102086 Designing Teaching and Learning

Assignment 2

Lesson Plan Analysis

Contents:

Original Lesson Plan 2

Lesson Plan Analysis 6
Modified Lesson Plan 10
Academic Justification 14
Reference List 17
Learning Portfolio Web Link 19

1
Lesson Plan 1

Topic area: Ancient Egypt Stage of Learner: 4 Syllabus Pages: 60

Date: 14/03/2016 Location Booked: Lesson Number: 1 / 14

Time: 60 minutes Total Number of students Printing/preparation

24 Glossary worksheet x 24

Outcomes Assessment Students learn about Students learn to

Lesson assessment The physical features of the describe the geographical
Syllabus outcomes
Concept map ancient society and how they setting and natural

HT4-2 describes major periods of understand what influenced the civilisation features of the ancient

historical time and sequences events, students already know that developed there society

people and societies from the past on the topic

HT4-9 uses a range of historical terms

and concepts when communicating an
understanding of the past
Life Skills outcomes

CCP & GCs Subject specific concepts

Literacy Basic knowledge of Ancient Egypt

Discipline specific skills

Understanding historical terms and themes, literacy skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep understanding 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats 1.3 Problematic 1.6 Substantive
knowledge as something that requires active construction and requires knowledge communication
students to engage in higher-order thinking and to communicate
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and 2.2 Engagement 2.5 Students self regulation
teachers work productively in an environment clearly focused on 2.3 High Expectations 2.6 Student direction
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural knowledge 3.6 Narrative
students prior knowledge and identities, with contexts outside of the 3.3 Knowledge
classroom, and with multiple ways of knowing all cultural perspective. integration

2
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.1 Students will come to understand the key terms used in this topic through the glossary activity.

2.3 Teacher is to introduce the topic and tell students what is expected of them to do well in the lesson.

3.1 The use of the concept map is to find out what students already know about the topic and share with the class as
to motivate students on the topic.

Teaching and learning actions Organisation Centred

Time T/S
0- 5 Students are to come in and settle in to class. Teacher: Instruct students to come in and be T
Teacher is to call out the Roll. prepared. Teacher is to call out the Roll.

Student: Following instructions.

Resources:
5-10 Introduce the topic of Ancient Egypt. Teacher: To provide instructions. T
Ask students to leave a page in their workbooks
for a title page titled Ancient Egypt tell students Student: Follow instructions.
that they need to have at least three pictures that
relate to the topic. Set the task for homework Resources:
ensure students write task in their diaries. Tell
students homework will be checked during the
next lesson.
10-20 Concept Map: Teacher is to get students into pairs Teacher: Provide instructions on concept map. T/S
and in their workbooks (after the title page) ask
every student to write Ancient Egypt in the Student: Work in pairs to create a concept
middle of the page. Instruct students to write as map.
many words they know that relate to the topic
around the page, they are to collaborate with their Resources:
partner. They may use a dictionary if they are
unsure of spelling.
20-25 Concept Map Classroom activity: Teacher: Provide instructions and assist with T/S
Teacher is to have the words Ancient Egypt on the concept map.
the white board. Teacher is to go around the room
and ask each pair if they had any words to Student: Follow instructions and respond to
contribute to the class concept map. Teacher is to questions.
explain what those words mean. Students are to
include words they didnt have in their concept
map.
Resources:

3
 Words that should be included:
Mummification, Desert, Hieroglyphics,
Domesticate, Egypt, Delta, Scribe, Embalming,
Inundation, Irrigation, Famine, After Life, Dynasty,
Sarcophagus, Oasis, Deities, Papyrus, Pyramid,
Ploughing, Pharaohs, The Nile River, Canopic jars,
Shadoof.
25-45 Glossary Activity 1: Teacher: To give instructions. T/ S
Students are given a glossary worksheet to
complete (resource attached below). They need to Student: Work on the worksheet.
use words from the concept map to fill it in.
Differentiation (resource attached below): Word Resources: Glossary Activity 1.
bank and the first letter of the word to be
included. Students are to glue in worksheet once
completed.
45-55 YouTube Clip Teacher: Show YouTube clip and have students T/S
Show students an introduction of Ancient Egypt involved in a group discussion.
and discuss.
https://www.youtube.com/watch?v=KdtgX9ORiW Student: Listen and engage with content.
4
Resources:
https://www.youtube.com/watch?v=KdtgX9OR
iW4

