Jasmine Moussa
23rd April 2009
EDFD220
Lesson Plan Format
Date: 7th of April, 2009
Class: Year 9 commerce
Time: Start:14:00
Finish: 14:55
Key Learning Area: Commerce and choice
Lesson Topic: Methods of Payment
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
3.1.5: knowledge and
strategies to assess
student achievement of
learning outcomes
Students are new to this outcome, however they have been studying commerce and choice. Are familiar with payment methods from real life experiences.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
- 5.6 Methods of payment
Cash, credit, cheque, direct debit, lay-by,
electronic funds transfer and book up.
Indicators of Learning for this lesson:
Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
- Identify criteria that should be considered when determining
which method of payment should be used for different suppliers.
Assessment:
Strategies which will be used to assess
learners’ attainment of learning outcomes.
Should be linked to each learning indicator.
- Conducting a class discussion to recall the
seven methods and when they would be
used.
- Identify each method of payment and describe briefly what each
method of payment entails.
Teacher Standard 1.1.3: design and
implement lesson sequences using
knowledge of the NSW syllabus
documents
- recognize and record 3 advantages and disadvantages of each
of the seven methods of payment.
-Research the criteria of each method of payment and distinguish
the most appropriate method of payment in a range of contexts.
Teacher Standard 3.1.1:
Identify appropriate learning
goals for the lesson
1
- In workbooks, describing in own words what
each method of payment involves. As a
class, sharing ideas.
- In groups of 6, discuss and draw up a table
on cardboard showing 3 advantages and 3
disadvantages of each method of payment
- Individually working on a worksheet,
matching a range of contexts where methods
of payment are used with the corresponding
method of payment. Not formal assessmentcollecting up as homework.
Teacher Standard 3.1.2: Implement lessons and
lesson sequences that are designed to engage
students and address learning outcomes.
Jasmine Moussa
23rd April 2009
EDFD220
Any safety issues to be considered:
When working in groups, ensure that there is no
equipment and bags obstructing movement around
the class room.
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
- Board of Studies NSW (2003) Commerce years 7-10: Syllabus. Sydney: BOS.
- Year 9 Commerce text book: Page 49 1.14 Methods of keeping records
- Overhead sheet with table of methods of payment, description, disadvantages and advantages
- Overhead projector
- Worksheet
Teacher Standard 3.1.4: Ability to use a
- Students exercise books and pens.
range of resources and materials to
support student leaning.
LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
Identifying the types of methods of
payments and what they involve briefly
Q/ Can anyone give me any examples of
types of methods that you would use
when you want to buy a product or
service?
A/ Cash, credit, cheque, direct debit, lay-by,
Timing
(mins)
Teaching Strategies / Learning Experiences:
(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
14.00
(2mins)
As students take out their books for class, write down in the
- White board marker
top hand corner of the board a class outline.
- White Board
1. Mind map: Methods of payment
2. Group work: advantages and disadvantages of each
method of payment.
3. Copy down overhead sheet
Teacher Standard 4.1.1:
4. Homework: Matching exercise
Communicates clear directions
14:02
(9mins)
Resources and Organisation:
to students about learning
- Greet class “Good morning year 9”
goals.
- Instruct students to sit quietly
- Run through outline on the board
Mind map
- Teacher writes “types of methods of payment” in a
bubble on the board.
- Teacher will ask students to raise hands when they
have an idea or answer.
-
Students will walk up to the board and write down their
2
Teaching Standard 4.1.3:
Listening to students and
engaging them in classroom
discussion
Jasmine Moussa
23rd April 2009
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electronic funds transfer and book up.
Q/ Can anyone tell me what it means to
use EFTPOS?
A/ Using plastic cards to purchase items;
have your bank account details on them.
Etc.
Q/ Think about when your parents are
too busy, and cannot leave the house,
what method might they use?
A/ Direct Debit
-
ideas, as to involve them.
Teacher leads a class discussion
Teacher asks students what they think each method
involves and when they would be used.
