Class: 10 Industrial Technology Date: 17/11/2017 Time: Start: 10:20

Finish: 11:58

Key Learning Area: Timber Lesson Topic: Prac lesson – continuing table construction
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
- Students have had some knowledge of staple gun
- Students are constructing their tables; some students are at different stages.
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:
One or two only. Please note the syllabus Behaviours that contribute toward achievement of outcome(s). Strategies which will be used to assess
reference number AND write out in full. Quote syllabus numbers. Must be clear, specific, observable. learners’ attainment of learning outcomes.
Curriculum Content Strands may be used as headings. Should be linked to each learning indicator.
- 5.1.2 applies OHS practices to
hand tools, machine tools, By the end of this lesson, the students will: - Student successfully listen and
equipment and processes observe
- 5.2.2 identifies, selects and - Correctly uses machines and tools in a safe way - Students commence the dovetail
competently uses a range of hand - successfully progress on their workpiece joint procedure
and machine tools, equipment - Ss start constructing a dovetail joint - Students use the staple gun safely
and processes to produce quality with the correct PPE
practical projects
Any safety issues to be considered: Resources:
- PPE
- Students bags on classroom floor can
- Wood shop tools and equipment
be deemed as a trip hazard
- The safe use of hand and power tools
within practical lesson
 LESSON SEQUENCE

Lesson Content / Indicators of Learning Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(What is Taught): (mins) (How it is taught)
Note key skills, concepts and values Write detailed steps showing what the teacher (T) will do and
addressed in each section. Link to your what students (Ss) will do.
Indicators of Learning.
INTRODUCTION
- PPE
- T ask ss to line up in two lines out the front if the
- Settle ss down and prepare them
classroom
for content “grace to you and
peace” 15 min - T to mark the roll
(students - Ss to change in prac gear
- Brief description of what is need to
expected during lesson change - T to inform ss of lesson content. “today we are going
into to look at making a chisel box with a dovetail joint,
- Will introduce myself and state practical does anyone know what it is?”
my lesson expectation NO gear) - Ss respond
PHONES OR DEVICES PLAY - T clarify what a dovetail joint is.
MUSIC ON RADIO (this is done
to stop ss using phones in class) - T to talk about name on white board when ss need
assistance.
DEVELOPMENT
- Student to observe demonstration - T to describe what a dovetail is and explain why it is - PPE
- Students commence with their own used for certain joinery. - Scrap timber to mark ratio
projects.  Talk about joint strength - Chisel
- Demonstration to be broken down 30 min  Used on drawers as its structure allows it the stay - Timber mallet
into section so ss can be more intact - Hand saw
confident. - Sliding bevel
- T to circulate classroom and - Demonstrate how to find out ratio for dovetail. - Pencil
observe ss progress  6:1 - Rule
- 1 on 1 with students when  Pencil
necessary  Rule
- Name on the board when students  Sliding Bevel
need assistance. - T to display to the class how to make ratio
- Demonstrate how to mark dove tail.
  Measure timber according to job sheet for
dovetail location (width and depth on both sides)
 Transfer ratio onto timber with sliding bevel
 Mark areas with pencil which are waste
- T to pass job around class and show ss
- Use chisel to mark cutting edges to ensure a straight
cut
- Rough Cut dove tail out
- Pare away with chisel to marked lines
- Trace onto joining timber
- Mark out cut cuts
- Rough cut slots with hand saw
- Chisel away bulk
- Pare away with chisel to marked lines

- Ss to start on their practical project.

40 min - T to supervise students working safely and using tools
correctly.
- Circulation around room
- 1 on1 with student
- Cut material on power tools for students
 Table saw
 Drop saw

- Pack up and clean-up workshop (11:45)

 Pack tools
 Clean benches
 Clean machines
 Sweep floors
- T to ask ss to go into theory room to change out of
PPE.
- Walk ss to homeroom for Angelus
CLOSURE
- Student discuss todays content
- Ask students about their progress throughout this
- 5 min
lesson and how they feel about the construction of
dovetails.
 - Thank students for their behaviour and suggest if
improvements need to be made
- Dismiss class

(add further pages as required)

Student Teacher’s Evaluation (write reflections on the following):

Assessment of Learning Outcomes

To what extent did the learners achieve the intended learning outcomes?

- The learners started to work on their projects after the demonstration. To my surprise they completed
a lot more on the practical task than expected. Most students have cut out one side of their dovetails.

Describe the evidence you have for this.

- The evidence I have of this was seen in the student’s progression and behaviour. The students applied
the newly learnt knowledge and also used the tool safely. Although, some students who are leaving
school next year didn’t want to do any work.

Outline the follow-up to this lesson for the learners.

- The follow up lesson will commence with another demonstration explaining how to create the other half
of the joint. Than the students will proceed to complete their project.
_________________________________________________________________________________________
Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.

- The demonstration was most effective as it provided the students with a practical activity that they can
relate and refer to in the future. Also, the one on one time spent with the students was greatly
appreciated. A lot of one on one time was spent with a particular student who suffers from autism.
During this time, I still made sure the rest of the class were working on their project and accommodated
for their needs too.

Identify the teaching strategies / learning experiences that were least effective. Explain why.

- I feel as though there weren’t any teaching strategies that were ‘bad’. Ways that I could improve is;
 Voice projection
 Monitoring all students

How appropriate was the timing throughout the various sections of the lesson? Why?

- Timing was good, the demonstration was not too lengthy which allowed the students to commence on
their prac work. Timing for pack up was great too. I have the students a 10 min warning before pack up
which allowed them to settle down and realise the time of the lesson.

Describe how the selection and use of resources supported learning in the lesson.

- The demonstration was a great resource to introduce a new topic, the kids enjoyed it which was seen in
their response.

Identify what motivated the students. Explain why.

- The demonstration and my completed project motivated the students as they knew what was involved
and what was the expected outcome.
Identify the classroom management strategies that were most effective. Explain why.

- Classroom management that was most effective included classroom circulation which allowed me to
monitor all students and make sure they were keeping on task.

What was most satisfying about the lesson?

- The most satisfying part of the lesson was seeing the students apply the newly learnt content from the
demonstration on their own person project. It made me feel as though I have accomplished something
and the student appreciated my efforts.

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

- The way I would improve my teaching for this lesson is to be stricter on students. There were a handful
of students who refused to do work because it was their last lesson as they are leaving for an
apprenticeship. Due to this they were purposely not doing to work. when asked they replied with the
excuse that they can’t be bother or don’t care due to leaving. I found this difficult to respond to because
even if the students started the project they wouldn’t be able to complete it on the double lesson. So
was there really a point to them starting?

- Also after the Angelus, the students thought they could just leave without my dismissal. Supervising
teacher and I called them back in.

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.)

- Great dem at the beginning of the lesson

- Great lesson
- Students were enjoying it
- Good to see some laughs with the students- great to connect with them on that level.
- Classroom management was great
- Good voice projection when gathering the students and providing instruction.