The Name of the Mini-Unit
Taller/Wider/Longer
Brief Summary of Mini-Unit and highlight Key features
This unit encourages students to use measurement wording and counting to compare the attributes of length, width or height of target in a variety of activity situations. The passage from counting all to advanced counting is also supported.
The key features during this lesson would be, the way to engage kids during this lesson would be to use interests that they have and incorporate them into height, length and width, for example, the height of goal posts, the height of your best friend, etc. Bringing in tools to assist to help, things like blocks, coins and counters, then to measure them you would also give the students rulers to aid them in working out the answers. Probably the most important of the features is making the activity fun, and making the kids feel as if they’re doing a good job, and give them the motivation and the feeling of success, then in turn this creates a positive learning environment for you and more importantly the students. Relevant AusVELS content descriptors and codes Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037) One relevant proficiency strand and how it is addressed in the mini-unit Reasoning - Incorporates utilizing known truths to infer techniques for new estimations, looking into related models of operations and making and deciphering straightforward representations of information. In the this particular game, I would say the most relevant proficiency would be reasoning, the way that this games is played is that the teacher would use prior or known knowledge and creating problems with that, with the students having to solve the problem right then and there. The first part is to choose the two tallest students and ask the students, are they tall?, who is taller, and get the students to work out the comparison and decipher the answer. This then in turn incorporates using the language that they’re already known to, words like, tall, taller, short, shortest and using these terms correctly in the right way. Learning objective in mini unit Measure is about making comparability between what is being measured and a suitable measurement unit. The first step in the measuring process understands that objects have attributes that can be measured. Initial experiences are needed to develop consciousness of the attribute and to introduce the necessary language, for example, long, longer, short, shorter, tall, taller, wide, wider, narrow, narrower. How you teach and assess your Mini-Unit? There are four types of pedagogies when teaching, and the one that most relates to my mini-unit would be active learning. …show more content…
Its because it’s a procedure that utilizes an assortment of pedagogical ways to deal with spot the essential obligation of making and applying learning on the students themselves. It puts the student at the focal point of the learning process, making him/her an accomplice in revelation, not an inactive beneficiary of data. Dynamic learning obliges students to collaborate with and coordinate course material by perusing, composing, examining, critical thinking, researching, reflecting, and taking part in higher-request thinking undertakings, for example, examination, union, assessment, and basic considering. The way it refers to my mini-unit, is that by asking the students during these three activities Taller/Wider/Longer, it is putting the student at the centre of the learning process, making them a part of the discovery. According to (Booker 2014 ch 7 pp491), the approach to teaching measurement is that, its results are connected in adding to the instructing and learning groupings for every measurement subject, length measurement is examined in point of interest, to set up the fine detail for the succession utilized at every phase of the improvement. This gives a general model that might be adjusted for whatever other measurement subject. The way the mini-unit is set out, means that you’re able to cater for those students with prior knowledge of measurement and having the option of 3 different activities, hits …show more content…
This assessment of measurement compares almost the same to my mini-unit, as after the 4-5 weeks of these games it is said that students would sit down and write out exactly what they have learnt the last 5 weeks of the
Taller/Wider/Longer
Brief Summary of Mini-Unit and highlight Key features
This unit encourages students to use measurement wording and counting to compare the attributes of length, width or height of target in a variety of activity situations. The passage from counting all to advanced counting is also supported.
The key features during this lesson would be, the way to engage kids during this lesson would be to use interests that they have and incorporate them into height, length and width, for example, the height of goal posts, the height of your best friend, etc. Bringing in tools to assist to help, things like blocks, coins and counters, then to measure them you would also give the students rulers to aid them in working out the answers. Probably the most important of the features is making the activity fun, and making the kids feel as if they’re doing a good job, and give them the motivation and the feeling of success, then in turn this creates a positive learning environment for you and more importantly the students. Relevant AusVELS content descriptors and codes Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037) One relevant proficiency strand and how it is addressed in the mini-unit Reasoning - Incorporates utilizing known truths to infer techniques for new estimations, looking into related models of operations and making and deciphering straightforward representations of information. In the this particular game, I would say the most relevant proficiency would be reasoning, the way that this games is played is that the teacher would use prior or known knowledge and creating problems with that, with the students having to solve the problem right then and there. The first part is to choose the two tallest students and ask the students, are they tall?, who is taller, and get the students to work out the comparison and decipher the answer. This then in turn incorporates using the language that they’re already known to, words like, tall, taller, short, shortest and using these terms correctly in the right way. Learning objective in mini unit Measure is about making comparability between what is being measured and a suitable measurement unit. The first step in the measuring process understands that objects have attributes that can be measured. Initial experiences are needed to develop consciousness of the attribute and to introduce the necessary language, for example, long, longer, short, shorter, tall, taller, wide, wider, narrow, narrower. How you teach and assess your Mini-Unit? There are four types of pedagogies when teaching, and the one that most relates to my mini-unit would be active learning. …show more content…
Its because it’s a procedure that utilizes an assortment of pedagogical ways to deal with spot the essential obligation of making and applying learning on the students themselves. It puts the student at the focal point of the learning process, making him/her an accomplice in revelation, not an inactive beneficiary of data. Dynamic learning obliges students to collaborate with and coordinate course material by perusing, composing, examining, critical thinking, researching, reflecting, and taking part in higher-request thinking undertakings, for example, examination, union, assessment, and basic considering. The way it refers to my mini-unit, is that by asking the students during these three activities Taller/Wider/Longer, it is putting the student at the centre of the learning process, making them a part of the discovery. According to (Booker 2014 ch 7 pp491), the approach to teaching measurement is that, its results are connected in adding to the instructing and learning groupings for every measurement subject, length measurement is examined in point of interest, to set up the fine detail for the succession utilized at every phase of the improvement. This gives a general model that might be adjusted for whatever other measurement subject. The way the mini-unit is set out, means that you’re able to cater for those students with prior knowledge of measurement and having the option of 3 different activities, hits …show more content…
This assessment of measurement compares almost the same to my mini-unit, as after the 4-5 weeks of these games it is said that students would sit down and write out exactly what they have learnt the last 5 weeks of the