Practice Analysis Lesson.

School:

Teacher:

Observer:

Date:

NEED ANALYSIS CRITERIA.(SEE OBSERVATION CRITERIA SHEET)

Literacy Inquiry Focus:

AN EFFECTIVE INSTRUCTIONAL LESSON.

WHAT WILL HAPPEN?

This process is not necessarily linear and may require the teacher to revisit parts of the lesson as
they respond to what they notice.

WHAT HAPPENED?
Notes/Audio

Circle geometry. Cyclic quadrilaterals.

Orientation
Building excitement about the learning (not the task).
This may involve activating prior knowledge, attending to key vocabulary,
connecting to personal experiences or relating to other curriculum areas.

Learning Intentions
Share with students the intended learning.
Explain why it is important and relevant to learning.

Success Criteria
Discuss with students how they will know that they have been successful?
Check that students understand.

Colleen Bott. Team Solutions, CPL, Auckland University, NZ

Revision: relevance AS 91031 geometric

reasoning. Circle geometry. Outline the
lesson plan.
Prior knowledge: group work 2 min:
brainstorming - 4 main circle rules, cyclic
quads; summary on board in pictures and
abbreviation;
Vocabulary: arc, chord, radius, tangent,
cyclic, semi - circle, minor and major arcs,
sector, segment, circumference, concyclic
points.

Students settled down quickly. Students were

reluctant to participate in brainstorming at the
beginning; encouraged them by putting prompts
(some abbreviations and coloured pictures) what
they need to concentrate on. Good respond was
achieved. Timeframe followed.

Learning to apply geometric reasoning to

solve problems with angles related to circles.

Before prior knowledge. L.I. explained and

discussed. Transferable skill reasoning.

S.C.: Successfully solve problems on

worksheets by deducing and applying angle
properties.

Modelling
Model to clarify the intended learning.
Model the thinking.(Think alouds).
Use models, exemplars.
Distinguish between what you want them to learn and how you want them to learn
it.
In modelling, the teacher engages in whatever is involved in
the learning task exactly as students will be expected
to perform it.

Practice
Practice the intended learning.
Engage in deliberate acts of teaching.
Show, tell, question, prompt, explain, give feedback and
remodel if required.
Gradually shift ownership of the learning from the teacher
to the student with the student demonstrating their
understanding of the learning. (Student voice).
Check on motivation and attend to any apprehensions.

Reflection and Review.

Investigate understanding of the learning.Self assess.
Teacher Assessment and promotion of further learning.
Next Steps

Colleen Bott. Team Solutions, CPL, Auckland University, NZ

Modelling will happened in groups; students

will work groups of 4 and pairs within group.
Modelled how to
Chose appropriate geometric rule;
Write geometric reasoning using
abbreviation;
Thinking process (think aloud): now I
have this next I need to find that
to work out (flow chart showing
steps and reasons).

Went according to plan. Modelled the thinking

process (think aloud), they were learning to give
geometric reasoning through problem solving
process and using circle rules-modelled by giving
examples.

Pair-to-share: solving problems using circle

geometry rules. Teacher helping in groups
modelling the process of giving geometric
reasoning, abbreviation, scaffolding and
prompting steps to follow when solving.
Checking understanding Q: What rule, why,
how etc, checking answers and requiring
explanation. Encourage to share skills and
knowledge: explain to your partner or whole
group.

Students were engaged with learning working in

pairs and small groups. They demonstrated control
of the learning by asking relevant questions,
independently using references written on board
and in the handouts, self/peer assessment and
correction.

Address students to S.C.: action verbs.

Self-assessment: reflect on what have been
learnt - L.I., tick boxes. What to do next:
homework.

Self-check against S.C. Address areas need to

revisit. Homework: blue book exam papers circle
geometry. Feed forward about where-to-next did
not happen in a way of proper discussion: some of
the students understood that giving reasoning is
generic skill and next step is to apply it to a
different content using different geometric rules
and possibly in different subjects. (Evidence:
students voice).

Colleen Bott. Team Solutions, CPL, Auckland University, NZ