LMP for 34H Maths Group Rocking Rulers.

Focus: Fractions
Link to area of development: I will link this LMP to Cognitive Development, specifically ensuring the children are working within their ZPD. Lev Vygotsky's view that learning leads development and the immaturity of students' conscious awareness and mastery of their thinking at school age set the stage for the concept referred to as the zone of proximal development (ZPD). The ZPD is determined by the cognitive tasks the learner can complete in with the assistance of an adult or a more advanced peer. The cognitive task that the student can complete with assistance at present, they can accomplish alone tomorrow. Scaffolding as a teaching strategy originates from Vygotskys sociocultural theory and is used to enable the children to master the tasks. Language development (semantic knowledge) is also relevant, as children should learn to use mathematical language and be able to understand word problems and how to solve them. Children often have trouble with the concept of part/whole relationships. It is important to establish an understanding in earlier years by using a variety of teaching strategies, particularly physical models. (1) What does my Learner Already Know? The rocking rulers are a group of 4 children who are classified as VELS Level 2.0 (?). This means that they need to develop their understanding of simple fractions and to develop fraction notation. The children completed an assessment task so we could check their current understanding of fractions and ensure the groupings were appropriate. It must be noted that within this group there may be some that are working at either higher or lower levels of the group. It must be ensured that they are all working within their ZPD and that extension tasks are available if necessary. (2) Where do my learners need/want to be? My learner will be able to: understand what a fraction is and be able to identify simple fractions using physical models. understand the concept of equivalent fractions. recognise simple fractions as given a worded problem understand and use mathematical terminology in relation to fractions. (3) How does my learner best learn? Guided and cooperative learning within a small group. This enables each student to be able to attempt solving the problem and be heard by the teacher/pre-service teacher. It gives the opportunity for one on one teaching. The students feel safe as it is a non-threatening environment and the students are also working collaboratively. Scaffolding their learning tasks enable s the children to develop the confidence to tackle more difficult tasks. (4) What resources do I have at my disposal? 1. VELS Level 3 2. Aust Curriculum Year 3 and 4 3. DEECD Maths Devt Continuum P10. 4. Fractions worksheets sourced from Nelson, BBC Schools and About.com Maths. (5) What will constitute the learning journey? Learning Experiences : What is to be taught? What are the Sequential Strategies? 1: Settling students- gain attention- ask questions about what is a fraction, some simple fraction questions (ie name the fraction). 2: Complete How Much is Shaded Worksheets. 3: Fraction activity (in pairs) using physical models (cut circles activity) 4: Talk to group about equivalent fractions. Use fraction strips/ cuisenaire rods to illustrate equivalent fractions. (6) Who will do what? I will guide the maths group- ie go through the task/worksheet, ask questions, explain the problems and ensure students understand and complete task. 7) How will I check to see my learner has achieved the defined learning outcomes? Through the lesson I will be able to identify any common error made and assess whether the students are working at the right level (within their ZPD). I will also be able to identify if the outcomes have been met by evaluating their understanding of the fraction activity and discussion about equivalent fractions. (8) How will I inform the learner and others of the learners progress? Discuss with the teacher how the task went, how the children are responding and how they solved the problems. This will later on help with reporting and identify whether students are still working at this level or if they are ready for the next challenge (scaffolded learning).
GIBSON Melissa ETP410,420 s238545