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Christie Kawalsky: Effective Communication In The Classroom

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The first lesson ('Christie') views Christie Kawalsky, a graduate teacher at St. Albans East Primary School, who is teaching fractions to her year 3/4 class (Australian Institute for Teaching and School Leadership [AITSL] (Producer), n.d.-a). Christie's lesson relates well to proficiency strand of understanding; this is because as a teacher, Christie is getting her students to develop their understanding of fractions, decimals, percentages and whole numbers. Christie often uses the appropriate language to communicate explicit learning experiences, and Christie integrates a general literacy capabilities approach to support the numeracy activity (ACARA, n.d.-a). Christie teaches the students how to connect fractions, decimals, percentages and …show more content…

-b). Kelly differentiates class activities to suit each’s learner's level and use scaffold to prompt and assist those students who are struggling. Kelly uses routine teaching within her classroom which involves tuning in, explicit teaching, development activities and reflection after each lesson. The lesson conducted by Kelly suits the proficiency strand of reasoning as Kelly asks students to explore the different strategies and process they used to break down their mathematical equations. At the beginning of the lesson, Kelly uses dice, and the students must do their nine times tables with each roll, the students had a limit of 20 seconds to answer. Therefore, relating to the identification and describing multiples and factors of whole numbers to solve equations which is content descriptor ACMNA098. Furthermore, the teacher uses posed questions to help the student explore number sequences to solve problems, which reflects elaboration of the content descriptor ACMNA098. Additionally, the students develop critical thinking skills when solving the maths problems (ACARA, n.d.-c, ACMNA098). In the lesson, Kelly places students in pairs to solve questions where they break down the mathematical problems and discuss the written strategies they used to solve the problem; this reflects content descriptor ACMNA291 (ACARA, n.d.-c, ACMNA291). Later on, towards the end of the lesson, Kelly asked the pairs to review how they found their answers and displayed them on the whiteboard. Kelly used scaffolding with the pairs to select and apply the correct written strategy to solve the problem, which reflects content descriptor ACMNA123. The elaboration of the content descriptor ACMNA123 involves the strategies used to solve the small numbers and then the larger numbers, which was clearly shown

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