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Running head: Lesson Plan Critique

Lesson Plan Critique: Hands on Math

Gurpreet Koonar
University of British Columbia
ETEC 512 64A
Instructor: Jennifer Shapka
November 30, 2014

In order to create and enhance student learning environments, teachers need to be

partaking in meaningful reflection of curriculum design and delivery. Educators utilize various
designs and templates while creating a lesson plan; however, these formats require critical
thought to whether they match teacher pedagogy. Embedding teaching practices within a larger
theoretical framework is a valuable endeavor which can assist educators in critiquing and
refining their teaching practices. This paper will examine an addition lesson plan for grade two
students through the lens of four key theories to analyse and critique all aspects of the lesson.
The theories that will be discussed are Blooms taxonomy, information processing, behaviourism
and constructivism.
Lesson Plan Overview
This lesson plan follows a rigid format which requires students to know by heart all
addition facts for each number to at least ten. The main teaching activities include a coat hanger
demonstration with pegs to demonstrate that addition can be done in any order to make ten. The
teacher is encouraged to make reference to calculation signs such as +, - , and = during the
lesson. The majority of the teaching activities follow a question and answer format where the
teacher is leading the discussion and students are answering. The lesson is concluded by students
copying down questions from the board and choosing at least five to complete in their
workbooks. This lesson format is not suitable for all types of learners and an examination of
different theories is required to make significant improvements.
Behaviourism
Behaviourism does not teach thinking; rather it excludes any form of cognition (von
Glasersfeld, 2008). Behaviourists think of knowledge as being passed from one person to another
by means of reinforcements and conditioning. This type of learning involves repetition, rote

learning, and external rewards to elicit behaviour. Unlike constructivism, behaviourism renders
the learner passive and inactive in knowledge construction. This lesson plan follows
behaviourism principles as the instructors role is to guide the learner through the learning
process. Despite these negative connotations, some positive aspects of behaviourism include use
of reinforcements to keep students on task. To encourage participation and motivation to learn,
the appropriate behaviourist strategies need to be implemented.
Proposed Changes
Standridge (2002) states that behaviourists assert that the only behaviours worthy of
study are those that can be directly observed; thus, it is actions, rather than thoughts or emotions,
which are the legitimate object of study. Although this is not the ultimate goal of learning, the
modified lesson plan will attempt to include positive reinforcements which will keep the students
engaged and on task. The rationale behind this decision is to keep the students participating and
working in collaboration with peers to meet the needs of a constructivist teaching approach.
Furthermore, positive reinforcement can increase the changes of desirable behaviour.
The proposed changes include use of direct, social, activity and token reinforcers.
Throughout the lesson the teacher will offer many opportunities for student participation to
naturally reinforce attention and participation. The goal here is to intrinsically motivate students
to participate by modeling appropriate interactions. Social reinforcers will include comments
from the teacher such as Good job or I can tell you are on task and working hard. This type
of positive praise will assist the teacher to effectively reinforce on task behaviour. For the
independent portion of the modified lesson plan, students will be able to choose the type of
activity they complete. Activity reinforcers will provide social reinforcement and an increased
likelihood of positive behaviour. Lastly, token reinforcements will also be utilized in this lesson

to reward appropriate behaviour. The tool which will be used to support this is Class Dojo. Class
Dojo allows students to receive points for on task behaviour by generating data on student
behaviour. This information is made available to students and parents to encourage positive
behaviour. The teacher will use an IPad or a mobile device to distribute points for positive group
work, behaviour and participation. The instantaneous visual which includes the point value and
positive behaviour will condition students to continue eliciting these actions.

