Step 1: Traditional Lesson Plan – retrieved from the internet
(Geometry Review Lesson Plan (studylib.net)
Step 2: Overview of the Traditional Lesson
The traditional lesson plan caters to third graders, which may
be equivalent to standard two students in Trinidad and
Tobago. The curriculum subject is Mathematics, with the focus
unit on Geometry and the lesson on 2D and 3D shapes. The
unit objectives include:
1. identifying, describing, comparing, and contrasting
characteristics of plane and solid geometric figures -circles,
squares, rectangles, triangles, cubes, rectangular prisms,
square pyramids, spheres, cones, and cylinders)
2. Using the plane and geometric figures to include the number
of angles, vertices, and edges, and the number and shape of
faces through the use of concrete models
The lesson’s objective for the class session includes:
1. The ability to compare and contrast 2D and 3D shapes – a
revision session
The following pedagogical approaches were revealed at the
basic level in the teaching-learning process:
1. Integrative – students apply their previous knowledge and
experiences to support new information in the session
2. Collaborative – group-based activities that encourage
learning among classmates
Step 3: Reflection on the Traditional Lesson Plan
A vital element needed to convert the traditional lesson to a
technologically enabled one is the implementation of student-
centred components. According to Sudderth (2022), this
philosophy “makes students co-creators of their own
education, engaging them in decisions about what, when, and
how they learn” (para.3). Such elements will include:
1. Using instructional content that provides various
opportunities for students to take ownership of their
learning actively -This self-directive element will include
students being able to evaluate and explore the
differences in 2D and 3D shapes using virtual
manipulatives. Another aspect is providing online-based
self-assessments where students can gauge their learning
and determine ways of improvement. Such approaches
will further reinforce concepts and enhance students’
ability to process content.
2. Creating topic-related activities that cater to the diverse
needs of students and their learning styles
3. Aligning formative assessments through technological
tools to determine students’ learning and provide relevant
feedback as a facilitator of the session
4. Allowing students to enhance their creative ability by
providing open-ended assignments which demonstrates
the use of 2D and 3D shapes in a video presentation
5. Fostering collaboration in group work using online
interactive, discussion forums
Step 1: Conversion of Lesson Plan – Live Participation using the
Zoom Interface
Grade Level: Std 2/ Grade 3
Unit: Geometry
Lesson: 2D and 3 D Shapes (revision session)
Lesson Objectives:
At the end of the session, students will be able to:
1. Apply their knowledge of 2D and 3D shapes by devising a
drawing using MS Paint (a technological tool)
2. Using gamified content, they will collaborate to determine
the correct 2D and 3D shapes when clues are provided
(jeopardy)
3. Explore household items with 2D and 3 D shapes using
virtual manipulatives
4. Reflect on their learning to determine ways for
improvement
The lesson objectives chosen for the session were enhanced
from the traditional perspective to incorporate further higher-
order thinking skills for students. As such, the underlined
objectives were selected based on Bloom’s taxonomy
principles. The rationale for the selection was established on
the paradigm shift in education that focused on conventional
pedagogical practices and the incorporation of technology, the
latter mainly as a result of the COVID-19 pandemic. In
addition, I wanted the students to enhance these higher-order-
thinking skills to point them in the direction of the
characteristics of lifelong learning.
Supeno1 et al. (1993) suggested, “Higher-order assessments
may be a key factor in stimulating students to effectively
acquire a deep understanding of the material, an
understanding that supports, application, analysis and
evaluation” (p.2). Furthermore, these changes are intended to
transform students’ learning which caters to the digital world
and, at the same time, encourages motivation, interaction and
increased performance. As such, the following pedagogical
approaches were highlighted for the lesson.
Pedagogical Approaches
1. Integrative - students apply their previous knowledge and
experiences to support new information in the session
through innovative strategies
2. Collaborative – emphasis on collaborative work to
maximise students’ learning both individually and
communal
3. Constructivist – incorporating active participation in the
teaching-learning process, inclusive of attaining higher-
order-thinking skills that can contribute to meaningful
connections in learning (higher end of Bloom’s taxonomy)
4. Inquiry-Based – allowing students to enhance their
learning abilities through exploration, investigation and
self-discovery competencies (higher end of Bloom’s
taxonomy
5. Reflective – allowing students to take
ownership/responsibility of their learning by analysing
their knowledge and thoughtfully creating techniques for
further development in the subject content
Technological Tools
The technological tools used in this session are:
1. Interactive wheel for the selection of students’ names -
https://wheelofnames.com/kh9-mre
2. An interactive PowerPoint presentation
3. A gamified website - 2D and 3D shape sort - Group sort
(wordwall.net)
4. The use of flipgrip to complete the tasks (uploading the
video) - http://flip.com/a30c7e03
5. The use of MS-Paint to create two pictures: 2D shapes
only, 3D shaped and upload to the zoom interface during
the life session (rubric created: iRubric: Using 2D and 3D
shapes with MS-Paint rubric - E239AW7: RCampus
6. Self-Assessment activity using Typeform interface -
https://r3cbf91ovy3.typeform.com/to/DQ0qmhAS
Using technological tools to enhance students’ experiences in
learning. This will include the following:
1. A virtual classroom setting
2. The incorporation of various technological presentations
which cater to the diverse learners within the online
environment
3. The applicability of gamification learning as an approach to
further engage students in the learning process and improve
cognitive skills
4. The opportunity for students to provide constructive
feedback as an element of student-centred learning approaches
5. The use of formative assessments to facilitate students’
learning progressively.
6. The use of self-assessment evaluation for students to reflect
on their progress/ competencies in the subject area
THE LESSON
Activity 1
When students are selected using an interactive wheel, their
names will be chosen and they will proceed to the interactive
PowerPoint activity, which is played similarly to the Jeopardy
game. They will be asked to identify the names of the 2D and
3D shapes and their characteristics.
Activity 2
Students will be grouped in 2s to collaboratively complete the
task of sorting 2D and 3D shapes. The activity will be timed
and the teacher will reward the group with the correct answers
in the shortest timeframe. (The teacher will use break our
sessions)
Activity 3
The teacher will notify each student of a 2D or 3D shape and
they will have 10 minutes to find a household item with the
corresponding shape. Different shapes will be posted for
students. They will then be asked to upload the household
item as a picture and explain the components of the shape. An
interactive class discussion will then occur as it relates to the
characteristics of the shapes. Other students will have the
opportunity to agree or disagree with the relevant rationale for
their decisions.
Activity 4
As a collaborative activity, students will be grouped in 2s and
given the task to construct two pictures: 2D and 3D shapes
only by using MS Paint. The students will then present their
images with relevant rationale. The following is a rubric that
would be a guide for the students.
Activity 5
The students will reflectively assessment themselves to
determine if they need additional assistance in the topic using
the Typeform online poll.
References
Note. Adapted from Identifying 2D and 3D shapes by Colemanae,
IRubric. Adapted with permission.
Supeno1, Astutik1, S., Bektiarso1, S., Lesmono1, A. D., &
Nuraini1, L. (2019, March 1). IOPscience. IOP Conference
Series: Earth and Environmental Science. Retrieved
December 8, 2022, from
https://iopscience.iop.org/article/10.1088/1755-
1315/243/1/012127
Sudderth, A. (2022, December 1). What is student centered
learning and why is it important? Retrieved from
https://xqsuperschool.org/rethinktogether/what-is-
student-centered-learning/
Studylib.net. (n.d.). Geometry Review Lesson Plan. Retrieved
from https://studylib.net/doc/7207327