Professional Documents
Culture Documents
Contents
Page 2
Coding
Page 5
Page 8
Academic Justification
Page 11
References
Page 14
Page 15
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Ethan Sais 17974628 DTL Assessment Task 2
LESSON AIM: The aim of this lesson is for students to gain an understanding
of Australias involvement in WW2. An analysis of PM Menzies
announcement and declaration of War. Students will describe their own
feelings and attitudes towards the War.
Retroactive p.141,142
TI LESSON CONTENT TEACHING / LEARNING ASSESSME
M STAGE STRATEGIES NT / HWK
E
1: Roll call
55
Instruct Global map Students are to complete the
2: students table outlining the Allies and
00 of lesson Axis information Retroactive
outcome Source p.141
. extract 7.2.2
2: p.142 Using the link
10 Introduc http://www.ww2australia.gov.au
e next / students listen to the
activity announcement of PM Menzies.
2: (approx: 4mins duration)
20
Students are required to write
(2) paragraphs explaining to
their family why they are
enlisting in the Australian army.
2: Close/re (10 mins) Using Retroactive p.
35 vise 141 as a reference (excerpt of
Menzies announcement)
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Ethan Sais 17974628 DTL Assessment Task 2
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Ethan Sais 17974628 DTL Assessment Task 2
Evaluate the lesson plan according to the following Australian Professional Standards for
Teachers. Only standards directly addressed in Designing Teaching & Learning that are
relevant to this assignment have been included. However, this does not mean the other
standards are irrelevant to lesson planning and evaluation more generally.
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Ethan Sais 17974628 DTL Assessment Task 2
missed opportunity for students to build on each others ideas and knowledge
3.4 Select and use resources
1 2 3 4 Awesome ICT resource selected, however not utilised very well. Could be used
5 throughout the unit to address various aspects of WWII or used for more in
depth tasks.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 2 3 4 To some level it does however, student participation is let down by time
5 constraints in allowing all students to express their ideas to the class. This could
be better done as group work or as an open discussion of the topic to wrap the
lesson up.
4.2 Manage classroom activities
1 2 34 Classroom activities are managed quite well but not very engaging, mostly due
5 to the teacher instructed focus of the lesson.
4.3 Manage challenging behaviour
1 2 34 There is no specific mention of behavioural management throughout the lesson
5 plan. But is clear that the nature of the lesson plans as one that clearly relies
heavily on teacher instruction and engagement that this may be a response to
unruly behaviour.
4.4 Maintain student safety
1 2 3 4 No acknowledgement of student safety. Would assume that this has been
5 addressed. Not a practical based tasks
4.5 Use ICT safely, responsibly and ethically
1 2 3 4 ICT is safely used, as students have clear instructions and most information
5 needed is provided by the website used and the textbook.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 234 No assessment outlined.
5
5.2 Provide feedback to students on their learning
1 2 3 4 Again this is highly limited by time constraints and nature of the tasks set out.
5
Evaluate the lesson plan according to the following NSW Quality Teaching model
elements.
Evaluation score refer to NSW QTM Classroom Practice Guide for each
element
Comments incl. evidence for evaluation score (2 sentences)
1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 Although the content is addressed in a way that engages students it does not
5 provide them with the opportunity build on prior knowledge and in fact requires
quite a bit of back ground information in order for students to grasp the
concepts being discussed.
1.2 Deep understanding
1 2 3 4 A missed opportunity for this lesson in allowing for greater student autonomy in
5 tasks. This lesson relies heavily on teacher instruction
1.3 Problematic knowledge
1 2 3 4 The crux of this lesson allows for students to contemplate and interpret the
5 materials they are using and explore them in relevant way.
1.4 Higher-order thinking
1 2 3 4 The beginning of the lesson is predominantly lower order thinking however, the
5 major task and reflection allows for students to think more critically about the
subject matter.
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Ethan Sais 17974628 DTL Assessment Task 2
1.5 Metalanguage
1 2 3 4 No mention or attempt to use metalanguage in the lesson. Hard to address as
5 this is only a plan and not the actual lesson. Although there is a consistent need
for establishing context for students to understand the content
1.6 Substantive communication
1 2 3 4 Communication is consistent throughout the lesson. This is addressed through
5 the brainstorming activity at the beginning of the lesson and has been built
upon throughout the lesson.
