Day:  M T W T F    Date: _1/9/15_______  Time: _____________ Year: __10___

Learning Area: __Assignment evaluation_  Topic: __Home Economics______

Curriculum content description:

·       Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)

·       Investigate and make judgments on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating (ACTDEK045)

·        

Students’ prior knowledge and experience:

·       Students have made their own bread, butter, and jam from scratch to understand non processed ingredients.

·        

Learning purpose:

-To make sure students have completed the task, so they show an understanding of processed ingredients, and knowledge of how to complete the assignment.

- To be able to reflect back on their meal and think what else could have worked.

Reflect if their planning went to plan.

Learning objectives:

On completion of this lesson, students will be able to:

·       To be able to identify what could have be done better with their recipe.

·       Have ideas for what could of replaced different ingredients

Evaluation:

·       Once completed, students will know how they went with the task, if completed.

·       Students who have not completed can use ideas from evaluation to finish assignment following week.

Preparation and Resources:

·       Assignment evaluation sheet, attached to assignment, blast from the past.

Catering for diversity

·       Students, who are behind, allow them another week to submit assignment, but still run them through the evaluation to give things to think about whilst finishing the assignment.

Timing:

Learning Experiences:

1.     Introduction:

·       Call student in from working on assignment

·       Ask them to turn to evaluation page

·       If you haven’t got your photo in their yet, don’t worry, you’ll have time to put that in later.

2. Sequence of learning experiences:

·       GIVE YOUR MEAL A RATING OUT OF 10

What was something that you didn’t like about it?

What was your favourite thing about your meal?

How good was your appearance?

Did your meal turn out how you planned?

Discuss ideas and write them down.

Give good ideas for students to use

Was there anything that was different than you originally thought?

Was the appearance difference? Better or worse than your head.

What alterations sacrifices did you have to make to produce this meal?

Discuss ideas and write them down.

Give good ideas for students to use

If you were to do this again, what changes would you make if any?

What are some ingredients what might have gone better now you have eaten it?

3. Lesson conclusion:

Hopefully most of you should have nearly finished your assignment now. If you didn’t get to finish your evaluation today, because you were still working on your assignment, you still have time next week in class to finish it off.

Lesson Evaluation:

(Reflect on the lesson. What worked? What did not work? What would you change?  Why?)

Looking back on the lesson, I feel as well it went smoothly, as all of the students stayed on task for the majority of the lesson. Through the lesson I was walking around and making sure students were staying on task, and asking questions about their assignments. I thought this worked well because it made them talk about it, which in a couple of cases, bought up discussion for a new idea. There was 2 groups who would work for a little bit, and then get off task and talk about other topics. At the time I would walk over to them and bring the topic back to the assignment. If I could do it again I think I would separate the group who was talking, to get rid of the problem all together. Because the students were working on their assignment from previous weeks, I found it hard to find a level of information I wanted to give them. At the start of the lesson I went through the evaluation, and told them what sort of answers where expected from the questions. After my introduction the students worked in their groups to complete it. If I could do it again, I would elaborate more on each question and answer as a class, and then leave time for the students to fill in their answers. I feel as though if I had be more explicit with my detail on each question,  I might have had more students staying on task.

Do you feel your questions were clearly structured and readily understood by the students?

 Because my lesson was the end of an assignment, I feel the students had a good understanding of the questions I asked about their task. Each question was answered with the right ideas, and good suggestions for alternative answers.

Did you use a variety of question types?

Yes I did use a variety of question types, to try to get a board selection of different answers.

Comprehension questions: What was your favourite thing about your meal?

Recall questions:  what would you change in your dish?

What balances was there between the various questions types?

There was a general balanced of question types to gain a solid understanding of how they performed on this task. Some questions asked them to recall, and others to explain what they could have changed.

Consider both why and when you made use of the different question types?

Recall questions where good at the start of the lesson, and only once they were working on their assignment, would I ask a comprehension question.

Did you recognise any pattern in the distribution of your questions amongst the students?  Consider reasons for this pattern?

When distributing my questions In my assignment lesson, I started out with basic questions, on the broad topic of what is an evaluation?, seeing if someone could explain what they had to do. After the first piece of information has been given, I stared my more direct questions about a specific component of the assignment.

How have you directed questions to the group?

I stood up the front of the room, looking round at everyone. And propose my open of closed question. I started with closed questions to give the students more of a chance to get it correct and give them more guidance. As I moved through the lesson I moved to open questions, to give the students a chance to explain what they had learned in their own words.

Have you used “wait” time?

 I used the wait time at the start of the class to wait for quiet once they knew I was talking the class. Once a few students caught on that I was waiting, to alerted the students who weren’t paying attention, and I had silence within 10 seconds.

Did you make eye contact with the group as you directed your questions?

As I spoke to an individual student, I defiantly made eye contact to listen, and to show them a sign that I was paying attention to their thought or idea. If I was looking around the room as they told me, they wouldn’t not feel as though I value their answer.

How do you deal with correct responses? Do you qualify any praise given?

