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ISC3701 Assignment 03 MARK 100/100 Year 2021

Instructional Studies in Context (University of South Africa)

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Karisma van Wijk

ISC3701
Instructional Studies in
Context

Assignment 03
Unique number: 877970

Due Date: 13 August 2021

Student number: 5704-555-0

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Question

1. A lesson plan is a teacher's daily guide for what learners need to learn, how it will
be taught basically, it is "learning trajectory" for a lesson. For effective teaching
requires a thoroughly designed lesson plane.

1.1 Careful design a lesson-plan template/form that you believe teachers should use
for effective teaching and learning in a classroom. (You may not use one from a
school or teachers’ guide). Include the blank form for this question.

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SUBJECT LESSON- GRADE: ___ TEACHER: ______________

DATE: ________________ SCHOOL: _________________
CONTENT AREA(S):
TOPICS:
Objectives: At the end of the learning process, learners should be able to:
1.
2.
3.
4.

Educational media or other sources:

Pre-knowledge/previously acquired knowledge that the learners had for this lesson:

*
*
*

Presentation of new content (Give a reduction of the most important facts) & Closing
discussion:
1.
2.
3.
4.
5.
Questions and instructions which you will pose to the learners:
*
*
*
*
*
*
How to actively involve the learners?
They must be involved in the following ways:

*
*
*

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*
*
*

Assessment technique: Informal or Formal:

1.2 Justify why you choose certain contents for your lesson template.

Content is one of the three main components of a lesson. Choosing certain content enable
teachers to achieve their teaching aims and learning outcomes.

➢ Basic information: The top part of my lesson plan template consists of basic
information about a lesson by considering the curriculum (CAPS) and ATP (Annual
Teaching Plan) such as the subject lesson, grade, content area, topic, date, etc.
➢ Lesson objectives: Objectives is there so that we as teachers know what we want to
achieve and what we want our learners too achieve at the end of a lesson.
➢ Educational media or other resources: Choosing resources is important in contributing
to a lesson. We can say that resources are various tools that provide the teachers with
the opportunity of teaching effectively in order to offer an easier learning process to the
his/her learners.
➢ Pre-knowledge/previously acquired knowledge that the learners had for this lesson:
Prior knowledge is a factor influencing learning and learner achievement. The quality
of prior knowledge positively influences both knowledge gain and the capacity to apply
higher-order cognitive problem-solving skills.
➢ Presentation of new content (Give a reduction of the most important facts) & Closing
discussion: This part of the lesson the teacher discuss how he/she will build on the
prior knowledge with step-by-step discussion. This allows learners to have the
opportunity to make an immediate and concrete connection between their
understanding of previous knowledge and building on that knowledge.

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➢ Questions and instructions which you will pose to the learners: Questions helps
learning through active discussion, in that way is develops their confidence, helps
learner to think out loud, engage in their work, and it improves speaking and listening
skills. Questions also help the teacher understand what the learner comprehend
during the lesson and if they understood and learnt during lesson presentation.
➢ How to actively involve the learners? These steps or ways help teacher create a
unique way to handle or teach different learners.
➢ Assessment technique: Informal or Formal: The last content area included is the
assessment technique. After the lesson the teacher should have a tool to test/assess
the learners understanding of the lesson through an informal or formal assessment
(worksheet, rubric, checklist, etc.).

2. As student teacher you have major subjects that you are going teach once you
finish your degree. Choose one major subject and design a lesson plan for it. Use your
lesson plan template you designed in question 1.1.

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SUBJECT LESSON: MATHEMATICS GRADE: 2 TEACHER: Mrs.K. van Wijk

Date: 21/06/2021 School: Anzac Primary School
CONTENT AREA(S): Space and Shape (Geometry)
TOPICS: 3D objects
At the end of the learning process, learners should be able to:
1- Names of a variety of 3-D objects.
- What a 3-D object is and its relationship to a 2D shape.
- What a face is for a 3D object and how to identify the number of faces.
- What a vertices is for a 3D object and how to identify the number of vertices.
- What an edge is for a 3D object and how to identify the number of edges.
- How to sort 3D objects based on the 3D objects attributes.
Analyze characteristics (attributes) of 3-D objects including faces, edges and vertices.
- Observe and describe 2-D shapes found in 3-D objects. (Relationship)
- Sort 3-D objects according to the faces, edges, and vertices and explain the sorting rule.
- Construct and build models of 3D objects. (Knowledge)
2-Learners will have the following skills: Describe, illustrate, observe, recognise, discussion,
represent, visualizing, comparing, and interpreting. (Skills)
3-They will have the following attitudes and values: dignity, responsibility, co-operation, hard
work, generosity, and good judgement. (Attitudes and values)
Educational media or other sources:

*Flashcards with 3D objects on.

*Flashcards with interesting facts on each 3D object

*Worksheet with 3D objects

Pre-knowledge/previously acquired knowledge that the learners had for this lesson:

*Learners will know what a 3D object looks like.

*Some learners will know what vertices/edges/faces are.
*Put 3-D objects on the mat. The learners each take a shape and say whether it is a 3-D
objects or not.
*Ask learners whether they think their shapes would roll or slide.

Presentation of new content (Give a reduction of the most important facts) & Closing
discussion:

1. Place flashcards with the words 'roll' and `slide' on the mat. The learners sort their
shapes and place them under the correct heading.

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2. Create a slide for the learners to check their decisions.

