effects
· Locate various related questions from the sources.
· Allocating five questions to student’s groups
·
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Inquiry Questions
What are the mode median and mean?
How can we apply them to our daily lives?
How do we use the formulas to solve mathematical problems related to the three
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Perspectives and Interpretation
Solve the allocated questions using the formula given.
Applying and modifying statistical formulas to calculate the three
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Significance
· How we can solve mathematical problems related to mode, median, and mean
· How to interpret the three statistics in the context of data?
· Knowing the importance of statistics and probability
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Declarative and Procedural Knowledge
Students will demonstrate their understanding of mode, median, and mean through the unit of work. They will interpret the three statistics in the context of data and further know the significance of probability and statistics. Students will also be able to differentiate between the three terms effectively. Such aspects are referred to as declarative knowledge. The students' primary objective is to provide evidence of their knowledge of the three statistics, which will later be demonstrated in formative and summative assessments.
Learning Intentions
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Measurable Verb
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Skill/concept
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Context
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Lesson 1:
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Outline
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Calculating mean, median, and mode
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Interpreting the statistics in the context of data
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Lesson 2:
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Analyze and Distinguish
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Be able to differentiate and apply the three statistics
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Solve provided questions in groups
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Lesson 3:
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Describe and Create
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Application of concepts
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Significance of probability and statistics
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Engaging Students for Behavior
Comprehending the various types of disengagements, including emotional, cognitive, and behavioral, is essential in establishing a positive classroom environment and supporting students' learning. According to Burtler et al., (2017), various teaching strategies can help student engagement. The first strategy is beginning lessons with high and clear expectations. Through this, students will know what they are expecting from their teacher and the classroom environment. Teachers can establish expectations early and revise as they proceed with the syllabus. Additionally, teachers should also focus on establishing rules and routines within their classrooms. Such aspects often benefit teachers and students who will thrive on regulation, including students with disabilities. Secondly, teachers can categorize tasks into manageable stages that support their students who experience various learning challenges, enhance various opportunities for success, and further reinforce engagements in between lessons.
Generally, instructors often need the right balance of strategies to effectively cater to their individual environmental, social, and emotional learning styles. In this light, the instructional modes are often considered the main determinants of the learning style that will be used on students (Parsonson, 2012). For this unit, the classroom will be using constructivism, the VARK model, and cooperative learning. Upholding the mastery of the goal approach enables the students to comprehend their learning further and further assist them in broadening their sense of belonging and identity. The various resources used will further offer sufficient questions. However, as a teacher, I am aware that my main focus should be on asking students analytical and empirical questions to analyze their understanding of the unit. The peer-peer collaborations may further incorporate the questioning technique to consider the various socio-emotional factors further.
Such strategies will ensure that there are positive interactions in the classroom setting. Monitoring and supporting various groups among students enhance a sense of belonging, resulting in positive engagements with earning materials (Parsonson, 2018). However, teachers need to be aware that certain potential behavioural issues may arise from specific peer influences that could further cause disengagement of both the students and the general classroom. Thus, there is a need for extra monitoring of such students and behaviours. Additionally, teachers should strive to use positive reinforcement and empathy throughout their lessons since it demonstrates their willingness to connect, producing better outcomes when engaging with students.
How to Integrate Curriculum and Behavior Planning?
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Theory
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How You Are Doing It
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Lessons Being Done
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Scaffolding
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· Using resources examples to emphasize the relevance
· Prior Knowledge-link of previous related concepts and emphasize student’s discussions
· Examples provisions
· Use of peers to help, including directive assistance
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Lesson 1
All lessons
Lessons 1 and 2
All lessons
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Differentiating Learning
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· Environmental-play median, mode, and mean
· Emotional-ensuring tasks are completed at intervals.
· Sociological alternatives of working in groups
· Logical-Mathematical- involves timeline sequencing.
· Use of varied contexts, including videos and texts
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Lesson 1
All lessons
Lesson 3
Lesson 1
All lessons
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Growth and Mindsets
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· Provision of feedback after completion of tasks
· Appraisal on various processes-one should note the students are making extra efforts.