To deal with correct responses I would say thanks, and yes that is the best or right way to go about this, and elaborate on the topic if they have missed out any points, but to also give the other students more of the right idea for the solution. No extra praise was given then saying yes that is correct at the start of the answer.

How do you deal with incorrect responses?  How do you deal with students who stumble and grope for an answer?

With incorrect responses I would say it is close or try and relate to what they are thinking of, and redirect the question back out to the class, in needed, give them a hint on the right track for the answer, to engage students.

What use do you make of the student’s responses to develop the teaching point?  Have you redirected any questions in order to add to an initial response?

I made great use of using the students point to develop into the next idea or question if I could. Questions on this evaluation were quite simple, so students were kept of the right track form the start. Moving through the questions was easy in this lesson, because of the amount of right answers pushing the cycle along.

Are you the only evaluator of the student’s answers?

All the students should be listening to other students answer along with me as the teacher, to pick up or add any points that may be missed.

Was your lesson plan effective for managing the class?

e.g. How did the students react to your lesson overall and to your planned activities?

Did anything unexpected happen?

Did you provide a variety of activities?

Were you satisfied with your timing, particularly for the end of the lesson?

Did you feel you were able to change things if needed?

The key questions I asked at the start of the class was enough to manage the class throughout the lesson, No one finished their assignment before the end of class, which meant everyone had something to be doing.

I felt at the start of the lesson the students were giving me their full attention, as I had not taught them before. As the lesson went through I feel like I lost the attention of a few of the kids, who would get off task and start to talk. Overall I was happy with the response.

The year 10’s in this class worked on their assignment without too many interruptions. There was a large group of 7 students who would occasionally get of task, which I would walked over and try to redirect conversation by asking a question about their assignments.

Students were up to different levels in the assignment which created a variety of different activities, depending on what part they were up to. Some students were writing their report, and others finishing their evaluation and sticking on their photos of their food.

 Because students were working on their evaluation or assignment still, no one finished before the end of the class. Making it good timing coming towards the end of a period to finish up.

Yes I could of redirected the class if we needed to finish early, and tell them to carry on next week in class.

Were you aware of classroom procedures and school disciplinary policy?  How much did you know about your students?

How did your mentor teacher maintain a safe learning environment?

What strategies did your observe your mentor teacher using to maintain this?

Being a catholic school, I was aware of policies of swearing and talk not talking about boyfriends, or girlfriends around the students.

The class maintained a safe learning experience through most of the classes I observed. There were rules in place when handling equipment like sharp knifes and scissors. All knifes had to be carried facing down, to ensure no one is poked.

How did you demonstrate to the students that you valued them, and enjoyed learning?

e.g. Tone of voice, facial expression, sense of humour, introduction to students and topic.

I showed the students that I was enthusiastic and enjoyed learning by listening to the teacher when she was talking. By participating in the cooking class with one of the year 10’s, showed that I wanted to be involved, to learn as well as teach. My personally is to make jokes wherever I can, so I used this where I could whilst cooking with my partner in a class lesson. Working together with this boy allowed me to show him I could respect him and the work, so the next day when I taught him, he listened to me and the other students followed him.

Which aspects of your teaching style do you feel helped you maintain class attention?

e.g. Variety of activities, class or group discussion, pace of lesson, interest at class level.

I think because I was relaxed and calm whilst talking to the class, they gave me the same attitude back. I liked that the students had their own assignments to work on, which meant I could walk around and remain calm, having time to talk to individual students about there assignment or getting them back on task.

Did the students know what was expected of them?

Yes all students knew that they were to work on their assignment. Some students didn’t work at the same pace as other students, but all of them remained on their task.

Were you able to redirect energies of attention seeking students?  Did the students have enough

 to do?

I didn’t have a problem of any attention seeking students in my class. Whilst watching my mentor teacher, I did notice a student back chatting to the teacher to get attention from her class, which my mentor teacher did not pick up on.

Through my lesson all students had enough to do completing their assignment.

Non teaching staff would report back to the head teacher, to see what they could help out with in that class. In my school there was a teacher who would help run the class, help students, or run errands for my mentor teacher. Having this second pair of hands to help, was good for our mentor teacher to delegate jobs, and allow more time for herself to walk around and focus on the students.

There was the diversity in the classes when it came to the ability of cooking between different students, as well as a diversity in how well behaved students were. Some groups would manage there task with no problems, whilst others were constantly asking for help, or to have something checked.

My school tries to stay connected with the community in many different ways, across multiple departments of teaching. The Home Ec department which is was placed, has started to run their own barrister course, and will eventually sell to the public community to promote themselves and the school. This intuitive being run by the head of home ec, will teach students how to handle a coffee machine, making them qualified for  part time job at a café, and also is a great way to promote the skills that the school teaches to the public.

I believe that the function of school is to give students the knowledge and skills, to tackle a large variety of jobs and lifestyles when they leave school, to create a career and or passion for themselves. I think students can often lose interest in school if they are not engaged din a topic that they want to know and understand. I think schools should continue to teach students a range of life skills to allow them to trail their skills and practices before entering into society.