When the discussion is stalled, teacher should arouse
ideas by asking students questions.
Teacher praises students for great effort in
participation
DEVELOPMENT
Demonstrating
ability
to
engage
coherently in groups and record 3
advantages and disadvantages of each
method of payment.
14:12
(10mins)
Group Work
-
Teaching standard 4.1.4:
Using groups to address
teaching and learning
goals
-
-
Q/ When you want to lay-by an item, you
have to put a deposit on it, and
continually pay it off, but what can you
not do with the item? It doesn’t belong to
you yet.
A/ can’t take it home at point of lay-by
Etc.
14:22
(10mins)
Teacher organises the classroom into 3 groups of 6,
tells them to move away into each corner of the room
in their groups and hands our coloured markers and
plain cardboard sheets.
Teacher tells students to quiet down and explains that
students need to; on cardboard write down each
method of payment, and next to each one list 3
disadvantages and advantages. Students can refer to
textbook (pg. 45 in student textbook)
Teacher tells students that they have 10 minutes to
work on it and will be presenting their ideas to the
class.
-
Teacher walks around classroom ensuring that
students are working effectively and sharing ideas
-
If students are stuck on ideas, arouse learning by
questioning, giving examples which they could
answer.
-
Students present ideas to class room.
3
-
cardboard paper
Markers
Whiteboard marker
Overhead sheet
Overhead projector
Jasmine Moussa
23rd April 2009
EDFD220
-
-Identify when you would most likely use
each
method
of
payment
when
purchasing different products and
services from suppliers.
14:32
(18mins)
Teacher praises students for their great ideas and
contributions, then asks students to return to seats
Teaching Strategy 5.1.2
quietly.
Establishing a supportive
environment where students
Copy Down overhead sheet.
feel safe and welcomed.
- Teacher asks students to take out exercise books and
pens, while students are doing this teacher sets up the
overhead projector for students to copy down
overhead
- Teacher instructs students to write at the top of their
page “Method of payments”
- Teacher turns on overhead projector, hiding parts of
the overhead slide to keep students on task.
-
Q/ Can anyone give me any examples of
some advantages of using cash?
A/ doesn’t allow for overspending,
convenient.
Q/ What about some disadvantages of
using cash?
A/ some people are not comfortable
carrying large amounts of cash, ATM are
not always readily available.
Q/ Raise hands, and tell me what you
think Is meant by direct debit?
A/ A payment system allowing businesses
to take regular payments directly from your
bank account.
Q/ Tell me when you think you would
most likely use a credit card.
A/ Online purchases, mail orders etc.
-
-
Teacher uncovers cash method, Students copy this
down
Teacher uncovers cash description, students copy this
down, for each method asks students what they think
it means.
Teacher uncovers advantages, students copy this
down, teacher asks for some examples.
Teacher uncovers disadvantages, students copy this
down, teacher asks for some examples.
Teacher does this for each Method of Payment
Credit
Cheques
Direct Debit
Lay-by
Eftpos
Book-up
Etc.
CLOSURE
- Working individually, distinguish
the most appropriate method of
payment in a range of contexts.
14:50
(5mins)
-
Teacher asks students to raise hands, and answer
question
Q/ raise your hands and tell me one
4
-
Worksheet
Jasmine Moussa
23rd April 2009
EDFD220
method of payment you would prefer to
use where you would use it and why you
would use it?
-
Students answer question, raising hands, one by one,
in their own words (for a quick summarisation)
-
Teacher tells students that for homework they must
complete the work sheet and bring it to the next class,
whilst teacher is explaining the sheet is being passed
around the classroom.
Teacher tells students that there are a range of
contexts that they need to match to the corresponding
method of payment.
Teacher tells students they homework will be checked,
and to write down homework in diaries.
Teacher tells students to pack up books and stand
behind seats when they are ready.
-
14:55
-
Teacher dismisses class when they are quiet.
