Joanna Pantermarakis

18022719

102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis

Contents:
Original Lesson Plan: ..........................................................................................................2
Lesson Plan Analysis:...3
Modified Lesson Plan:..7
Academic Justification:11
References:...14
Learning Portfolio Web Link:..16
 Original Lesson Plan
Industrial Revolution, 17501914

Section: Guiding Focus: Resources: Historical Historical General Assessment:

4/6 Questions: Knowledge and Skills: Capabilities:
Understanding:

Social -How did daily Daily life (social Dickens' The short and long- Evaluate the Literacy (all Activity 10:
Changes life change? decay, Coketown term impacts of the reliability and activities) Compile
consumerism, Industrial Revolution, usefulness of artistic/literary
How did monotonous Blake's including global primary and Ethical Behaviour anthology.
political work) 'London' changes in secondary (Activity 11)
systems landscapes, transport sources Activity 11:
change? Political reform Questions and communication (ACHHS171). Critical Thinking Compare key
(Chartism, about Chartists (ACDSEH082). (Activity 11) political rights in
How did the Reform Acts, Use historical Australia and
reforms affect Australian The Chartist terms and Britain.
current political reforms). Movement concepts
rights (ACHHS165).
Political
Reforms in
Australia
102086 Designing Teaching & Learning 1H 2017

Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

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.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 2 3 4 Comments: Not mentioned, however there is room to cater to students with
5 diverse backgrounds in the activity part of the lesson plan.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 Comments: Not mentioned in the lesson plan, but there is room to allow such
5 strategies to take place in the activity part of the lesson.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1 2 3 4 Comments: There are two separate activities that could allow for differentiation
5 strategies to be used. However, these are not mentioned in the lesson plan.

1.6 Strategies to support full participation of students with disability

1 2 3 4 Comments: There are no strategies to support full participation of students with
5 disability. However, there is a scope for such strategies to be in place if there is
a strong inclusion program in the school.

2 Know the content and how to teach it

2.2 Content selection and organisation
1 2 3 4 Comments: Overview of the lesson plan shows were the learning in the unit is
5 up too. However, although the lesson plan is organised in a coherent and well-
sequenced manner, there is still room to improve the selection of content and
the way it is delivered.

2.3 Curriculum, assessment and reporting

1 2 3 4 Comments: There are two formal instances of assessment in this lesson plan.
5 These assessments will indicate if students attained any Historical skills,
knowledge and understanding.

2.6 Information and Communication Technology (ICT)

1 2 3 4 Comments: Although the lesson plan is pen-to-paper, there are still several
5 different resources that students can use in order to enhance their learning
opportunity. There is still room for different types of resources to be used, such
as, using technology to research information.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1 2 3 4 Comments: The focus questions, historical understanding, and historical skills,
5 are explicit, challenging and achievable, for all students. However, trying to
meet all of these could be limited due to time limit.

3.2 Plan, structure and sequence learning programs

1 2 3 4 Comments: The organisation/structure of the lesson plan seems to be thought
5 out well. However, there are no indicators to let the teacher know how long to
take when delivering lesson.
3.3 Use teaching strategies
1 2 3 4 Comments: Teaching strategies appeared to be teacher led. Group work or
5 paired work could have been another way to conduct Activity 11, as students
could work together to find research materials.

3.4 Select and use resources

1 2 3 4 Comments: There are resources provided for students to go through when doing
5 the activities, but they are all historical extracts. If it included ICT then it could
enhance the learning of students.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1 2 3 4 Comments: As the lesson plan is mainly teacher led, paired learning or group
5 work would help encourage student participation.

4.2 Manage classroom activities

1 2 3 4 Comments: There is fluidity in the lesson plan due to prior knowledge. However,
5 all activities appear to be teacher led.

4.3 Manage challenging behaviour

1 2 3 4 Comments: No explicit instructions given in response to addressing challenging
5 behaviour.

4.4 Maintain student safety

1 2 3 4 Comments: No specific instructions on how to maintain student safety.
5
4.5 Use ICT safely, responsibly and ethically
1 2 3 4 Comments: No mention on how to use ICT safely, as it is not applicable in
5 lesson plan.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1 2 3 4 Comments: Activities act as formative assessments at the end of the lesson.
5 Informal assessment can be seen in skills, where students literacy skills are
being assessed.
5.2 Provide feedback to students on their learning
1 2 3 4 Comments: Feedback does not look like it will be provided to the class or
5 individual students. However, if the lesson plan allocated times for each
activities, class discussions could occur to provide feedback to the class after
each activity.

