Unit and lesson plan Analysis

 Unit and lesson plan Analysis

13 Sep:

Similarity	Difference
-Define clear learning objectives - Both define the resource and materials  - Both have at the end one way or more to reflect or assessment .	No date as the unit plan for many weeks UDL is offer multiple ways for students to access and engage with content. UDL define the Potential Barriers for Learning.

14 Sep :

The end of the unit Assessments :

At the school we used ongoing assessment to assess students' understanding of key concepts( assessment for/of learning , Baseline check, Endline check and teacher check) , The end of the unit check we assess  key concept  related to fractions and decimals, including simplification, comparison, operations, conversions, and real-world applications .

As international school with different nationalities and the majority are not English  native  speakers, the assessment must include a mix of question types, such as multiple-choice, short-answer, and problem-solving questions to assess various aspects of students' understanding.

_ I will not make any changes, but I'll make sure that the following  key elements are there:

1- Visual Representations: will incorporate visual elements into the assessment, such as diagrams, graphs, and charts, which can convey mathematical concepts without relying heavily on language.

2-Language-Friendly Format:will use clear and concise language in assessment questions. Avoid using complex language structures or idiomatic expressions that could be confusing for non-native English speakers.

3-Differentiated Questions:will include questions of varying difficulty levels, so students can choose questions that align with their proficiency levels. This can be especially valuable for assessing mathematical skills rather than language skills.

4-Supportive Environment: will create a supportive and encouraging atmosphere during the assessment. Emphasize that it's okay to ask for clarification or help if students do not understand a question due to language barriers.

5-Accommodations: will provide appropriate accommodations for students with special learning needs or language challenges, as outlined in their individualized education plans (IEPs) or language support plans.

By implementing these strategies,I ensure that my math endline check assesses students' mathematical proficiency rather than their language abilities, creating a fair and equitable assessment process for all students.

Analyzing the learning goals    

6Nn20 Count on and back in fractions and decimals, e.g. s, 0.1s, and repeated steps of whole numbers (and through zero). 

6Nn21 Compare fractions with the same denominator and related denominators, e.g. with .

6Nn22 Recognise equivalence between fractions, e.g. between s, s and s. 

6Nn23 Recognise and use the equivalence between decimal and fraction forms.

6Nn24 Order mixed numbers and place between whole numbers on a number line.

6Nn25 Change an improper fraction to a mixed number, e.g. to 2.

6Nn26 Reduce fractions to their simplest form, where this is , , or a number of fifths or tenths. 

6Nn27 Begin to convert a vulgar fraction to a decimal fraction using division. 

6Nn28 Understand percentage as parts in every 100 and express , , , , as percentages.

*I notice that my current learning goals don't have a chance to check the understanding as too quick to move on and the language is not fixable enough to support all learners an opportunity to attain.

Old goals:

1-Compare fractions with the same denominator and related denominators, e.g. with .

2-Recognise equivalence between fractions, e.g. between s, s and s. 

 3-Order mixed numbers and place between whole numbers on a number line.

Revise goals :

1-Comparing Fractions: We'll learn how to compare fractions when they have the same bottom number (denominator) or when their denominators are related. For example, we'll compare 1/4 with 3/4. 2-Equivalent Fractions: We'll find out when two fractions are actually the same, even if they look different. For instance, we'll see that 1/2, 2/4, and 3/6 can all be the same. 3-Ordering Mixed Numbers: We'll put mixed numbers, which have both whole numbers and fractions, in the right order on a number line.

what are the key potential barriers to learning do

you need to be aware of when planning?

Diverse Learning Styles: It's important to remember that our students have unique ways of learning. Some are visual learners, others are auditory, and some are kinesthetic learners. I need to make sure that my lessons are designed to accommodate these different learning styles so that everyone can grasp the content effectively. Language Proficiency: I should consider that not all my students are native English speakers, and language barriers can be a significant challenge. To overcome this, I need to find creative ways to make my lessons more accessible, such as using visual aids, hands-on activities, and simplifying language when necessary. Varying Reading Levels: As mentioned earlier, some students may struggle with reading at their grade level. To address this, I need to adapt my teaching materials and assessments, providing extra visual aids and resources that are tailored to their reading abilities. Special Learning Needs: I may have students with special learning needs or disabilities in my class, and it's crucial to ensure they get the support they require. My lesson plans should be flexible enough to accommodate their unique needs and provide additional assistance as necessary. Cultural Sensitivity: I want to create an inclusive classroom environment where every student feels valued and represented, regardless of their cultural background. It's important to respect these cultural differences and celebrate diversity within the classroom. Attention and Focus: I understand that some students may have difficulties with attention and focus. To help them stay engaged, I need to incorporate activities that are not only educational but also captivating. Additionally, minimizing distractions in the classroom can make a big difference. Prior Knowledge: It's essential for me to identify any gaps in my students' prior knowledge that might hinder their understanding of new material. When necessary, I should provide extra support and review to bridge those gaps effectively. Math Anxiety: I'm aware that some students may experience math anxiety, which can hold them back. To address this, I aim to create a supportive and low-pressure atmosphere in the classroom that fosters a positive attitude toward math. This will help my students feel more confident in tackling mathematical challenges.