Class Dojo Sample

Blooms taxonomy and Information Processing

Blooms taxonomy describes learning as it identifies with six processes: knowledge,
comprehension, application, analysis, synthesis, and evaluation. This lesson involves students
gaining knowledge from the teacher to perform the requirements for the lesson. Skills are applied
when students answer questions to show they understand the material. Whereas, analysis,
synthesis and evaluation are completely overlooked as there is no form of self or peer
assessment. Memory is a multifaceted system which requires a concrete structure to store new
information into long term memory (Lutz & Huitt, 2003). I would assume that students involved
in this lesson are inattentive because according to Suthers (1996) attention relies heavily on the
meaningfulness of the information to the learners. The goal of education is to bring new stimuli
into memory in a rich way so it can be stored in our minds permanently. Within our working
memory, rote learning is an undesirable way to withhold new information as there is a lack of
personal connections and elaboration being made to the content (Lutz & Huitt, 2003).
Proposed Changes
In order to compensate for the lack of analysis, synthesis and evaluation within the
original lesson plan, I have made some changes to the second half of the lesson. Rather than
students completing the questions in their workbooks, they will be able to investigate, question
and construct material to deepen their understanding. Students will be able to investigate and
compare information during the number story activity while taking ownership of a math
problem. To encourage evaluation, students will be asked to compare and critique the solutions
to the problem with a group member. For their independent practice, students will be asked to
begin working on a design project where they will construct a model of an addition question and

explain how they reached the answer. Students will be able to use manipulatives or any items of
their choice including technology.
Constructivism
This lesson attempts to teach constructively, however it is too teacher directed. The
question and answer format focuses on the teacher as the source of knowledge. E. von
Glasersfeld (2008) suggests that knowledge is not a transferable commodity and
communication is not a conveyance. For students to orally express their answers or write them
down in a notebook does not mean knowledge has been constructed. Students need to be given
the opportunity to collaborate and discuss material with their peers. More importantly, students
should also receive feedback from the teacher while participating in discussions. An important
piece which was missing from this lesson was the ability for students to connect to the questions
and reflect. Course objectives in this lesson focus on the content versus the individuals,
providing an incomplete approach to teaching based on memorization. Constructivist approaches
recognize learner-centered curriculum and the ability to meet the needs of cognitive and
emotional development of students.
Proposed Changes
Collaborative elements were added to the lesson plan to encourage students to share their
learning. For example, in the introductory part of the lesson the teacher will ask for students to
work with one another to solve a number story. Games will also be played to help review the
concept of addition as well as to be given the opportunity to talk about content. When students
have completed the number story and communicated their ideas to the group, they will be asked
to write in their math journal and share their thoughts with a partner. This strategy will help

students discuss math in more student friendly language and it will also help the teacher make
more accurate assessments. As mentioned before students will also be able to design a model to
demonstrate their learning. This assignment could be completed with a partner which may make
it easier for students who are less likely to participate or share their learning. Group assessments
will also be completed to give students an opportunity to think about their prior knowledge,
information learned as well as new knowledge. Lastly, students will have to complete a ticket
out the door activity where they will be given a sticky note from the teacher. On the note will be
an addition problem which students have to solve and place beside their name on the board. This
self-reflection will be completed at the end of the lesson before transitioning to a new subject.
The teacher will be able to identify whether students are constructing their own knowledge based
on what has been learned.
Conclusion
Educators need to have a strong foundation of learning theories and frameworks while
planning a lesson. I believe that by shifting the focus of this lesson from the teacher to the
students, the modified lesson will help facilitate the construction of knowledge. The new lesson
plan includes elements from behaviourism, Blooms taxonomy, information processing and
constructivism. It has clear expectations for students to follow as well as opportunities to
collaborate and reflect on learning. A revised copy of the lesson plan is attached.