Section 2: NSW Quality Teaching Model

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 Comments: The content being addressed is focused on a small number of key
5 concepts and their connections, within its particular unit. Activities address
these concepts.
1.2 Deep understanding
1 2 3 4 Comments: The lesson plan will be able to get students to demonstrate a deep
5 and meaningful understanding, as the activities (Compiling resources/making
comparisons) require students to demonstrate a deep understanding of what
they are learning.

1.3 Problematic knowledge

1 2 3 4 Comments: Students are encouraged to look at a couple key perspectives and
5 make comparisons between key concepts. The activities are based on
presenting different perspectives, however students are not asked how their
own knowledge relates to the understanding of the task.

1.4 Higher-order thinking

1 2 3 4 Comments: The lesson plan looks teacher driven. However, students get the
5 opportunity to make comparisons and organise information.

1.5 Metalanguage
1 2 3 4 Comments: Daily life (social decay, consumerism, monotonous work) &
5 Political reform (Chartism, Reform Acts, Australian reforms) are
examples of Metalanguage used in lesson plan. Activities require an
investigation into these concepts.

1.6 Substantive communication

1 2 3 4 Comments: The lesson plan is teacher driven, and there is no indication of
5 classroom discussions or student group discussion around content.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 Comments: There are explicit skills and understandings that students can
5 achieve in this lesson plan. The activities act as an assessment of such skills.

2.2 Engagement
1 2 3 4 Comments: Most of the lesson plan appears to be engaging, as the teacher is
5 leading the discussion. However, there is potential for student disengagement
when they are doing activities provided.

2.3 High expectations

1 2 3 4 Comments: No high-expectations mentioned, however there is a scope for
5 teacher to show students what is expected from them.

2.4 Social support

1 2 3 4 Comments: As the lesson plan appears to be teacher led, and the activities to
5 be completed are individual, there is no social support. However, the activities
can be modified to group work which will enable social support for students.

2.5 Students self-regulation

1 2 3 4 Comments: As tasks are individualistic, students should be able to demonstrate
5 autonomy when finding resources and making comparisons, therefore, there is
minimal attention in disciplining student behaviour.

2.6 Student direction

1 2 3 4 Comments: Although the tasks are set out for them in the lesson plan, students
5 still exercise some direction by selecting their own resources that relate to their
learning.

3 Significance
3.1 Background knowledge
1 2 3 4 Comments: The lesson plan itself is built upon the prior knowledge of the unit.
5 Activities, however, do not have any connections to old information.
3.2 Cultural knowledge
1 2 3 4 Comments: This lesson incorporates cultural knowledge of diverse social
5 groupings. Activity 11 asks students to find resources (artistic/literary) in
relation to such social groups.

3.3 Knowledge integration

1 2 3 4 Comments: There is potential to bring other key learning areas into the lesson
5 plan.

3.4 Inclusivity
1 2 3 4 Comments: Inclusivity in the lesson plan is not mentioned specifically at all.
5
3.5 Connectedness
1 2 3 4 Comments: The aim of the lesson plan is to look at the short term and long term
5 impacts of the Industrial Revolution, including global changes in landscapes,
transport and communication. The lesson plan demonstrates a connectedness
to a real-life context at a macro level.

3.6 Narrative
1 2 3 4 Comments: The lesson employs narrative accounts through its resources to
5 enrich student understanding. The activities also allow for the use of narrative
to enhance student understanding.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
4.1 Support student participation 2) 2.6 Information and Communication
Technology (ICT)
QT model
1) 2.4 Social Support 2) 3.4 Inclusivity
 Modified Lesson Plan
Topic area: The Industrial
Revolution
Date: Period 2: 24/4/2017
Time: 60 minutes
Stage of Learner: 5
Location Booked: Computer
room
Total Number of students: 30
Syllabus Pages:
Lesson Number: 4/6
Resources:
-Timeline
-Summary of Agricultural Revolution
-Population Figures
-Manchester as a Model of an Industria
-Industrial Manchester from Kersal Moo
-Inaugural journey of the Liverpool and
Manchester Railway
- Computers
 Time Teaching and learning actions Organisation Centr
ed
Outcomes Assessment Students learn Students learn
T/S
about to
Intro Teacher: Greets students Teache
Syllabus Lesson The short and long-term Discuss positive
r and
2 mins assessment impacts of the Industrial negative
outcomes:
Revolution, including consequences of the
Student: Students settle in
In groups global changes in Industrial Revolution.
HT5-2: Sequences and prepare for reflection
students will landscapes, transport and (ACDESEH082)
and explains the and lesson
compile communication
significant patterns artistic/literary (ACDSEH082). Assess the short-
of continuity and anthology. Resources:
term and long-term
change in the impacts of the
Students will be Industrial Revolution,
development
Body Recapofof
the
prior lesson Teacher: Teacher asks Teache
including:
modern world and individually students to describe r
3 mins previous lesson. - global changes in
Australia.Discuss experiencesinstructed to
of men, women and landscapes
HT5-6: uses relevant compare political - transport
children during Industrial Revolution, and
evidence their
from changing way reforms in Britain
of life. -communication
sources to support and Australia. Student: Begin to (ACDESH082)
get
engaged with teacher and
historical narratives, lesson
explanations and
analyses of the
modern world and Resources:
Australia
5 mins Expectations and ICT Safety: Teacher: Pair learning for Teache
HT5-9: applies a increased engagement r
range of relevant
Due to the purpose of the lesson, with tasks.
historical organise
terms and students into groups of 3
(allows
concepts when for inclusivity and social support) Ensure students safety &
before instructing them on how to turn wellbeing.
communicating an
on computers safely. Once in groups,
understanding of the
direct students to turn on computers.
past
Student: Negotiate with
Set out clear expectations- what are the
teacher consequences and
behavioural expectations in computer
expectations in classroom
room? What are suitable consequences if
and lesson to increase
rules are broken?
involvement.