(add further pages as required)
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Jasmine Moussa
EDFD220
Student Teacher’s Evaluation (write reflections on the following):
Assessment of Learning Outcomes
23rd April 2009
Teaching standard 4.1.4:
Using groups to address
teaching and learning
goals
To what extent did the learners achieve the intended learning outcomes?
Learners are given information specific to their learning outcomes. Learners must be able to identify
the methods of payment, what they entail, list 3 disadvantages and advantages of each and where they
would most likely use each payment method. When learners were asked questions about what payment
methods they were familiar with, most of the students were eager to put up hands and contribute to the
class discussion, showing they understood the topic. The group activity allowed the students to share
ideas and learn vicariously. The students were able to come up with great ideas which were almost
identical to the answers that I had prepared. This group work was effective because it allowed students
to brainstorm ideas before I gave them an overhead to copy. However with the payment systems they
were not familiar with e.g. Book up System, they were not able to provide much information on it.
Learners are questioned to arouse ideas that they might not have thought of by themselves.
Describe the evidence you have for this.
Many activities where conducted in during the period that measured their ability to understand the topic
“Methods of Payment”. These activities reinforced their learning and helped them to remember
content. The beginning of the lesson included a mind map for a collection of ideas and making sure that
students are on the right track. Afterwards, there was a group work activity, which was then presented
to the class. This activity allowed for ideas to be shared around the groups, motivating vicarious
learning. To summarise all of that information, an overhead sheet was prepared beforehand which
students copied down in exercise books, for future reference. When students were asked questions
throughout the class, they were able to answer questions correctly, showing that they have been
listening and understand what is being taught.
Outline the follow-up to this lesson for the learners.
The follow up for this lesson was a worksheet. At the end of the lesson a worksheet was handed out for
homework which would be collected the next lesson I saw them. This worksheet allowed me to assess
that they were able to answer set question using the knowledge they had gained during the lesson I
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Jasmine Moussa
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EDFD220
conducted. The worksheet involved getting the students to match a range of contexts where you could
use methods of payment, with its corresponding method of payment.
___________________________________________________________________________________
4.1.2: range of
questioning techniques
______
Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.
The Teaching strategy which in my opinion was the most of effective was the use of Questioning
throughout the lesson, mainly the introduction and closure. Questioning during this lesson was used to
make sure that students understood the information being taught, but mainly to arouse the interest and
ideas of students. They were also used to encourage vicarious learning.
“ Teachers use questioning for a multitude of reasons-to-check understanding, to gain information, to
arouse interest, to diagnose problems, to develop refelction and to encourage vicarious learning”
(Mcburney- Fry, G. (2002). Improving your practicum. Melbourne:Social Science Press.
p.88)
All students were being encouraged to engage in the class discussion. Also, calling upon student by
using their names, enabled all students to participate and be involved.
4.1.3:listening to students
and engaging them in
class discussions
Identify the teaching strategies / learning experiences that were least effective. Explain why.
The group work task in my opinion was the least effective. Although students contributed to their
group and were able to come up with great ideas, they seemed to go off track a lot of the time, so most
of the time I was telling them to stick to the task. “Unless you monitor the student interaction in each
group, some students may waste time discussing irrelevant issues” (Killen, R. 2003. Effective teaching
strategies: lessons from research and practice. 3rd ed. Southbank VIC: Social Science Press. P.g 55.)
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Jasmine Moussa
23rd April 2009
EDFD220
How appropriate was the timing throughout the various sections of the lesson? Why?
During this lesson plan, each activity was allocated a specific time in which they should be completed.
The introduction to the lesson only took a total of 8- 10 minutes, depending on how quickly the
students entered the classroom and were seated. The development section of the lesson plan occupied
approximately 35 to 40 minutes. Group work took about 10 minutes to get ideas down on cardboard,
and approximately 10 minutes for each group to present to the classroom. Students where then seated,
and asked to copy down an overhead sheet summarising the information, this took approx 15- 20
minutes. The conclusion to the lesson was about 5 minutes in length. I should have allowed more time
for the closure, to make sure that students understood the lesson. Also I shouldn’t have packed so
many activities in the one lesson, maybe eliminating the group work and just getting the students to
copy down the overhead. I didn’t allow enough time for the students to copy down the overhead sheet
in the lesson; I should have condensed the workload.