References
Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications.
Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved
from http://www.edpsycinteractive.org/papers/infoproc.pdf

Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning,

teaching, and technology. Retrieved
from: http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism
Suthers, D. (1996). Attention and automaticity. Pittsburgh: University of Pittsburgh, Learning
Research and Development Center. Retrieved from
http://www.pitt.edu/~suthers/infsci1042/attention.html
Von Glasersfeld, E. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-49.
Available online: http://anti-matters.org/articles/73/public/73-66-1-PB.pdf

LESSON PLAN TEMPLATE

Lesson Title:
Name:

Addition and Subtraction

Gurpreet Koonar

Lesson #
Subject:

Math

Date: November 30, 2014

Grade(s):

Prescribed Learning Outcome(s):

A1 Say the number sequence, 0 to 100
A2 Recognize at a glance, and name familiar arrangements of 1 to 10 objects or dots.
A4 Represent and describe numbers to 20 concretely, pictorially and symbolically.
Instructional Objective(s):
Students should be able to demonstrate an understanding of addition facts up to 10.
Students will understand that they can represent and think about relationships among numbers and quantities in problem
situations using pictures and diagrams.
Prerequisite Concepts and Skills:
Students should be able to identify numbers up to 10 which includes matching the numeral with a picture.
Materials and Resources: (attached)
Teacher
Math manipulatives (i.e. snap cubes, color tiles,
cards, etc)
Build It cards
Math Journal
Word Problem worksheets

Students
Pencil
Handouts

Lesson Activities:

Teacher Activities
Introduction (anticipatory set):
Warm-up students with a game of Finger Flash
children partner up
one child prepares his/her hands (behind back)
with some fingers showing, for example
2 on one hand and 3 on the other
child flashes briefly his/her fingers to the partner
watch carefully for flashes that are a
reasonably length of time rather than a blur.
the partner calls out the total 5 and then 2 plus
3 equals 5
Note: During demonstration of the game, discuss
other ways to create a sum of 5
Change roles
Show children 5 fingers. Ask the children to show
how many fingers they would need to make 10.
Repeat with different numbers. Ask children to say
their answers in a number sentence e.g. 5 add 5
equals 10. Record the childrens statements on the
board e.g. 5 + 5 = 10.

Student Activities
o Students will participate in the Finger
Flash game to engage with other students
and discuss Math

Time

2-5
mins

1520mins

Demonstrate using a coat hanger that addition can

be done in any order. Place 10 pegs on the coat
hanger, 3 at one side and 7 at the other.
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Write the calculation on the board: 3 + 7 = 10

Turn the coat hanger round so that the 4 pegs are

now on the right. What calculation does the coat
hanger show now?
Body:
Input/Information: Present new information to
the class to extend prior knowledge.
Number story: Teacher asks students to stand up in
a straight line. Pam is the 6th person from the front
of the line and the 7th person from the back of the
line. How many children are there altogether?
Teacher will compare and critique the solutions.
For example:

Guided Practice:
Students are given the opportunity to solve the
math problem. This will help students develop a
sense of ownership.
Individual problem solving: Students can use
manipulatives to represent their reasoning.

Students will share their solutions.

20
mins

Teacher will ensure that students are giving

an explanation for their answers.
How do you know?

Teacher will compare and critique the solutions.

The teacher will explain the rules for Build It!

Students will need a partner and a set of
manipulatives. This game will require building of
numbers and reasoning.

Students will work in groups to complete the

Build It Game.

Independent practice: Students will complete a

word problem worksheet of their choice for
assessment and write in their math journal. They
will share their finds with a partner. The teacher
will have writing prompts written on the board to
help students start writing:

The first thing I did was

I figured out________ by
Todays lesson helped me to understand this
idea.
I would use this in my real life when

In addition to this activity, students will begin a

design project where they will need to construct a
model of an addition question and explain how
they reached an answer. Students will be able to
use manipulatives or any item(s) of their choice.
This can be an independent or group assignment.

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Closure:
Ticket out the door: Students will take a sticky note
from the teacher which will have an addition
problem on it. Students are to solve the problem
and explain how they did it and paste it beside their
name on the board.

5 mins

Assessment and Evaluation:

-walk around the classroom during the activities and look for effort and participation.
-student discussion and collaboration
-worksheets
-math journal
-ticket out the door
-design project
Extensions:
Students may wish to review My Addition Strategies Mat to review. They may wish to create their own review booklet
like the one below.

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Figure 1-Worksheet Option 1

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Figure 2-Worksheet Option 2

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Figure 3-Build It Activity

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