Reflections

Lesson 1
Lesson started late, due to appointment going overtime. Thought Id get through all but final
ancestor discussion. Did not even get to properly start the worksheet.
Initial discussion went to time and was good. Stayed basic, but started to touch on interesting things
(indigenous population, European discovery etc), think it got them thinking and the sheer distance to
everything definitely got their attention. Intend to briefly come back to this once maths sheet is
worked through will become even more real. In Q&A, lacked confidence to use names, did not
want to get them wrong. Need to practice more in less spotlight moments.
Decided to request show of hand for contribution, as discussion was getting a bit noisy and
confused. Also, did not want to only let certain kids dictate direction of discussion. Tried to let them
own the discussion by giving them some cues, think that went really well. Did not expect discussion
about the discovery date to take that long and be so interesting for the students, great! Also,
interesting discussion on the Moai. Overall some great contributions. Discipline seemed good.
Realised before lesson that none of the capital cities (Adelaide, Brisbane, Sydney or Melbourne)
were on the map I had provided need to fix that (probably second map, just of Australia, might
help). Will do it with them on Google maps instead. Totally underestimated how long theyd take on
the worksheet also it was 10 mins till home time, they were not going to be able to focus. In the
end asked them just to measure scale, should have done this from the start.
Finally, Paul asked me to dismiss class. Did not expect it and was briefly flustered, then got them all
to tidy up (still left stuff lying on the floor) and stand behind chairs. Took a long time.
Discussion with Paul (Mentor teacher), received interesting and overall positive feedback. Pointed
out some very important points that I had not considered. Need to become more aware of the noncontributors (shy, lazy or bored) and incorporate them into lessons; when asking class to respond to
points raised by peers either repeat or ask if everyone has heard it; at dismissal I it might have been
better to let those who had helped and got ready quickly leave first. All points well received and will
be considered for next lesson and hopefully slowly implemented.

Lesson 2
Lesson started well, with a brief recap of previous lesson. I let them direct the discussion mostly, just
throwing in some questions here and there to guide them. It was fast paced and moved in
interesting and unexpected ways, helping them better understand map reading and at the same
time bringing the focus onto the Moai. Kids seemed really interested (also because they wanted to
know what we were doing with the milk cartons) and this part of the lesson felt very productive.
Moved onto the worksheet to get to the meat of it. I thought this might take them 10-15 minutes,
but ended up using about 30 mins just to complete the first point on the worksheet. Totally
overestimated their ability (most, not all) and extremes of different ability levels. Basics, such as

reading millimetres on their ruler were a problem and I felt I was not doing a good job of explaining
it. When I started to go from table to table and was explaining the same thing over and over again I
realised the scale of the problem. Really felt I needed to model it, but did not know how. When I felt
that some were getting it, and I had checked one or two of their results I asked those who had got it
and finished the task to help others. Was positively surprised by how much they stayed on task, even
after I asked them to help their peers, it was always productive noise! Made an effort to go round to
different students and explain one on one or one on two, realised that I did not go to those in the far
corner, as access was difficult and I did not want to push through. Repeatedly asked them to focus
on me and tried different ways to demonstrate what I was expecting them to do. Started to get
frustrated, with myself not with them. Again, did not feel I was very successful in doing so.
After I felt most had finally got this I asked whether they had and got a yes (did not hear the three
noes as Paul pointed out). I had already decided to move on and not do the second maths task at
this point, but asked them whether they felt zapped (which I pretty much knew they were), the
answer was resounding.
Started the papier mache activity. Asked them what they thought we were going to do, got some
interesting (and good) responses and a few who had worked it out. Went on to discussing with them
what they were going to do and how they were going to do it. Asked them to get a blank sheet of
paper, did not think this through. Was unaware that they only had one place where to get it from,
for some reason I thought they would have such things in their bag or box. Turned out that there
was only one spot where to get this from and there was a long queue. Led to a little fight between
Jordan and Pranav. Should have asked one student to get the paper and then hand it out and should
have asked Paul where they keep their scrap paper. With their paper, a pencil and a ruler I asked
them to draw a model of how they were going to construct their Moai. Some showed me their
drawings, which showed me that not all had understood what they were meant to do. So I started
modelling things and suggesting solutions on how to construct certain parts. Think this helped. Gave
them the homework of thinking this task through.
Finally dismissed task, went better than the day before. But think one or two might have snuck off
without being dismissed.
Discussion with Paul: Confirmed my feeling about the maths activity I was being too abstract in my
explanations. Paul suggested the whiteboard for modelling, DOH, so obvious, but beyond me. Next
time! Also pointed out that I did not check results of all those who went on to help others. Very true,
it did cross my mind, but did not fully enter my thinking. I was probably slightly panicky when I
realised the scale of the problem that I had not anticipated. Mentioned the nos I had not heard,
maybe ask for a show of hands next time to assist in identifying those who need help. Ethan was
playing drums at his table, did not pick up on it because so many needed my help, should have asked
those who were well ahead to move onto the next task. Did not check on Bella and new Aiden. Very
valid point and something that had crossed my mind. Should have made the effort despite the
difficulty of getting to them lazy. Paul also pointed out the paper fiasco, better planning on my part
would have helped.
In retrospect, the maths worksheet needs some reworking although I still think it is a really good
concept. Ideally use easy scales, 1cm=100/1000 etc. or something similar, probably use two maps,

one for the larger distances, one for the Australia and the capital cities. This little tweak would
already make things loads easier. Finally, really enjoyed the lesson, despite the maths fiasco.

Lesson 3
Decided to revisit the measuring on a map scenario, as felt there were still way too many students at
sea with this. Broke down the whole measuring with the ruler, new this would be ground covered
with some. At the same time did not have the time to check who could do it and who did not. Asked
them to bear with me. After demonstrating on whiteboard how to read a ruler I handed out the
ruler worksheet. Should have handed out the new map too although it did require some info,
which would have been too early to deliver. Ruler worksheet again surprised me in how long it took
many to understand and solve. Realised that too many were now sitting around and getting bored
was positively surprised by their discipline though. Started handing out second worksheet and
quickly explained what they needed to do. Did not work well. Interrupted the ruler activity to get out
the instructions for the map worksheet and get others to get going again. Once they had the map it
was easy to keep them occupied, just asked them to work out the different distances. Felt that
overall the lesson went well, nearly everyone had made progress. Really difficult situation with the
different skill levels and different activities, while still providing a joint lesson. Was chuffed when
Anna and Tom came up to ask for more help. Tom got it! Anna was still having trouble with the map.
Will give them a little more time tomorrow.
After lunch moved onto paper mache. Great discussion with ideas, modelled a possible way to
construct, but left it up to them. Then got them going, hardly enough time. Enthusiasm (by vast
majority) palpable. More tomorrow.
Discussion with Paul: Main point was that I had not waited for everyone to listen to me. Making rod
for my own back, as they will start to expect me to repeat it. Great bit of advice and tried to apply it
right away in the next lesson. Raised issue about keeping all busy. Will take some time for me to fully
work that one out. Commended me for breaking the scale down 1cm-250km = 1mm-25km, thought
it might have been easier for the children to understand. Point taken, but wondering whether they
were comfortable enough with mm to complete the task easily, at the same time they were not
comfortable enough with dividing it by ten either Pointed out that Jaxon had virtually not
participated in the lesson. I had not noticed, difficult to keep an eye on all when questions are
coming quick and fast hopefully that will come with experience.