Resources: Computer
Cross
22 mins Curriculum
Timeline Task-themes:Impacts of IndustrialExplicit subject
Teacher: specific concepts
Dictates Studen
Ethical Understanding
Revolution: and skills
instructions leaving t
Evaluatestudents
the reliability and usefulness of primary
to compile
General capabilities:
Teacher directs student in their groups toand secondary sources
resources and(ACHHS171).
the
Literacy. compile artistic/literary anthology based on construct timeline on
the resources that are group Use historical
handed to them and terms Word.
Microsoft and concepts
Teacher(ACHHS165).
Critical & Creative Thinking-
then are asked to construct a timeline, on walks around classroom
discussionMicrosoft
after activity is completed
Word, of changes that are as a observing students in their
result of the Industrial Revolution. groups to ensure all
students are included and
supported in the task.
In their groups, students are instructed to Teacher is also asking
create a timeline based on the primary and students to evaluate the
secondary resources that discuss resources to make sure
transport/communication changes. their timeline is accurate.
Once students are finished, have a quick Student: Students to use
discussion about key dates on timeline. Microsoft Word in groups
to encourage creativity
and critical thinking in
order to construct a
timeline based on the
resources provided.

Resources: Worksheets:
-Inaugural journey of the Liverpool and
Manchester Railway
-Summary of Agricultural Revolution
Population Figures
-Manchester as a Model of an Industrial City
-Industrial Manchester from Kersal Moor
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In modifying this lesson plan, I found it important to include ICT and student participation
into the lesson as it appeared to be lacking in the original lesson plan. I found that integrating
ICT proved a bit of the challenge as there was many resources that already existed in the
previous lesson plan, but I did manage to incorporate ICT into the planned activities. I
thought by implementing ICT into the lesson plan students will be able to be more creative
especially when constructing a timeline, as the approach moves beyond just drawing a line
and some dates on a piece of paper, whilst looking at sheets of paper, but rather to enable and
engage students to construct a time line in groups of 3 (this also promotes student
participation).
For students to feel positive and be more proactive in the classroom, I believe it is important
for them to feel supported and included. Therefore, I had to think about how to create a plan
that all students participated in and felt included at the same time, as the original lesson plan
lacked in any group work. I felt it best that a teacher should organise the groups, as I did not
want to exclude students who find it hard to integrate with other students.
In summary, I found this assessment to be a lot more difficult and challenging than I
originally thought I would, but as a result, I believe I have a deeper understanding of what is
needed and expected of me in order to create a valuable lesson plan. This assessment has
allowed me to gain a deeper understanding of the Australian Professional Teaching Standards
and the Quality Teaching Model.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
HT5-2 Informal assessment during the timeline activity.
HT5-6 Informal assessment during the timeline activity.
HT5-9 Informal assessment during class discussion on
comparison between Australian and British political
reforms.

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?
The main risk issue that may arise in the lesson is the handling of computers.
However, with direct instruction on how to use computers safely this will be reduced
or entirely eradicated within the lesson.
ACADEMIC JUSTIFICATION:
Although the original lesson plan fulfilled the main criteria, there was definitely room for

improvement in regards to the Australian Professional Standards for Teachers (AITSL, 2016),

for Information and Communication Technologies (ICT) (standard 2.6), and also for

supporting student participation (Standard 4.1).

