sorting 3 - var2

Long term plan unit:

School:

Data:

Teacher’s name:

Class:

The number of attendees:

absentees:

Lesson theme

Sorting methods

Learning objectives that are achieved in this lesson (Subject Programme ref)

Implementation of sorting algorithms to solve practical tasks

Lesson objectives

Implementation of Insertion and Bubble sorting algorithms

Evaluation criteria

Knowledge

·     Know the complexity of sorting algorithms.

Comprehension

·     Understand the time and space complexities of algorithm

Analysis

·     Compare the insertion and bubble sort algorithms

Language objectives

Learners able to …

·         State what is the complexity of sorting  algorithm

·         Describe the processes of insertion and bubble sorting

Vocabulary and terminology specific to the subject:

Ordered list, unordered list, entry, iteration

Useful expressions for dialogs and letters:

Well, the complexity of an algorithm represented by … .

For example, the logic of swops has its own   … .

Obviously, the sorted data of great convenience for  … .

Cultivating values

collaboration, mutual respect, academic honesty, perseverance, responsibility, lifelong learning

Cross curricular links

English, Math

Prior knowledge

Types of data: numeric, alphanumeric; an array structure. Basics of programming like comparison and conditions, loops.

 Insertion sort, Bubble sort

During the classes

Planned stages of the lesson

Planned activities in the classroom

Resources

Beginning

4 min

1.Greetings

Starter

1.    Question: rebus with word “complex”

2.      Students make their own evaluation criteria

3.      Vocabulary Matching (English-Russian). One student arranges English words and their Russian counterparts. Whole group can help.

4.      Useful expressions for dialogs and letters

Slides 1-4

Middle

10 min

20 min

4 min

Theory

Teacher demonstrates new content using video. Students make notes.

Research

Assessment

Every two pairs assess each other according to evaluation criteria descriptors

Differentiation

Who finishes earlier would do more comparisons. For instance, compares best, worst average cases for sorting algorithms

Summary

Students think over and answer given challenges

Slide 5-14

Slide 15

Slide 16-18

End

2 min

Reflections

Blob tree

Slide 19

Differentiation - how do you plan to provide more support? What tasks do you plan to put before more able learners?

Evaluation - how do you plan to check the level of mastering the material by learners?

Health and safety practices

Дифференциация может быть выражена в подборе заданий, в ожидаемом результате от конкретного ученика, в оказании индивидуальной поддержки учащемуся, в подборе учебного материала и ресурсов с учетом индивидуальных способностей учащихся (Теория множественного интеллекта по Гарднеру).

Дифференциация может быть использована на любом этапе урока с учетом рационального использования времени.

Use this section to record the methods that you will use to assess what students have learned during the lesson.

Health-saving technologies.

Used body and physical exercises.

Points applied from the Safety Rules in this lesson.

Reflection on the lesson

Were the goals of lesson/ learning objectives realistic?

Have all the students reached the LO?

If not, why?

Is the differentiation done correctly in the lesson?

Were the time stages of the lesson sustained?

What were the deviations from the lesson plan and why?

Use this section to reflect on the lesson. Answer the most important questions about your lesson from the left column.

Overall assessment

What two aspects of the lesson went well (think about both teaching and learning)?

1:

2:

What could help improve the lesson (think about both teaching and learning)?

1:

2:

What I found during the lesson related to the class or the achievements / difficulties of individual students, what should I look for in subsequent lessons?