· Reinforce everyone to grow
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All lessons
All lessons
Lesson 1
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Social constructivism and group work
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· Learning through completion of the task
· Peer to peer learning includes holding discussions
· Group work-assigning individual and group responsibilities when explaining tasks
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Lesson 1 and 3
Lessons 2 and 3
Lesson 3
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Inquiry and Questioning
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Discovery learning- Provision of materials and resources
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All lessons
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Narrative and Digital strategies
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· Teaching –use of whiteboard and using a laptop connected to a TV monitor to display contexts from the internet
· Learning objects-multimodal presentations
· Extension interests-students to do their investigations using available resources
· Sense of ownership-group tasks submitted via google classroom
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All lessons
All lessons
Lesson 3
Lesson 4
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Positive discipline approaches
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· Have clear expectations
· Apply ABC chart for behavioural identification
· Prompting
· Redirecting
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All lessons
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Goals of learning
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· Master goal orientation- encouraging positive support for students
· Humanistic and human need approaches
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All lessons
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Motivation
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· Behavioural involves reinforcing student’s achievements and set standards
· Social-cognitive-self-evaluation of individual success
· Human needs
· Cognitive-be aware of biasness
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All lessons
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Student-directed learning
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· Cooperative learning
· Group work
· Individual and group goals
· Group learning from practical communication skills
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All lesson
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Building relations with workers
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· Relationship skills-resolving interpersonal skills
· Being a facilitator
· Treating learners with empathy and believing in them
· Being an active listener
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All lessons
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How Learners Show What They Have Learned
According to Kurnaz & Cimez (2010), there are various ways learners can show what they have learned. The first is through self-assessments, which can be done both summative and formatively. They can further indicate that students may begin by using self-assessment formatively to construct and monitor ongoing tasks during a task. The second way is through self-testing. And self-questioning. The third way is to look at examination results and assess whether they passed or failed. Additionally, it also includes getting help from others.
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Learning Intentions
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Success Criteria
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Lesson 1
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Define mean, mode and median
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· Collect information from the internet and other class resources
· Present information accurately
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Lesson 2
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Differentiate Between Mean mode and median
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· Locate accurate information
· Identify the main differences between the statistics
· Use evidence from resources to support your answers
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Lesson 3
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· What is the mode of these numbers: 45,78,90,65,45
· Calculate the mean of the following numbers: 5,4.7,6,3,3
· Calculate the median of the following numbers:2,5,8,9,7
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· Work in groups
· Indicate the steps to your answers
· Use the appropriate formula
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Part 2: Lesson Plans
Lesson Plan 1
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Year Level
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7
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Length of Lesson in Minutes
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40 minutes
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Topic
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Mean, Mode, Median
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Curriculum Learning Area
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Mathematics
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Strand
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Statistics
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Content Descriptor and code
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Calculating the mean, mode, median, and range for various data. Interpret the statistics based on the data
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General capabilities
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Numeracy. General knowledge of Information Communication Technology(ICT)
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Learning Objective
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Students are learning to calculate mean and range
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Assessment
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· Students being able to define the meaning of median and range
· Evaluating the meaning of dividing the sum of numbers in the math problem
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The sequence of the lesson
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Timing
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Teacher Activity
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Student Activity
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Resources Needed For Each Activity of the Lesson
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10%
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Hook
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5mins
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The instructor shows learners the initiation of the lesson as a hook activity. It will demonstrate the important topics covered in the following three lessons. They include mode, median, and mean.
Later on, the instructor will read the focused points and briefly explain the meaning of the statistics
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· Students see the picture and make notes based on their understanding
· Students making points after listening to the teacher
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· Notebook
· Smartboard
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20% of the Lesson
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Introduction
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5mins
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· The instructor introduced the concept of mean and range by connecting their definitions and meanings from textbooks after the hook activity
· The teacher related the topic to a real-life scenario
· Instructor sharing how students are using mean and range in everyday life
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· Students listen to the instructor while making notes
· Students making queries if there any clarifications to be made
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· Projector
· Textbooks
· Notebooks
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50% of the Lesson
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Building of Lesson (Middle)
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15 minutes
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· Instructor explaining the topics separately
· Teacher explaining mean and its significance
Mean = sum of terms divides by number of terms
The range is the difference between the highest value and lowest value
· Instructor solving problems on a whiteboard while students observe
Find the mean and range of the following values: 5,8,17,4,3
The mean is the average; I’ll add and divide (5+8+17+4+3) divide by 5=7.4
The range is (17-3)=14
These are examples the instructor will demonstrate to learners how to apply the formula.