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 Quality of students work is not explicit and as assessment in this lesson plan is
5 limited and barely addressed.
2.2 Engagement
1 2 3 4 ICT resource highly engaging, but underwhelmingly used. Could benefit from a
5 task that doesnt rely so heavily on traditional tasks.
2.3 High expectations
1 2 3 4 Most students will engage meaningfully with this task however. The end revision
5 of the lesson does leave out many students from participating
2.4 Social support
1 2 3 4 Little evidence of peer interaction and encouragement of supportive
5 behaviours. The nature of the lesson is highly geared towards teacher praise
and direction of behaviour
2.5 Students self-regulation
1 2 3 4 Individual task for most of the lesson provides students with autonomy to
5 engage with the material despite the emphasis on teacher interaction.
2.6 Student direction
1 2 3 4 Very little evidence of student direction. Highly teacher centred learning
5
3 Significance
3.1 Background knowledge
1 2 3 4 It is evident that students require a back ground knowledge to complete the
5 tasks. No previous knowledge is acknowledged or accounted for.
3.2 Cultural knowledge
1 2 3 4 Superficially acknowledged through the major task as it is highly reliant on the
5 students own feelings, background and understandings.
3.3 Knowledge integration
1 2 3 4 Highly integrated - This lesson plan is aimed at addressing the motivations of
5 why people fought in the second world war by exploring its context and speech
of Australias leader during this time.
3.4 Inclusivity
1 2 3 4 All students are included in the activities and are able to make meaningful use
5 out of these tasks. Except for the revision task that focuses on a few students
and not the class as a whole.
3.5 Connectedness
1 2 3 4 This task will have future connections to other history units and can have
5 connections to students family members/ancestry or significance to their future
studies
3.6 Narrative
1 2 3 4 The task does have narrative and emphasises this quite prominently through
5 the topics discussed the resources used.
Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.
APST
1) Differentiation 2) Use of ICT resources
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Ethan Sais 17974628 DTL Assessment Task 2
QT model
1) Student Direction (self-directed) 2) Social support
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Ethan Sais 17974628 DTL Assessment Task 2
allied and axis members. They use for a later date, perhaps
the Smartboard to record their ideas. for revision. Sets up the
(5 min) interactive map for
students to discuss the
The teacher then up loads the impact of WWII in the
interactive map World War II in the pacific.
Pacific (website listed in resources Student: engage in
above) and explore the events that discussions and watch
take place in the regions around the interactive map,
Australia, making specific reference to taking note of key
the impacts that this had on Australia events etc.
and its engagement with Asia (CCP) Resources: interactive
Smartboard, projector
This task will assess students previous etc.
knowledge and provide background
information so that they can conduct
the next task.
2.10p Group task Teacher: will allocate Stude
m each group their nt
Using their devices each group will be response task. Assist
(20 asked to use Robert Menzies speech each group to ensure
min) and the other sources of background that they are on track.
information provided to prepare a two While also maintaining
paragraph response (300-400 words). the classroom
behavioural climate
This response must address the through various pre-
perspectives of various groups and emptive actions and pre-
their support for (or against) enlisting existing rules and
in the Australian army. strategies
Each group will be given a different Approx. 5 min from
way of presenting their response: finishing the task the
teach will ask each
Group 1 As newspaper article group to begin preparing
Group 2 As a letter to your parents for presenting their work
Group 3 As political speech and will ask those using
Group 4 As an Advertisement ICT resources to send or
Group 5 As a Facebook post upload their content to
the smart board.
They can use images, speech, text, Student: sit at the table
quotes, videos etc. to analyse or use the devices provided
inform their response. to inform their
responses, collaborate
The final product that each group with each other and
presents can be either electronic assist each other with
e.g. PowerPoint or document etc. or concepts that are
can be done using traditional unfamiliar (differentiated
materials like pen and paper. learning), students
manage their own time
and are responsible for
completing the task in
the time allocated.
Resources:
Ipads/computers/laptops
, etc.
Q/R codes that link to
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Ethan Sais 17974628 DTL Assessment Task 2
relevant websites
Pens and paper
2.30p Presentation/conclusion Teacher: asks each Stude
m group to present and nt
Groups take turns presenting their maintains student
(15 medium and how it is informed by the behaviour by addressing
min) perspectives that they found using any unnecessary noise
the websites provided for them. and asking students to
place themselves in the
Each group takes roughly 3 minutes position of those they
each to present their findings are disturbing. So that
all groups are able to
present their findings.
