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

Y 9: Basic Probability.
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.

Greetings: Talofa lava. Outline the lesson

plan.
Prior knowledge: %, fractions and decimals.
What is probability? How to measure the
chance of an event occurring? How to
express probability and describe an event?
Probability scale.
Formula: P (not A) = 1- P (A).

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

Lesson started with some behavioural problems. I

decided to discuss some rules regarding to body
language such as hand up - be quiet, not taking
over them, group work rules.
Prior knowledge was identified from students work
and observation. However, there was a problem
with the bell (it was late) and for that reason I
moved pretty much to the topic after only pointing
out what prior knowledge and skills are needed to
proceed with Probability. Lesson plan had to be
modified at the spot immediately.

Learning to understand basic probability:

theoretical and experimental.

Intended leaning was shared with students. A

strong focus on use of prior knowledge.

To be able successfully complete

worksheets by
Describing an event using
probability scale;
Expressing probability using

S.C. read by boys and action verbs highlighted.

We know we are successful if we can
Action verbs describe, express, calculate and work
out were highlighted.

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.

fractions, decimals and

percentages;
Working out experimental probability
using table;
Calculating theoretical probability.

Modelling (think aloud):

How to use probability scale;
Read tables for needed information;
Use formulae to calculate probability.

Explained what is probability scale and modelled

use of key words to mark an event on the scale.
Students actively participated in collaboration
about probability scale and used scale key words
with success (evidence students voice,
worksheets). However, some of them did not
understand the formula P (not A) = 1- P (A). I need
to consider different approach.

DAT: group work, pair-to-share.

Choice of Tasks discussed with AT and
based on assessment results.
Prompts on worksheets scaffolding their
understanding of probability scale.
Encourage sharing skills by asking them to
give reasons for answers and explain steps
involved in use of probability formulae to
each other, thus allowing them to take
responsibility of their own learning.

Walked around assisting individuals and groups.

Group and pair approach prove being effective:
actively learning, engaged in relevant
conversations, discussions and explanations.
Nevertheless, the lesson plan was not completed
(very short lesson: bells mixed up). Working out
experimental probability using tables and
calculating theoretical probability were left till next
lesson.

Self-assessment: tick now I can boxes.

Brief feedback on some students work, summary

of what have been learnt and suggested they
thought about what would be next step for them:
what skills they need to revise to carry on with
probability and for some to get from A to M / E.

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