· Instructors provide worksheets to learners and questions related to the topic taught. It would be an individual activity, and problems would be solved as the teacher did.
· The instructor will go around the classroom to see if learners need any assistance.
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Students watch how the teacher solves the problem using the formulas on the whiteboard
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· Whiteboard
· Calculator
· Worksheet
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20% of the lesson
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Conclusion
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5min
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· While summarizing, the instructor will provide the solution to students
· The instructor will ask the learners to compare the answers and discuss the difficult questions
· The teacher will ask learners if they still need any clarifications
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· Students matching answers and making queries
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Lesson Plan 2
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Year
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Year 7
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Length of Lessons in Minutes
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30 minutes
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Topic
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Mean, Mode, Median (2nd day)
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Curriculum Learning Area
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Mathematics
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Strand
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Statistics
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Content Descriptor and Code
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Calculate mode, median and mean and range for a set of data
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General Capabilities
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Numeracy and ICT
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Learning Intentions
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Learners learning to:
· Calculate the mode and median
· Relation of median and mode
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Success Criteria
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Students being able to:
· Comprehend the meaning of the two terms
· Solve mathematical problems using the formula
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Lesson Sequence
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Timing
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Teacher Activity
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Students Activity
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Resources Required For Each Activity
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10% of the Lesson
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Hook:
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5 minutes
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· The instructor will play an animated YouTube video of mode, median and mean as hook activity.
https://www.youtube.com/watch?v=Urz4NGkXwis
· The video will provide general knowledge on the topic and help students recall better.
· The instructor will observe and supervise learners as they watch the YouTube video.
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· Students watching YouTube video
· Students taking notes based on their understanding
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· Smartboard
· Projector
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205 of the lesson
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Introduction
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5 minutes
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· The instructor will ask students about the terms they watched on the video.
· After answering, the instructor will introduce the day's topic using their own words to learners.
· Median is also referred to as the middle number.
· Mode is also referred to as the most occurring number
· Teacher informing students about the role-playing activity they are going to conduct during the lesson
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Students taking textbooks for reference purposes
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· Note Books
· Textbooks
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50% of the Lesson
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Building of Lesson
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v The teacher will provide suitable definitions of mode and median on the board to allow learners to gain initial knowledge on the topic.
v Median is the middle value when arranged from lowest to highest. In case there are two values, they should be added and divided by 2
v Mode is referred to as the most occurring value in an equation
Teachers should inform students that there can be more than one mode
The instructor will request five students to volunteer for the class activity. They will stand facing the other students in class
v The teacher will ask students their age and will write them on board
v For instance, Mark is 11 years old; Mercy is 12, Candice is 13, John is 12, and Sharon is 12
v The instructor will ask the rest of the class to find the mean and median of their ages
v The instructor will ask students to apply what they have learned from the YouTube video. Students will then raise their hands to answer the questions.
v After getting answers from learners, the teacher should let them know that median is the missile case, so in this case, Candice age will be the median and the answer will be 13, whereas mode is the most occurring number, which in this case is 12
v The teacher will write a similar question on the whiteboard and ask students to answer
1. Arrange the data from least to greatest and find the mode and median
11, 14, 7, 2, 9, 6, 2
v The instructor will go around the classroom to see if any student needs assistance.
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Students watching how the problem is solved using the formula
Students will write down queries
Students will perform the activity and seek assistance where needed
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· Computer
· Smartboard
· Calculator
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20% of the Lesson
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Conclusion
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5 mins
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While summarizing, the instructor will display answers on the smartboard. They will ask learners to mark their work and note down any queries.
