Modification 1 [M]: An elaboration was added to the curriculum and content area to further clarify the direction of the lesson.
M2: The link to the previous version 7.5 of the Australian Curriculum ACHCK027 was removed as it was not necessary because it was very much the same content descriptor as ACHASSK118.
M3: The objectives were simplified and linked to the sequence of activities in the lesson plan to enable students to achieve the intended learning outcomes (Marsh, Clarke, Pittaway, 2014, p. 152). They were also modified to identify the content, product, and process. Whitton et al (2016, p. 131) advise that when teachers are planning objectives they should make certain that these key ideas are met and the expectations of the students …show more content…
57).
M5: The link to “Fred’s Van” was removed from the material list and the body of the lesson plan as there was no need for the student to watch two audio-visuals. The audio-visual “Sophie’s volunteering story” remained because it was more appropriate to the lesson objectives.
M6: Due to time constraints the persuasive letter was removed and it will be completed in the next lesson. Students will create a persuasive letter using the OREO worksheet (Appendix C) to address a local organisation of their choosing “…seeking permission to volunteer with them” (Volunteering Australia, 2017, p. 179).
M7: The link to “Bubble Us” the mind mapping tool was removed due to time constraints.
The teacher’s goal of the introduction is to activate students’ prior knowledge to assess their levels of proficiency (Whitton et al., 2016, pg. 129). Therefore, several modifications were made to ensure this was …show more content…
164).
M12: The remaining question from the original lesson plan “where do I find more information about volunteering” was moved to the body of the lesson as it was more appropriate for activity 2.
As the body of the lesson was overcrowded there were several modifications made due to the timing and amount of activities.
M13: Firstly, activity two was condensed in order for it to fit within the allocated 15-minute timeframe. This was done by altering the questions to include a mixture of convergent and divergent questions. Convergent questions (closed-question) are generally one answer responses and they allow students to rapidly recall facts (Whitton et al., p. 165). Divergent questions (open-ended question) are broader with limitless responses. They encourage creativity and higher-order thinking “…including synthesis and evaluation of previous learning” (Whitton et al., 2016, p. 165). By only including one divergent question in activity two it will not only ensure students are challenged but it will also help with the timing of the
M2: The link to the previous version 7.5 of the Australian Curriculum ACHCK027 was removed as it was not necessary because it was very much the same content descriptor as ACHASSK118.
M3: The objectives were simplified and linked to the sequence of activities in the lesson plan to enable students to achieve the intended learning outcomes (Marsh, Clarke, Pittaway, 2014, p. 152). They were also modified to identify the content, product, and process. Whitton et al (2016, p. 131) advise that when teachers are planning objectives they should make certain that these key ideas are met and the expectations of the students …show more content…
57).
M5: The link to “Fred’s Van” was removed from the material list and the body of the lesson plan as there was no need for the student to watch two audio-visuals. The audio-visual “Sophie’s volunteering story” remained because it was more appropriate to the lesson objectives.
M6: Due to time constraints the persuasive letter was removed and it will be completed in the next lesson. Students will create a persuasive letter using the OREO worksheet (Appendix C) to address a local organisation of their choosing “…seeking permission to volunteer with them” (Volunteering Australia, 2017, p. 179).
M7: The link to “Bubble Us” the mind mapping tool was removed due to time constraints.
The teacher’s goal of the introduction is to activate students’ prior knowledge to assess their levels of proficiency (Whitton et al., 2016, pg. 129). Therefore, several modifications were made to ensure this was …show more content…
164).
M12: The remaining question from the original lesson plan “where do I find more information about volunteering” was moved to the body of the lesson as it was more appropriate for activity 2.
As the body of the lesson was overcrowded there were several modifications made due to the timing and amount of activities.
M13: Firstly, activity two was condensed in order for it to fit within the allocated 15-minute timeframe. This was done by altering the questions to include a mixture of convergent and divergent questions. Convergent questions (closed-question) are generally one answer responses and they allow students to rapidly recall facts (Whitton et al., p. 165). Divergent questions (open-ended question) are broader with limitless responses. They encourage creativity and higher-order thinking “…including synthesis and evaluation of previous learning” (Whitton et al., 2016, p. 165). By only including one divergent question in activity two it will not only ensure students are challenged but it will also help with the timing of the