3. The learners experiment with objects such as hoops, beanbags, pencils, rubbers,
pens, rulers etc. and sort them into objects that roll and slide. This can be linked
with data collecting and recording.
4. Ask learners to identify 3-D objects that resemble balls and boxes in the classroom.
Discuss the characteristics of the objects.
5. Ask questions such as 'Why did you choose that one?' 'What can you tell me about
that shape?' Would it roll/side?'
6. Repeat with the other flashcards.
7. Test learners to see whether the learners can recognize and name 3-D objects in
the classroom and in pictures.
8. Learners will then receive a worksheet with a picture made out of 3D objects-
Learners need to count how many different 3 D objects they can recognise and
also write what the different 3D objects are called.

Questions and instructions which you will pose to the learners:

*Where do we see 3-D objects in real life (home, school and community)?
*What is the relationship between 2-D shapes and 3-D objects?
*How can we sort 3-D objects?
*How do we determine one 3D object from another?
*How does 3D objects relate to our everyday lives?
How to actively involve the learners?
They must be involved in the following ways:
*As the teacher I must use complete and specific instructions.
*I must provide practice at the appropriate levels of difficulty.
*I must provide alternative activities for learners who completed the activity early.
*I must actively involve learners in the lesson.
*I give the learners my attention, which can improve
their performance.
*I give praise and rewards: Reward can be an
effective motivation for Learners being actively
involved in learning.

Assessment technique: Informal or Formal:

*Informal 3D objects worksheet:

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3. In your view, what problems are likely to occur during teaching and learning if the
lesson was poorly properly planned?

Planning a lesson is a guide that guides your way of teaching and how learners are
progressing towards meeting the lesson aims and outcomes that you planned as a teacher in
your lesson. Meaning that a poorly planned lesson is a problem in forming and building
knowledge. Through planning teachers set objectives, different teaching techniques and
strategies to accommodate different learners in a lesson, use resources required for the
lesson, integrate what they know about their learners and their communities into the
instructional environment and more. Lessons not properly planned can lead to not achieving
the objective (both the teacher and learners), not bringing the necessary materials or
equipment for a lesson or wrong materials, not planning different strategies for learners that
learn in different ways and integrating their knowledge to contribute to the lesson or for
learners to relate to the lesson and aimless wandering of the subject.

4. Reflecting on the lesson plan. Ask somebody else to read your lesson plan and give
you some constructive criticism about it.

a) What were the strengths of this lesson? Consider it from your perspective and from
the perspective of the learners.

The learners were actively involved. They really enjoyed working with 3D objects and
exploring. Other strengths: I included all necessary information for the learners to suit their
needs, I communicated while learning this is important. I also did not include too much
information and removed irrelevant information that might confuse the learners during my
lesson. I presented the information logically and used appropriate instructional techniques.
The last step I used in my lesson was to use appropriate resources. Overall, I used the
following techniques during the lesson- I established a positive classroom environment, I
began the lessons by giving clear instructions, I maintained the learner’s attention throughout
the lesson, I used appropriate pacing, I provided suitable seatwork, and I evaluated what has
taken place in my lesson. Therefor the desired outcomes were met by the learners.

b) What are the weaknesses of this lesson? Consider it from your perspective and
from the perspective of the learners.

For my own perspective and learner’s perspective I did not notice any weaknesses of the
lesson. The lesson outcomes were met, and I had extra questions from my learners to build
on their knowledge. The only challenge was that there was a child that failed the previous
Grade. Before I presented the lesson I asked the teacher if she had any learners with barriers
and difficulties. She informed me of a few that was minor and easy to accommodate during
the lesson. I also made a key box (with words) to help the child that failed Grade 2 last year.
When all the learners were busy with the worksheet I worked individually with him and did

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some Grade R and 1 work with him (phonological awareness, identifying easier number
symbols) and I made a number and letter chart for him. There wasn’t any disciplinary
problems or learners who misbehaved. The learners behaved themselves and were
rewarded afterwards with a merit each for good behaviour and participation.

c) Is your design clear enough for someone else to teach the same lesson from it?
What changes will you need to make?

I think my lesson was satisfying but no matter how good my lesson plan may be, there are
always little ways that I can make it even better. And here’s a few ideas how I plan of doing it.
Consider not just the individual lesson, but the big picture. I do think of where does this fit into
the broad spectrum of what you are teaching those learners? Will they gain any kind of
benefit from it, or will it be isolated? If it is isolated, maybe it's time to think about how it can
be directly tied to another lesson I’m teaching. I asked the HOD to read my lesson plan.
While this isn't as good of a way of evaluating, if my lesson plan it was effective, in reality, I
easily gained a lot of knowledge from having another pair of eyes looking over my work. This
is also less intrusive, both for me and the HOD.

5. Write four questions you would suggest teachers ask themselves as part of reflect
on their lesson designed for their teaching.

• Did you use a variety of approaches and learning material in the learning process to
accommodate different learning styles?
• Did you give feedback in assessment (valued part of learning)?
• Does this lesson contain cross-curricular integration of knowledge and skills that might
prepare learners for reality and the world of work?
• Did you as a teacher reflect on your lesson to show the pros and the cons? This will
then lead to a new phase of analysing needs (for weak and strong learners). Revision
1
will also take place.

Reference:

• Instructional Studies in Context study guide for ISC3701.

• Oxford Dictionary.
• Anzac Primary Policy: Teaching strategies for teacher and different levels of
learners (Foundation Phase and Intermediate Phase).
• Prescribed book: Teaching Strategies for quality teaching and learning-custom
edition.

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RESULTS
Total = 50 / 50 (100%)

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COMMENTS
1 Excellent

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