The Importance Of Lesson Plan

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Data collected prior to placement such as Oneschool information and previous assessment items assisted in the lesson planning by allowing me to identify not only the students’ academic levels to date, but also note that all students spoke English as their first language, none of the students identified as Aboriginal or Torres Strait Islander and there were no students with disabilities (1.3 - 1.6 AITSL, 2011). The summative assessment for the topic, and curriculum expectations also informed the foundations and content of the six lesson plans (2.1 - 2.3 & 3.1 -3.2 AITSL, 2011).
However, the data collected during placement such as, discussions and observations were equally as important. Observation number one was that the smartboard was not functioning and therefore lesson plans could not include ICT such as, YouTube clips or power points. Lessons were often amended not only at the conclusion of a section, but ‘moment by moment’. Being aware of the students’ engagement and understanding was evident and concepts were often repeated in depth or approached from a different perspective, to ensure the students understood (1.2 & 3.3 AITSL, 2011). Furthermore, while working through examples on the whiteboard and class discussion was incorporated into lesson plans, to meet the students’ needs occasionally more time was required, or in contrast the full
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These standards were monitored continuously through class discussions, formative assessment, challenge questions and quizzes and formally by the summative assessment at the end of the unit (5.1 - 5.5 AITSL,

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