Template for Assignment 1: Tiered Lesson

Name & Student Number: Tayla Deane (2105133)

Curriculum (Learning) Area of Lesson: Mathematics
Specific Topic of Lesson: Measurement and Geometry: Time
Year Level/s: 3

Lesson Context
This lesson fits into a broader unit surrounding Time. This lesson will be delivered at the beginning of the unit in
lesson 1. Students have been using a classroom timetable everyday in order to sequence their days accordingly on
the whiteboard. Within this unit of work, students will understand the importance of time and how it is used every day.
As this lesson is the first in this unit, the lesson aids as an introductory lesson to the lessons to follow which would be
about exploring time in more depth while still remaining in their assigned groups.

Learning Objectives
By the end of this unit, students will be able to tell time to the minute and investigate the relationship between units of
time (ACMMG062).

As a result of engaging with the lesson, students will:

understand that time is used to organise and predict day to day sequences.

know (e.g. facts, vocabulary, dates, information) be able to (do) (Skills, processes)

- How to tell time to the nearest minute
- What we do in different parts of the day (morning,
afternoon)
- How to recognise the vocabulary surrounding time
(am-pm, morning, afternoon o'clock)
- How to sequence the classroom daily routine to the
nearest minute
- Organise their day's routine by time of the day.
- recognise that there are 60 minutes in an hour and 60
seconds in a minute (ACMMG062)
- Illustrate and explain what they do at different aspects of the
day

Essential Questions (1-3 only; these should help students engage with the big ideas or understandings)

- What aspects of the day are important to our organisation of time?

- Why is time so important for day to day life?

- How do we sequence our classroom daily routine effectively?

Pre assessment of Individual Student Readiness

At the end of the day before dismissal, students were given a small piece of paper in which they will write on it: Why
do we have time? and to write words they associate with time. From this pre assessment, students will be placed in

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one of three groups. These groups will be named by the students, either by animal of their colour of choosing.

Group 1: Were able to answer the first question correctly and sufficiently, as well as wrote 5+ words associated with
time.

Group 2: Were able to answer the first question correctly, as well as wrote 2-4 words associated with time.

Group 3: Were not able to answer the first question correctly, as well as wrote 1-2 words associated with time.

In accordance with the exit card, students are also instructed during Fruit Break to go home at the end of the day and
think about what they do daily in the morning, afternoon and evening. They can write things down or discuss it with
their parents or caregivers depending on what they feel comfortable with.

Lesson Plan
Lesson Sequence Explanatory notes

- Gather students on mat and use clapping - Ensure certain students who are easily distracted sit closer
techniques to gain their attention and focus. to the front of the mat to remain focused.

- Explain that we are doing mathematics (as stated
on the timetable on the board) and remind students
of the exit card given at the end of the day the day
before.
- Read Diary of a Wombat by Jackie French to
students.
- Re enforcing the classroom timetable in the beginning of the
lesson allows a gentle introduction to the mathematics topic
being taught.
- Resource: Either hard copy or interactive version of Diary of
a Wombat by Jackie French.

- Using a mind map on the board, ask students what - Resource: Whiteboard, Whiteboard markers
words they heard in the book which we associate
with time (eg. morning, afternoon, night)

- Introducing analogue time, students are to give - Resource: Analogue clock

examples of what they do at different points of the
day (eg. morning 7:00, afternoon 3:00)

Tiered Activities: - Appendix 1, 2, 3

- Introduce the task which is to make a mini diary of
what they do with their time during the day and
announce the groups. Allow enough time for
students to name their groups (either animals or - Walk around and observe and discuss with each group to
colours). ensure they are placed in the right group for their readiness
Group 1: Complete Worksheet 3 and write a short on this topic. Take note of the level of challenge in each
recount of their day, making sure to include group.
analogue or digital times.
Group 2: Complete Worksheet 2 and also have the
option to write a short recount of an aspect of their
day (eg. morning).
Group 3: Complete Worksheet 1 and if finished can
attempt Worksheet 2.

- Send groups to tables in the room depending on

size of group to size ratio of table. Explain that if any
groups need extra help they may ask and teacher
will stay with that group for some time.
Lesson Closure/ Check for Understanding
Conclusion:
Ask students to choose a representative from each group to present their worksheets to the other groups.
This should be done 10 minutes before the end of the lesson. Although each student will stand at the front of
the class with their group, one will be the talker.
Group 1 will present their worksheets stuck in their book (either completed or not) and one student read their

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 recount (if applicable)
Group 2 then presents their worksheets stuck in their book (either completed or not) and one student explain
what they do at certain aspects of the day.
Group 3 will also present their cut out worksheet stuck in their book and one student explains their pictures
they drew and how they sequenced their day in their book.