In the original lesson plan the use of ICT (standards 2.6 and 4.5) were not prevalent, and this

has been addressed in two ways; firstly, through changing the lesson from the classroom to a

computer room, and secondly, by using ICT as a tool for students to use when researching

documents for the tasks set out for them. ICT has now become a general capability (NESA,

2017) & the use of ICT can enhance the quality of education in various ways: it can increase

learner motivation and engagement, which in turn relates to supporting student participation

(standard 4.1) (Meenaskshi, 2013). Using computers can provide challenging and authentic

content that will engage the student in the learning process, especially in the second activity

set out in the lesson plan, where students can use ICT as a tool to do their research on

political reforms. (Ibid). In addition, the original lesson plan was entirely teacher centred, by

implementing use of ICT, this promotes a shift from a teacher centred lesson plan, to a

student centred one (Ibid). This has been achieved by asking students to use the computers to

help guide their research in constructing a timeline of changes during the Industrial

Revolution and as a tool to help research political reforms giving them the direction they

need to compare and contrast said reforms.

Standard 4.1 has been addressed by introducing group work into the modified lesson plan as

it was deficient in the original lesson plan. Group work is essential when trying to encourage

and support student participation in classrooms, as students can communicate about their task

with each other, ask questions, make suggestions, criticise, listen, agree, disagree as well as

making joint decisions (Cohen & Lotan, 2014). Encouraging student participation can be
achieved through group work, for instance, it will improve intergroup relations by increasing

trust and friendliness (Ibid). In this way, by modifying the lesson plan to consist of group

work there is potential to make students feel more supported when they participate in such

activities and has the ability to improve their critical and creative thinking skills.

In reference to the NSW Quality Teaching Model (Ludwig & Gore, 2003) improvements

were made in the elements of Social Support and Inclusivity. In the original lesson plan, the

layout was designed in a way which left little room for social support as the tasks were

teacher led and to be completed individually. By modifying the activity of assembling the

resources in order to construct a timeline from individual work to group work assists

introverted students, who dont usually include themselves or participate in classroom

discussions, the opportunity to speak and be heard in smaller groups, therefore overcoming

the passivity associated with larger groups. Developing tasks that enhance social support in

the classroom is justifiable as it helps students feel a sense of belonging in the classroom

which correlates to increased inclusivity and engagement in the classroom.

Inclusion is about giving every student the belief that their education is important and that

they belong and are seen (Mittler, 2005). Moreover, it is aimed at giving every child access to

, whilst avoiding isolation and segregation, in a whole range of opportunities provided by the

school (Ibid). The original lesson plan did not cover inclusion comprehensively, and so,

modifications were conducted to eliminate the issue. For instance, as the first activity is a

group task that requires student to construct a timeline, students are encouraged to become

active rather than passive learners as they share the workload and develop their creative and

critical thinking skills, making them feel more included in the lesson. In this way,

collaboration on a smaller scale can facilitate a reduced sense of isolation and enhance the

learning experience for quiet students, allowing them to feel supported and included.
In conclusion, by modifying the original lesson plan in regards to the Australian Professional

Standards for Teachers in reference to standard 2.6 and standard 4.1, as well as, elements of

NSW Quality Teaching Model, in particular, Social Support and Inclusivity, provided a

platform for the lesson to become more valuable when teaching about the impacts of the

Industrial Revolution. The plan will enable students to feel supported and included, therefore,

encouraging student involvement in the lesson. Furthermore, the integration of ICT as a

pedagogical tool will add a level of excitement encouraging students to more actively

participate in the classroom.

Reference List:
AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list

Cohen, E. G., & Lotan, R. A. (2014). Designing Groupwork: Strategies for the

Heterogeneous Classroom Third Edition. Teachers College Press.

History Teachers' Association of Australia, (2013). The Industrial Revolution, 1750-1914.

Education Services Australia Ltd. Retrieved from

http://www.achistoryunits.edu.au/verve/_resources/htaa_year_9_ind_rev_year_9_pr

gram.pdf

Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom

practice guide Retrieved from

http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003Quality_Teaching_Gu

de.pdf

Meenakshi, K. (2013). Importance of ICT in Education. Journal of Research & Method In

Education. 1 (4) 03-08. Retrieved from http://www.google.com.au/url?

sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rj &uact=8&ved=0ahUKEwifq87zj

nTAhVGJ5QKHVXjCwgQFggpMAA&url=http%3A%2F%2Fwww.iosrjournals.or

%2Fiosr-jrme%2Fpapers%2FVol-1%2520Issue 4%2FB0140308.pdf%3Fid

%3D1681&usg=AFQjCNE0IhakLFyMsX4SnRxdDWz mRwCQ

Mittler, P. (2012). Working towards inclusive education: Social contexts. Routledge.

NESA, (2017). History K-10 Syllabus. Retrieved from

http://syllabus.nesa.nsw.edu.au/hsie/history-k10/
Learning Portfolio Web Link:
www.jpanter.weebly.com