Context

This lesson was delivered to a Year 9 mathematics class in a semi-rural high school setting. The class consists of 23 students (11 girls and 12 boys) with overall average academic ability. Within the cohort, there are four students diagnosed with ADHD and two with ASD. 4 students identify as Aboriginal and one of them was away on the day for cultural reasons. Additionally, one student is supported by a One Plan and is currently accessing Year 7 curriculum content. (1.5, 1.6). The lesson was also observed by my mentor.

Prior to this lesson, students completed a diagnostic assessment which indicated significant gaps in previously taught algebra concepts. This informed the need for a consolidation-focused lesson to rebuild foundational skills. (2.1, 2.2, 5.1, 5.3, 5.4).

Actions

The lesson commenced with established classroom routines. Students lined up outside, entered in an orderly manner, and prepared required materials. A designated student distributed books, supporting classroom responsibility and structure. (4.2)

A lesson starter activity was implemented to reinforce prior learning and provide an opportunity for informal student check-ins (2.2, 5.3). During this time, targeted support was provided to the student working at a Year 7 level (2.2). The use of an interactive textbook allowed this student to access differentiated content discreetly, maintaining inclusivity and dignity.(1.5, 3.4)

Following roll marking and individual greetings, the lesson starter was reviewed as a class. Student self-assessment was encouraged using a thumbs up/down strategy, though participation — particularly among female students — was limited. (5.1)

The main lesson followed a structured gradual release model:
– Warm-up activity
– Direct instruction (“I do”)
– Guided practice (“We do”)
– Independent practice (“You do”) (3.1, 3.2)

This approach enabled differentiation, allowing more capable students to progress independently while providing support to those requiring additional scaffolding. Independent work was further differentiated through flexible ability groupings (called Flakes, Mars Bars, Snickers), facilitated by the interactive textbook. (1.5, 2.6, 3.4,)

During the lesson, several behavioural challenges arose. Two students were frequently off-task, with one in particular failing to commence work due to disengagement during instruction. Additional low-level disruptions from other students were addressed promptly. Targeted intervention with the previously off-task student later in the lesson resulted in some task completion.

The lesson is also available on OneNote for any student who misses the lesson for any reason. This is particularly important for our aboriginal students who are often attend school, but are accessing their learning in the wellbeing space instead of the classroom. (2.4)

The lesson concluded with established pack-up routines, ensuring a structured and orderly dismissal.

Results

Student engagement and productivity varied throughout the lesson. While many students were able to engage with the differentiated tasks and demonstrate progress, some behavioural disruptions impacted overall learning time.

The structured lesson format supported most students in accessing the content, and the use of the interactive textbook proved effective for differentiation. The discreet support provided to the student on a modified curriculum allowed for meaningful participation without social stigma. (1.5, 2.2, 3.1, 3.2, 3.4)

However, delayed intervention with off-task students reduced both individual and class productivity. Additionally, limited participation in formative feedback strategies highlighted a need to improve student confidence and willingness to engage, especially among female students.

Evaluation

Several adjustments were implemented following reflection on the lesson. Earlier intervention strategies were introduced for off-task behaviour, including a clear warning system aligned with the school’s Positive Behaviour for Learning (PBL) framework. A consistent response has been established: support is contingent on demonstrated effort. (7.2)

A seating plan was introduced to minimise distractions and separate students prone to off-task behaviour. This has resulted in improved focus and increased work completion across the class, with some students demonstrating increased productivity and confidence. (4.2, 4.3)

Efforts were also made to redistribute female students throughout the classroom to encourage greater independence and participation. While progress in this area is ongoing, initial changes suggest a positive shift. (4.3)

Overall, students are demonstrating gradual improvement in algebra skills. Ongoing formative assessment and check-ins continue to highlight areas requiring further consolidation, informing future teaching and learning decisions.

Standards and Focus Areas

#1 Know the Students (1.5, 1.6)
#2 Know the Content (2.1, 2.2, 2.4, 2.6)
#3 Plan Teaching and Learning (3.1 3.2, 3.4)
#4 Safe Learning Environment (4.2, 4.3)
#5 Assess, Feedback and Report (5.1, 5.3, 5.4)
#7 Professional Engagement (7.2)