55-60 Pack up, remind students of homework and Teacher: T

dismiss the class.
Student:
Resources:

Reflection
It was important to ensure all students understood the terms used in this unit. Some students may have learnt more
during their primary school education and for this unit I wanted to have students share and collaborate their previous
knowledge on the unit. This was also important to determine where students were with their knowledge of Ancient Egypt
in order to proceed with future lessons. Having students watch the YouTube clip encourages Inquiry based learning
students to ask questions and gain an understanding of what they will be learning.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 Through understanding student background knowledge
students can list what they already know about the topic and
I will be adding new terms into their vocabulary to
encourage interest.
HT4-9 Students gain an understanding of new concepts and
vocabulary through concept map activity.

4
Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the
evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1.1 Understanding students previous knowledge and observing how they
work with others during the creation of the concept map in their books.
1.5 Differentiating Glossary Activity. Those that need extra assistance are
provided with a word bank and I will keep close attention during the task.
2.1 Starting topic with basic knowledge and overview.
2.5 Literacy strategies with glossary.
3.5 Used explicit instructions for all students to follow.
4.1 encouraged students to provide answers to concept map.

WHS
Student movement in class can be a risk- thus implement behaviour management strategy
(students are not to be out of the seats unless instructed to do so).
Students with vision impairments are to be seated in front of the classroom in order to see
the board.

5
Lesson Plan Analysis

Section 1: Australian Professional Standards for Teachers (APST)

Evaluation score 1 (poor) to 5 (excellent)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 2 3 4 5 While effort was made to include all students prior knowledge, strategies for
inclusivity were minimal. The teacher did not demonstrate their knowledge of a range
of teaching strategies that were responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and socioeconomic backgrounds,
including only one instance of a differentiated task and minimal cultural reference
apart from the one studied.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 5 There was no reference to Aboriginal and Torres Strait Islander students or culture
in this lesson. This may not have been relevant to their classroom context, however
in this instance, the teacher did not demonstrate a broad knowledge and
understanding of the impact of culture, cultural identity and linguistic background on
the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of
abilities
1 2 3 4 5 The teacher offered one differentiated task in the form of a glossary activity,
including a word bank indicating the first letter of each word. They demonstrated
some knowledge and understanding of strategies for differentiating to meet the
specific learning needs of their students, but their strategy was remote with respect
to the lesson as a whole.
1.6 Strategies to support full participation of students with disability
1 2 3 4 5 There was no reference to students with disability in this lesson. This may not have
been relevant to their classroom context, however in this instance, the teacher did
not demonstrate a broad knowledge and understanding of teaching strategies that
supported the participation and learning of students with disability.
2 Know the content and how to teach it
2.2 Content selection and organisation
1 2 3 4 5 The content of the lesson was organised into an effective learning and teaching
sequence. The lesson focused on vocabulary and the teacher involved students in
explaining the units key terms including the terms that were unfamiliar to the class,
and additionally, the teacher effectively introduced concepts via the introduction of
these vocabulary words.
2.3 Curriculum, assessment and reporting
1 2 3 4 5 While there was evidence that the teacher used curriculum, assessment and reporting
knowledge to design learning sequences and lesson plans in the form of the concept
maps, the measures for quality in this assessment were unclear and not
communicated to students.
2.6 Information and Communication Technology (ICT)
1 2 3 4 5 The teacher successfully incorporated a YouTube clip to expand curriculum learning
opportunities for students, effectively engaging students in inquiry based learning.
However, students werent themselves engaging with ICT.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 2 3 4 5 The learning goals were achievable for students with varying abilities and
characteristics. The goal of learning the vocabulary was not challenging but was
appropriate to the context of the lesson which was a unit introduction.
3.2 Plan, structure and sequence learning programs