Allow students to give some feedback about the lesson by giving a thumbs up if the lesson was at the
appropriate level of challenge, thumbs to the side if it was a bit challenging but eventually completed and
thumbs down if the students found it too challenging and struggled to complete it.
Collect the students' books from the lesson to assess their understandings of the topic and whether they
grasped the key ideas of the lesson. It is also important to assess if any of the students have any gaps in the
learning involved with the lesson so that those points can be covered in the next lesson.

Explanation:
After discussing with my mentor teacher what aspects of the Australian Curriculum in each subject I am to teach on
my 6 week placement block, the tiered lesson was something I thought would benefit me when it came to my class. I
have a class of 22 which means that each of the three groups will not be too large. This could be beneficial for
students focus and understanding. I have discovered over my couple of introductory days that my class differentiate
so much on their readiness on each subject. Although none of my students are recognised to having autism spectrum
disorder, two students have speech problems (i.e. stutter and phonological awareness). I have started pre assessing
not only my students but my class as a whole during my introductory days. In Mercer's (2010) reading, it is introduced
the ideology behind the difference between students with general learning difficulties and specific learning difficulties.
The students' in my class with slight speech problems are the students that have specific learning difficulties and
require quite a bit of guidance and reassurance through lessons. After reading Mercer's (2010) article, I started pre
assessing my students' general learning difficulties which may not be as known. I have noticed some students in the
class require some help with reading and writing, as well as some with problems identifying patterns in mathematics.

As Jane Jarvis (2013) states in her article, it is important to not only assess the students and their readiness but also
assess what students' are bringing to the classroom. I have been noticing some students being physically in the
classroom but mentally not participating and included in the learning processes (Jarvis 2013). I also have been
assessing the differentiation of my students by considering the three pillars of differentiation as expressed by Jarvis
(2013). These pillars help me with pre assessment and removing the barriers surrounding readiness while also
creating a positive learning environment for my students to learn. The three pillars also are allowing me to prepare my
tiered task for this unit of work for my students. I have also been thinking about my unit of work in accordance to
Tomlinson's (2004) article on 'How to plan lessons differentiated by readiness'. While still considering the pillars, I
have been considering differentiated classrooms and how I am able to adjust the buttons on differentiation to suit the
lesson and the readiness of my students (Tomlinson 2004). Because my class is a very mixed ability class,
differentiating by tiered lessons for most, if not all, of my lessons will allow my lessons to run more smoother and I can
provide a well informed, well structured lessons throughout my practical.

References
"Mathematics Foundation To Year 10 Curriculum By Rows - The Australian Curriculum V8.3". Australiancurriculum.edu.au.
N.p., 2017. Web. 17 Mar. 2017.

Mercer, K. Louise 2010, 'Supporting students with learning difficulties', in Tangen, Donna, Engaging diverse learners, 2nd edn.,
Pearson Education Australia, French's Forest, N.S.W., pp. 128-156.

Tomlinson, Carol Ann 2004, 'The how to's of planning lessons differentiated by readiness', in Tomlinson, Carol A, How to
differentiate instruction in mixed-ability classrooms, 2nd edn, Association for Supervision and Curriculum Development,
Alexandria, Va, pp. 45-51.

Jarvis, Jane 2013, 'Differentiating learning experiences for diverse students', in Hudson, Peter (ed.), Learning to teach in the
primary school, Cambridge University Press, Port Melbourne, Vic., pp. 52-70.

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Checklist of assignment components:
Completed lesson context explanation
Completed clear learning objectives and essential questions for the lesson
Complete, step-by-step lesson description, with brief notes explaining how the lesson
represents an example of a tiered lesson to address readiness
Explanatory 1-2 paragraphs clearly linking your lesson planning decisions to the topic
content (and citing sources as appropriate)
Supplementary materials (e.g., copies of directions, handouts, etc. provided to students)
Copy and/or description of pre assessment task used to assign individual students to
appropriate tiers
Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of
student work)
EDUC4720/1 EDUC9406 2017. Tiering format adapted from Tomlinson (1999)

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