Describe the task(s) in which your students will be engaged. What misconceptions or difficulties do you think they might experience? How will they demonstrate their understanding of the concept? How will you gather your assessment data (e.g., checklist, anecdotal records)? What extension activities will you provide? The students will be engaged in creating a leprechaun trap. Students may experience challenges collaborating ideas with peers. Students will demonstrate their understanding when they successfully complete a trap and are able to describe what they created, to the whole group. Assessment data will be collected through observations and anecdotal records. CONSOLIDATION: Reflecting and Connecting During this phase, the teacher may: During this phase, students may: bring students back together to share and share their findings; • • analyse strategies; use a variety of concrete, pictorial, and • encourage students to explain a variety of numerical representations to demonstrate • learning strategies; their understandings; ask students to defend their procedures and justify and explain their thinking; • • justify their answers; reflect on their learning. • clarify misunderstandings; • relate strategies and solutions to similar • types of problems in order to help students generalize concepts; summarize the discussion and emphasize • key points or concepts. How will you select the individual students or groups of students who are to share their work with the class (i.e., to demonstrate a variety of strategies, to show different types of representations, to illustrate a key concept)? What key questions will you ask during the debriefing? All students will be given the opportunity to share their creations. Questions asked: What materials did you use? What worked well? What was the most challenging? How could your group improve? What was your favourite part of the challenge?
Describe the task(s) in which your students will be engaged. What misconceptions or difficulties do you think they might experience? How will they demonstrate their understanding of the concept? How will you gather your assessment data (e.g., checklist, anecdotal records)? What extension activities will you provide? The students will be engaged in creating a leprechaun trap. Students may experience challenges collaborating ideas with peers. Students will demonstrate their understanding when they successfully complete a trap and are able to describe what they created, to the whole group. Assessment data will be collected through observations and anecdotal records. CONSOLIDATION: Reflecting and Connecting During this phase, the teacher may: • bring students back together to share and analyse strategies; • encourage students to explain a variety of learning strategies; • ask students to defend their procedures and justify their answers; • clarify misunderstandings; • relate strategies and solutions to similar types of problems in order to help students generalize concepts; • summarize the discussion and emphasize key points or concepts. During this phase, students may: • share their findings; • use a variety of concrete, pictorial, and numerical representations to demonstrate their understandings; • justify and explain their thinking; • reflect on their learning. How will you select the individual students or groups of students who are to share their work with the class (i.e., to demonstrate a variety of strategies, to show different types of representations, to illustrate a key concept)? What key questions will you ask during the debriefing? All students will be given the opportunity to share their creations. Questions asked: What materials did you use? What worked well? What was the most challenging? How could your group improve? What was your favourite part of the challenge?
FDK-Leprechaun-Trap-DCDSB.docx