6
12345 The teacher planned the lesson sequence demonstrating knowledge of student
learning, content and effective teaching strategies. The lesson focused on an
achievable goal (learning the vocabulary) and the flow of the lesson worked towards
this goal: students shared their prior knowledge, which led to discussing the
vocabulary, finishing with the introductory YouTube clip. This was an effective flow.
3.3 Use teaching strategies
1 2 3 4 5 The teacher included some variety of teaching strategies including partner work,
class discussion, personal worksheet completion and viewing (the YouTube clip).
The lesson did not include self-guided and regulated inquiry based learning. The
teacher showed awareness of this in justifying the use of the YouTube clip, but there
was scope for developing this.
3.4 Select and use resources
1 2 3 4 5 The teacher demonstrated some knowledge of relevant resources, including a
YouTube clip to engage students in their learning. They also made reference to a use
of a dictionary. Minimal resources apart from the students own bank of knowledge
were utilised in this lesson.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 2 3 4 5 The teacher identified some strategies to support inclusive student participation and
engagement in classroom activities by including partner work and class sharing to
encourage collaboration and inclusivity. They explicitly said that they would keep
close attention to students that needed extra assistance, but did not detail this or
include specific measures.
4.2 Manage classroom activities
1 2 3 4 5 The teacher effectively demonstrated the capacity to organise classroom activities
and provide clear directions by providing different ways for students to engage with
the content through partner work and class sharing.
4.3 Manage challenging behaviour
1 2 3 4 5 Space was not given to review the classroom expectations. The teacher demonstrated
some knowledge of practical approaches to manage challenging behaviour with the
instruction: students are not to be out of the seats unless instructed to do so, but
evidence of this was minimal.
4.4 Maintain student safety
1 2 3 4 5 The teacher described strategies that supported students well-being and safety
working within school and/or system, curriculum and legislative requirements by
including the WHS assessment at the end of their lesson plan.
4.5 Use ICT safely, responsibly and ethically
1 2 3 4 5 Students werent themselves engaging with ICT, but the YouTube video included
National Geographic credits. Therefore, I am unable to assess whether they showed
understanding of the relevant issues and the strategies available to support the safe,
responsible and ethical use of ICT in learning and teaching.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 2 3 4 5 There is some demonstration of the teacher understanding assessment strategies,
including informal and formal, diagnostic, formative and summative approaches to
assess student learning where they indicate how the concept map would be a
demonstration of learning. No clear measures of assessment quality were provided.
5.2 Provide feedback to students on their learning
1 2 3 4 5 The teacher gave space for this in the various activities, hosting a collaborative
classroom. It was difficult to assess how well they demonstrated an understanding of
the purpose of providing timely and appropriate feedback to students about their
learning from the lesson plan, but the design of their lesson was conducive to this
criteria.

7
Section 2: NSW Quality Teaching (QT) Model

Evaluation score refer to NSW QTM Classroom Practice Guide for each element

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 5 Deep knowledge of the content was communicated and focus was sustained on the
concept of the unit vocabulary. The teacher used a variety of strategies to focus on
key terms and introduce concepts, throughout the lesson.
1.2 Deep understanding
1 2 3 4 5 Deep understanding of the content was uneven. Partner work meant that central
concepts understood by some students may not have been understood by other
students. At different points throughout the lesson students could have had a
shallow or a deep understanding of the topic.
1.3 Problematic knowledge
1 2 3 4 5 The lesson was vocabulary based, therefore knowledge was straightforward.
However, by getting the class to contribute to the definitions of vocabulary words,
the teacher treated knowledge as open to multiple perspectives, socially constructed
and open to question.
1.4 Higher-order thinking
1 2 3 4 5 Students primarily demonstrated lower-order thinking in engaging with the task of
defining the key terms, but in their attempt to define the words in pairs and with the
class, they demonstrated higher order thinking by considering multiple perspectives.
Higher order thinking was a minor aspect to this lesson.
1.5 Metalanguage
1 2 3 4 5 The teacher constantly utilised metalanguage, frequently commentating on language
use through the various consolidations of the meaning of key terms in the units
vocabulary.
1.6 Substantive communication
1 2 3 4 5 The class was collaborative in defining the key terms. The teacher used substantive
communication with sustained interactions occurring throughout the lesson by
incorporating partner work, and teachers and students were involved in scaffolding
the communication as they composed their concept maps.
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 5 No explicit statements regarding the quality of work were made by the teacher.
Only technical and procedural criteria were made explicit.
2.2 Engagement
1 2 3 4 5 The lesson was conducive to widespread engagement. All students had the
opportunity and incentive to stay on task due to the collaborative nature of the work.
Students had the opportunity to take the work seriously by producing their own
concept map.
2.3 High expectations
1 2 3 4 5 The teacher intended for all students to participate in challenging work throughout
the lesson by designing the work to be collaborative. Students were encouraged to
contribute their knowledge which involved risk-taking, and were recognised for this
as the class composed their concept map.
2.4 Social support
1 2 3 4 5 Social support was strong. The teacher indicates that they would support all
students, and shows that they would value the contributions of everyone through
class discussion and in partner work.
2.5 Students self-regulation
1 2 3 4 5 The lesson was conducive to students self-regulating. In the context of partner work,
students had sufficient opportunity to demonstrate autonomy and initiative in

