Analysis+of+a+sequence+of+teaching+and+learning


 * Analysis of a sequence of teaching and learning **


 * Select the sequence, the class group **


 * Title of the Unit of Work/Learning Sequence: ** Angles and Lines


 * Class: ** 8 Rachel C


 * Key content to be addressed: **
 * To be able to draw and label all of the different angle types
 * To be able to estimate and measure the size of angles
 * To be able to understand and identify the connection between parallel lines and angles
 * To be able to understand the relationship between the number of sides and the angle sum of a polygon


 * Key skills to be addressed: **
 * Use of a protractor
 * Identification of different angles and shapes
 * Calculation of angle sizes
 * Application of angle properties of triangles and quadrilaterals


 * Describe the factors that may influence your teaching **


 * Characteristics of the school **

Manor Lakes P-12 College is a new college, opened in 2009 and is located in Minindee Road, Wyndham Vale. The College is being developed for a long term enrollment of 650 Prep - Year 9 students, 1100 Year 10 - 12 students and 144 special / special development school students. It is planned as a four to five stage construction.

Wyndham Vale is a rapidly developing suburb, within the City of Wyndham, to the south west of Melbourne. Planning Data prepared by the DEECD in 2006 indicated that at full development there will be 20,869 residents living in dwellings in the area. Demographic data from the City of Wyndham indicated that by 2021 there will be around 8,779 households and a population of 22,972. With the extension of the Government’s Urban Growth Boundary development these numbers will be significantly increased.

The design of Manor Lakes College has been planned to create a genuine learning community, and has a village concept to its layout. The College facilities will lend itself to offer flexibility in curriculum delivery, and supports open learning experiences and team teaching opportunities that will enable students to move with confidence through the stages of learning in a seamless manner. ICT will be flexible and integrated into all learning areas.

It is our intention that student graduates from Manor Lakes P-12 College will be inquisitive, highly literate and numerate, socially competent and engaged and responsible citizens (both locally and globally). Our student learning programs are supported by Information and Communication Technologies and both students and teachers learn alongside each other. We have a 1:1 laptop program in our Year 7, 8 and 9 cohort and an iPad program for our Specialist Learning Centre students and a 1:1 iPad program for our Year 6s.


 * Characteristics of the students that may affect their learning: **

In this class of 23 students there are a range of levels that students are working at. There are two students in particular that are substantially lower than the rest of the class and this has been seen to cause behavioural issues, particularly in terms of disruption and distraction of other students. There are 5 students who attend a maths intervention twice a week which is designed to front load the students with the content that is going to be taught in the up coming lessons. These classes have seen students’ confidence and attitude towards maths improve and are highly beneficial. Students are aware of my expectations and teaching style as we have been working together since the beginning of the year. They are also aware of the ways in which I manage the classroom that allows for all students to enjoy and gain the most from their learning experiences.


 * Teaching challenges presented by the class or students: **


 * Students with working at different levels and preferred learning styles
 * Number of students in the class that require extra support within in the classroom and have difficulty working independently
 * This unit was undertaken during the last two weeks of term 3. This meant that students were not fully engaged or motivated to perform at their best as they were aware that the end of the term was near. This was particually evident in the final week of term.
 * Consideration was needed when arranging student table clusters, those students who were are unable to work well together. Even if they were suited to the same cluster group.


 * Physical learning environment: **

The school is a new and developing school that strongly promotes open learning. The classroom is a double portable with dividing doors which can separate the two classrooms. The class is situated next door to the Year 8 Alliance grade who are still developing their skills to work with students from other classes. The opportunity for open and shared learning to take place with our neighbouring class is minimised but is starting to happen more with subjects such as inquiry and science. Students are arranged in a seating plan as in the past they have not been able to make good decisions about who they sit with and who they work well with. Students are surrounded by visual displays of their learning and anchor charts which are available for students to use as a reference and to assist their learning.