Describe how the selection and use of resources supported learning in the lesson.
3.1.2; 3.1.3; 3.1.4: Plan
lessons coherent, organize
content, and using a range
of resources and materials
to address and support
learning
Most of the resources I obtained information from included the student year 9 commerce textbook. I
used this text book to draw up the overhead sheet, and to ensure that I was following criteria. I also
used the board of studies syllabus and outcomes to direct my lesson plan. My colleague teacher also
provided me with extra resources from her folder so I could refer to. All of these resources allowed me
to prepare a lesson which was thoroughly prepared and directly covered syllabus outcomes.
Identify what motivated the students. Explain why.
5.1.1: creating an
environment of respect
and rapport
What motivated the students was creating a positive emotional climate (Konza, D., Grainger, J &
Bradshaw , K. 2001). Classroom Management: A survival guide. Katoomba Social Science Press. p.
33). Greeting or addressing of students personally and using positive language motivated students. By
addressing students personally, I was able to establish rapore with the students. By using positive
language I was able to encourage greater student participation, as well as boosting their confidence.
Positive language also ensures that students are working on what they are meant to; when I say “good
work, great ideas” it encourages students to come up with more ideas to impress me.
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Jasmine Moussa
23rd April 2009
EDFD220
Identify the classroom management strategies that were most effective. Explain why.
Classroom management strategies which I employed included:
-
4.1.2: Range of
questioning
techniques
designed to
support student
learning
5.1.1:
Creating an
environment
of respect
and rapport.
Distributing questions, to avoid one person answering all of the questions, and making sure that
everyone had a chance to share ideas. I had a class seating plan drawn up, so I could evenly
distribute questions. (Barry k. & King L. 1998. Beginning teaching and beyond. 3 rd ed.
Katoomba NSW: Social Science Press. P 149).
Those students who did not put up hands to answer questions did not get a response from me, as
to not encourage interference. I also acknowledged correct answers, to encourage student
behavior.
-
Walking around the classroom and making sure that all students were working on the same text.
Teaching Strategy 5.1.5: Demonstrate
knowledge of practical approaches to
managing student behavior and their
applications in the classroom
What was most satisfying about the lesson?
The fact that all students were contributing to the tasks that were set and the questions showed me that
they knew what I was explaining. This made me feel like I had prepared the lesson well.
Based on these reflections, outline the steps you should now take to improve your teaching in
future lessons.
To improve my teaching in the future I will make sure that I will not compact so much work in the one
lesson plan and spread it evenly to ensure that students achieve maximum learning intake, also making
sure that I allow enough time for each activity. My lesson plan was a bit rushed because certain
students could not manage to stay on task, constantly interrupting my explanations or other student
contributions. I noticed that I get very nervous when I stand infront of a class room, so I forget to do
things which I have prepared in my lesson plan.
Colleague teacher’s comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students,
classroom management, catering for individual needs, use of resources, etc.)
(Refer to photocopy of colleague teachers comments)
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Jasmine Moussa
EDFD220
23rd April 2009
BIBLIOGRAPHY
Barry. K & King. L. (1988). Beginning Teaching and Beyond (3rd Edition). Katoomba, NSW: Social Science
Press.
Killen, R. 2003. Effective teaching strategies: lessons from research and practice. 3 rd ed. Southbank VIC: Social
Science Press. P.g 55.
Konza, D., Grainger, J & Bradshaw , K. 2001). Classroom Management: A survival guide. Katoomba Social
Science Press.
Mcburney- Fry, G. (2002). Improving your practicum. Melbourne:Social Science Press.
NSW, Department of Education. (2005). Commerce Years 7-10 syllabus. Retrieved April 18th 2009, from
website.
___________________________________
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