DEAKIN UNIVERSITY: LESSON PLANNING TEMPLATE: Bachelor of Education (Primary)

Date: 4th of August Student Group: Year 2s

Mentor Teacher: Marie Chan School: Thomas Mitchell Primary School

Duration of the lesson: 40-45 minutes Class size: 21

Title of lesson/activity: Mathematics: iPad session with the Beebot app

Intended Learning Outcomes/Learning

intentions: - To apply their knowledge of directional language to program beebots in order for them to arrive at
What will the students be able to know and do by their destination (the end of the maze)
the completion of this lesson?

Success Criteria:
How will you know that the students have - Students will be able to successfully program the beebot to complete the
successfully achieved the learning mazes within the iPad beebot application.
outcome/intention?

Prior Learning and Experiences:

How will students prior learning and experiences - Children will be using their recent experiences with directional language to
be used in this lesson? inform their decisions with instructing and programming the beebot.

Links to the curriculum (AusVELS or the Victorian

Curriculum) and to the curriculum planning of the Level 2: Location and transformation
school
Investigate the effect of one-step slides and flips with and without digital
technologies (VCMMG123)

Resources, Materials and Organisation:

What additional human and physical resources will - iPads.
be required for this activity? - Beebot application on iPads.
What specific teaching materials will need to be
prepared?
How will ICT be utilised in the lesson?
What OH&S factors will need to be considered for this
activity?
Teaching Strategies and lesson structure: What you as teacher will What are the students Timing
do? doing?
Prompts for your planning: Beginning

How will the lesson and ideas be introduced and I will be talking students Students will be listening
made relevant to the students? through the Beebot carefully to instructions so
How will you engage the class?
application on the iPads. that they understand what
As well as modelling it to is expected of them during 5-10 minutes
them. This will be done the iPads session.
either through sitting
them down in a circle on
the floor or by plugging
What specific teaching and learning strategies will
you use for the lesson? the iPad into the apple
What exactly will the students be required to do and TV. I will model and
what will be your role? demonstrate how to
How will you create a collaborative learning program the beebot a
environment and how will the classroom be arranged couple times and make
to support this?
How will you include all learners? What Curriculum
links to the lesson where
and Pedagogy adaptations or modifications will be we used lots of
required? directional language.
How will you differentiate learning opportunities for
diverse learners? Before sending the
How will you ensure the students are on-task and
students off I will quickly
what strategies will you use to support positive
behaviour? go over some rules with
the iPads. E.g. only use
the iPad while sitting
How will you draw ideas together and conclude the down, hold the iPad with
lesson? two hands, carry using
How will you conclude the learning experience/
learning findings?
the base of the iPad not
the cover. Be gentle while
tapping the screen and
only use the beebot
application. (Unless told
otherwise.)

MAKE SURE STUDENTS

ARE PAYING
ATTENTION, use clapping
strategy to get the class to
re-focus.
Try the positive
approach, I love the way
[student name] is sitting!
I will be roaming around
the classroom to see how
students are faring with
the beebot application.
Whether or not they
actually understand the
task or are just simple
mashing random buttons
to program the beebot by
chance.
Middle
Students will be playing
around and experimenting
with the beebot
application. They will try 20-25 minutes
their best to program the
beebot and get it to reach
the end of the maze.
H: Students will be
expected to work on the
application independently.
M: Students are to work
independently on using the
application and trying to
figure out how to program
the beebot, however if
needed can ask the teacher
for help.
L: Students might request
help from the teacher and
ask for more scaffolding if
they are struggling.
Early finishers: They may
have some free time on the
iPad afterwards, only after
they have finished with the
beebot activities!
 Conclusion

I will bring students back Students will be 5-10 minutes

to the floor before the contributing and sharing
end of the lesson, lead their responses and
them in a discussion of experiences with the rest
what they learned from of the class.
that iPad session.

Reflection and Self Evaluation: What worked well:

What aspects of the lesson worked most effectively?
What aspects of the lesson could be improved and
how could they be improved?
What follow-up will be required from this lesson?
- Students were all engaged. They stuck with the particular levels that they
felt they could work at. They differentiated for themselves.
- All students paid attention to and followed the safety rules for using and
handling an iPad, there was no silly use of them in this session.
- Positive reinforcement: I love the way . Is working, 10 table points for
you!

Areas for improvement:

- More explicit modelling in the beginning, a lot of students learned how to

use bee-bot from trial and error rather than from using our directional
language from the other classes.
- Most were able to describe the different directions that they were using in
the program. Perhaps a quick game to refresh their directions?

Mentor Teachers reflection

(See guiding questions below)

Laura did a good job in outlining her firm expectations for the maths session, students were listening and engaged in the demonstration
and very few students were not totally aware of her expectations.

I believe that Lauras lessons would benefit from her taking more time to explain the activity explicitly, students were not able to see the
buttons that she was pressing in the demonstration and I believe that if she had demonstrated the function of each arrow less students
would have resorted to simply guessing how to program the bee-bots on the iPad.

She was able to utilise her behaviour management strategies effectively in a firm but positive manner, I would like to see her develop
these behaviour management strategies further in the upcoming weeks.
Mentor Teachers reflection
The following questions can be used as a guide for providing structured feedback to pre-service teachers:
Has the pre-service teacher utilised teaching strategies that reflect an understanding of how students learn and factors that influence their learning?
Has the pre-service teacher sought to build on students prior learning and experiences?
Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area and skills required to teach this lesson/activity?
Has the pre-service teacher drawn on appropriate curriculum documents for the lesson?
Has the pre-service teacher demonstrated effective communication in explaining tasks and ideas?
Has the pre-service teacher demonstrated adequate planning and set achievable goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
Has the pre-service teacher been able to create a suitable and safe learning environment through the use of consistent and clearly communicated
behavioural expectations for students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and challenging behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in directing the learning activity?
Has the pre-service teacher been effective in the use of questions and answers?
What was the Australian teaching standard/s being developed in planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and implementing this lesson?