Student: get up and
present their work.
Resources:
Smartboard, projector.
2. Classroom pack up and leave the Teacher: prepares class Teach
45pm classroom for follow up lesson Rats er
of Tobruk. Instructs
(Bell Teacher informs students of what the class to pack up and
time) next lesson will entail and suggests leave.
that they explore ww2australia Student: students
website (particularly the Rats of collect their belongings
Tobruk link) and leave
Resources: N/A
Reflection
What have I learned about the teaching and learning process when
preparing this lesson?
I have learnt that there are many things to consider when planning out a lesson.
One of the first obstacles I have come to recognise is that of time constraints.
Whether it is possible to get through the workload planned in the time allotted is
very difficult to determine particularly because I have not yet conducted a
lesson about this topic or with this particular type of task. This lesson plan has
provided me with many opportunities to consider how I would incorporate ICT
into my lesson plans. I have discovered that this is not as easy as I first thought,
it is difficult to find ICT sources that are relevant and engaging and I must also
be very weary of ICT and the relevant safety concerns safety concerns.
This task has also provided me with the opportunity to consider how I would
differentiate my lessons for students with varying abilities. I tried to address this
through an activity that relied heavily upon group work, so that I could group
people pf similar or varying abilities to assist students in reaching their potential
while allowing them to assert some control over their education. I have also
come to a greater understanding of the work and process involved in lesson
planning. I have come to the conclusion that I need to work on my time
management skills because I will be unable to spend as much time on other
lesson plans in the future.
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Ethan Sais 17974628 DTL Assessment Task 2
WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
When using ICT there are many safety concerns that one must be aware
of. The Risk of using ICT in the classroom is that students can use
technology in an irrelevant way or use it to bully others etc. I have been
very careful in this lesson plan to consider this and I have avoided any risk
by giving students QR codes as a way of not only avoiding the risk but also
to help students resist the temptation to avoid the work.
Academic Justification
The modifications that I have made to this lesson have been quiet
large. This is because the lesson plan has failed to address the content in
an engaging and relevant way. I have kept the major resource and the
original lesson plans content. But I have however, changed the nature of
the task so that it is more collaborative. Doing this task as group work is
upon this lesson and also helps in allowing the teacher to differentiate the
lesson.
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Ethan Sais 17974628 DTL Assessment Task 2
work can have tremendous benefits for students because it provides them
with the opportunity to give and receive help; learn to resolve problems;
dual purpose in my revised lesson plan, as Gillies (2003) argues the use
students who suffer from disabilities are afforded many benefits from
tasks that use inclusive strategies because they allow for these students
to engage with the tasks in ways that cater to their specific needs, which
in the case of my revised lesson plan allow students to use images and
argued by Gillies (2003) that group work also allows for greater
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p.154) that are essential to creating strategies for students that are
topic upon each others knowledge. Blatchford et. al. (2003) explores this
guidance (Alves, 2014). In this case student peer relations can act as a
catalyst for students to develop their understanding and fill the gaps in
(Blatchford, 2003).
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Ethan Sais 17974628 DTL Assessment Task 2
the more relevant use of ICT. Heemskerk et al. (2012) suggests that ICT
lessons. According to Brooks et. al. (2014) use of ICT in the classroom is
my revised lesson plan is intertwined with group work, as Brooks et. al.
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Ethan Sais 17974628 DTL Assessment Task 2
References
Alves, P.F. (2014). Vygotsky and Piaget: Scientific concepts. Rusian
Psychological Society , 7(3), 24-34. doi:10.11621/pir.2014.0303
Blatchford, P., Kutnick, P., Baines, E., & Galton M.,. (2003). Toward a social
pedagogy of classroom group work. International Journal of
Educational Research, 39, 153-172. doi:10.1016/S0883-
0355(03)00078-8
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Ethan Sais 17974628 DTL Assessment Task 2
Heemskerk, I., Volman, M., Admiraal, W., & Dam, G.T. (2012).
Inclusiveness of ICT in secondary education: students appreciation
of ICT tools. International Journal of Inclusive Education, 16(2), 155-
170. doi:10.1080/13603111003674560
Ethan Sais
Link:
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