 * Document your planning for the learning sequence or unit of work **

// What should the students know (the content) and be able to do at the completion of the learning sequence of approximately 10-15 hours? //

Upon completion of this unit students should be familiar with the mathematical vocabulary surrounding angles and lines. They should be able to correctly identify, name, estimate and measure the different types of angles. By the end of this unit they should be able to identify the angles associated with parallel lines and understand the relationship between the number of sides of a polygon and angles. They then should be able to apply this knowledge to a rich, open ended assessment task.

// What prior knowledge and/or skill do students need? //

> // What teaching and learning activities will enable the students to engage with and achieve the learning aims? //
 * Angle types and their characteristics - It was identified in the pre assessment of this unit that most students had a good understanding of angle types and their characteristics, so this content was then assumed prior knowledge and was covered as a revision lesson.
 * Knowledge of shapes and their characteristics
 * Use of a protractor
 * Manual addition and subtraction of three digit numbers
 * Ability to work independently

Learning activities:
 * Estimating, measuring and drawing angles – Worksheet
 * Classifying and naming angles - Maths Online resource
 * Determining and measuring angles associated with parallel lines – Worksheet
 * Angles Batttleships – angles game about estimating and measuring angles to be played against a partner
 * Calculating the angle sum of polygons – Worksheet
 * Calculating the exterior angles of triangles – Worksheet and Mathletics activity
 * Naming quadrilaterals and identifying their angles – Worksheet

// Additional resources/strategies to be used in order to engage students and help them achieve their learning aims: // > // How will the learning environment need to be changed or organised differently throughout the unit of work, to assist student learning and safety, logistical and/or student management issues? //
 * Warm up activities- hands on, engaging and relevant to get students minds thinking mathematically and to allow them to see that they will be able to access the content in the lesson to come.
 * Using students to assist with modeling the individual task- this gives those students who need deeper explanation of the task, the opportunity to visualise and observe the task being carried by their peers.
 * Open ended tasks- this allows for students to display what they have learnt at a level and in the style that best suits their ability.
 * Multiple teaching styles- to cater to individual students needs.
 * Target teaching groups- to scaffold students that need extra support and more explanation of the tasks given. Also to extend those students who have a thorough understanding of angle types.


 * Seating arrangements (maths clusters) are organised in a way that students are seated with students who are working at a similar level and to ensure that optimal learning will take place. This promotes peer to peer learning and enables the students to feel like they are on the same level of other students, particularly for those students who are working at a slightly lower level. For those students who are working at a slightly extended level these clusters encourage students to work together and also promotes some healthy competition among the students.
 * Clusters given an equal amount of room within the classroom and floor space is free for those students who want to work with concrete materials in an open space.
 * Visual displays are situated strategically around the classroom, closer to those students who will benefit from the added reference material.

// How will the learning activities enable you to monitor student learning and the effectiveness of your teaching? //

The learning activities allowed for independent and small group work which lead to the teacher being able to make detailed observations and analysis of student learning.
 * Revisit concept in introduction- asking students what their understanding of the topic is in the introduction allows for teacher to gain insight into whether there is a general misconception. Teacher can then redirect certain misconceptions.
 * Roaming- this allowed for anecdotal notes to be taken as students were observed throughout numerous tasks. The notes and observations are then used to form target groups and tasks and for the following sessions.
 * Comparing work samples- analysing the work samples of students gives an indication of whether the students grasp the learning focus of each session.

// What assessment tasks will you use to tell you about what your students have learnt and the effectiveness of your teaching? //


 * Anecdotal notes and observations – gives clear indication of where students may need support or extending.
 * Work samples – these give more of an understanding of what teachers are working towards, understandings and any misconceptions that may be apparent.
 * Post assessment – rich, open ended task which allows the student to show case everything they have learnt throughout this unit. The assessment outline will prompt them towards what should include and it is up to the individual student to incorporate their learning into the task.