The instructor will ask students for feedback on today’s class and tell them what the next lesson will be about
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Lesson Plan 3
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Year Level
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Year 7
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Length of Lessons in Minutes
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30 minutes
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Topic
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Mean, Mode and Median (day 3)
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Curriculum Learning Area
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Mathematics
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Strand
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Statistics
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Content Descriptor and Code
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Calculate the mean, median and mode, and range of data sets. Interpret the statistics in the context of data
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General Capabilities
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Numeracy and ICT
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Learning Objectives
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Students are learning to
· To understand how to summarize data through calculating median, mode, and mean
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Success Criteria
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Students will be able to
· Calculate the mode, median, and mean for various data sets
· Analyze the statistics to organize data collections into teams
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Lesson Sequence
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Timings
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Teacher Activity
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Student Activity
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Resources Required for Activities
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10% of the Lessons
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Hook
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5 min
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v For Hook activity, the instructor will use the Kahoot test
v Since it is a concluding lesson of the topic, the test will be based on a wide range of assessments in order to challenge the knowledge of learners
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v Learners will do a Kahoot test on their iPads
v They can ask the instructor for assistance in case they need help assessing the test
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v IPad
v Smartboard
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20% of the Lesson
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Introduction
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5 mins
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v The instructor will ask learners to open the answer key document from their iPad
v The instructor should allow learners to be aware that it is a concluding lesson
v Activities for the lesson include discussion activities where they will be required to recall what they have been taught
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Students actively preparing and listening for today’s topic
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IPads
Smartboard
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50% of the Lesson
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Building of the Lesson
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5 min
Activity (10minutes)
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v The instructor will discuss the various topics that have been covered verbally in class.
v Instructors will ask their students to share various knowledge about their concepts in class.
v The discussions will consist of the definition of median, mean, and mode
v To eventually assess the student’s understanding of students, the instructor will organize students into competing groups, and each group will be assigned the same type of questions.
v The group with the highest number of scores will be the winner.
v Through such activities, students will organize the various set of data correctly as a group.
v They will further be able to interpret it correctly
v Students will explore the calculation of median, mode, and mean on a single platform.
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v Students will participate in discussion groups and complete the assignment
v Through this, they will be able to reveal their understanding of the topic in the classroom.
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Discussions
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20% of the Lesson
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Conclusion
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Discussions.
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v While concluding, the instructor will ask learners to exchange their sheets among the formed groups. They should then check their work since the group test will be assessed.
v The instructor will ask students if they have any issues or clarifications about the topics and if they would want to offer any feedback to the teacher about the experience.
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Students asking if they have any doubts about the topic
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Reflection
The lesson plans were mainly created based on the topics we were going to cover, the activities we were going to explore together in class, and the readily available resources and easy to use. I continued working through the required materials while waiting for a review from my allocated peer. I found various factors beneficial and effective, including motivation techniques, scaffolding, and mastery goal orientation. Additionally, my self-reflection was what made me enhance and improve the lesson plans to best feet with the needs and wants of students. I made various changes and alterations based on the extensive feedback provided by my allocated peer. There were various reviews as a adopted the lesson plan accordingly. First, I linked the progression sequence statements to the lessons that I would cover. Secondly, I aligned the three lessons with the same content descriptor. Thirdly I checked and re-wrote the learning intentions for the learning outcomes. Fourthly, I developed stronger hooks for both lessons two and three. Lastly, I ensured that various behavioural management strategies were incorporated into the lessons. Later on, I had to restructure the success criteria after receiving feedback from my coordinator. I managed to do this by re-watching the related lecture and doing internet research. Generally, I felt that the peer feedback was helpful and practical. It was encouraging to learn that the lessons I had developed were engaging and could be taught individually. I look forward to expanding the lessons to a whole unit in the future.
References
Butler, A. G., Lenore, S., & Nunez, J. (2017). Educational Exchange: Investigation of a Videoconference-based Instructional Program for Educational Psychology Undergraduates and Fifth graders. Psychology Learning & Teaching, 17(1), 94-113. https://doi.org/10.1177/1475725717738631
Department of Treasury and Finance. (2021, July 30). Population. Northern Territory Economy.
https://nteconomy.nt.gov.au/population
Kapur, R. (2018, March 17). (PDF) The Significance of Social Constructivism in
Education. ResearchGate.
https://www.researchgate.net/publication/323825342_The_Significance_of_Social_Constructivism_in_Education
Kurnaz, M. A., & Çimer, S. O. (2010). How do Students Know that They Have Learned? An Investigation of Students’ strategies. Procedia - Social and Behavioral Sciences, 2(2), 3666-3672.
https://doi.org/10.1016/j.sbspro.2010.03.570
Parsonson, B. S. (2012). Evidence-based Classroom Behaviour Management Strategies. ERIC - Education Resources Information Center. https://files.eric.ed.gov/fulltext/EJ976654.pdf
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