Brendan Passmore

Having a thoroughly planned lesson will form the foundations of any good learning (Marsh, 2014, p.118). Whilst on placement at Middle Indigo Primary School I taught a mathematics lesson for a k-3 classroom. The lesson was on introducing the concept of fractions, which the students had only briefly been exposed to. My intention for the lesson was to reflect on the students’ prior knowledge to further extend their understanding of fractions. Fractions is a topic which is generally perceived by children and adults as being difficult. Consequently, many approach the topic with resistance. My goal with this lesson was to teach a lesson on fractions that the students actually enjoyed. By making the topic fun initially, when it becomes difficult students are less likely to give up (Hinde McLeod, 2007. p.9). In order to combat the negative associations many of the students had already related to fractions I listed the outcomes and schedule of the lesson on the board from the beginning of class. By doing this the students were immediately aware of not only what was expected of them (Hinde McLeod, 2007. p.80) but they had the reassurance of knowing we would be engaging in an safe and supportive environment (AITSL, 2014).

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Upon reflecting on the lesson with the associate teacher, she was extremely positive. She recognised the use of high and realistic goals (AITSL, 2014), which the students ultimately achieved. The lesson was planned thoroughly, catering for ‘varying abilities and characteristics’ (AITSL, 2014).