8
 regulating their own behaviour. The lesson was designed with intention to minimise
interruption. I am unable to assess how well or how often the teacher commented on
or corrected student behaviour or movement from the lesson plan.
2.6 Student direction
1 2 3 4 5 While the lesson direction was predominately led and given to students by the
teacher, there was evidence that through the class discussion and the partner work
that there was some student direction. Students exercised some control in relation to
significant aspects of the lesson that involved developing their concept maps.
3 Significance
3.1 Background knowledge
1 2 3 4 5 The teacher drew heavily on students background knowledge throughout the
lesson. Students background knowledge was connected to the substance of the
lesson. The teacher focused on students primary school knowledge, but there was
no intentional connection between the lessons content and out of school
knowledge.
3.2 Cultural knowledge
1 2 3 4 5 Due to the content (a study of ancient Egypt) cultural knowledge was recognised,
valued and central to the lesson, however it was presented from the framework of the
dominant culture by simplifying concepts into definitions, and from the commentary
perspective of the YouTube clip.
3.3 Knowledge integration
1 2 3 4 5 There were no meaningful connections made in this lesson. All knowledge was
restricted to that which was explicitly defined within the single topic of Ancient
Egypt vocabulary and concepts already developed in the students primary schools.
3.4 Inclusivity
1 2 3 4 5 Students from all groups were included in most aspects of the lesson, but the
inclusion of students from some groups may have been minor or trivial relative to
other groups such as EAL/D students. They only received one differentiated
glossary sheet task and may have experienced difficulty in the other tasks.
3.5 Connectedness
1 2 3 4 5 While the lesson had relevance to the topic, it did not have clear connections to
anything beyond itself in terms of school unless students were specifically heading
into the area of studying Ancient History. The lesson did not include justifications
for connections beyond school from the lesson plan.
3.6 Narrative
1 2 3 4 5 Narrative was used on occasion as a minor part of the lesson and was not well
connected to the substance of the lesson. While concepts were introduced via the
vocabulary exercises, the teacher did not include narrative, nor did they integrate
the narrative of the YouTube clip with the content of the lesson.

Section 3: Identifying Areas for Improvement

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

APST
2.6 Know the content and how to teach it: 2) 4.1 Create and maintain supportive and safe
Information and Communication Technology learning environments: support student
(ICT) participation
QT model
1) 2.1 Quality learning environment: explicit 2) 3.6 Significance: narrative
quality criteria

9
Lesson Plan Revision

Topic area: Ancient Egypt Stage of Learner: 4 Syllabus Pages: 60

Date: 14/03/2016 Location Booked: Lesson Number: 1 / 14

Time: 60 minutes Total Number of students Printing/preparation

24 school laptops x24

Outcomes Assessment Students learn about: Students learn to:

Syllabus outcomes (Informal) The physical describe the
features of the geographical setting
HT4-9 uses a range of Students share what ancient society and and natural features
historical terms they already know how they of the ancient
and concepts when on the topic. influenced the society
communicating an (formative). civilisation that
understanding of the developed there
past Students (ACDSEH002,
demonstrate their ACDSEH003,
HT4-10 selects and learning by ACDSEH004)
uses appropriate oral, composing a
written, visual and concept map.
digital forms to (formative).
communicate about the
past Students
demonstrate their
understanding of
key ideas using a
Kahoot quiz
(formative and
summative).
General capabilities: Subject specific knowledge
Literacy - Basic knowledge of Ancient Egypt
Information and Communication Technology
(ICT) Capability Discipline specific skills
- Understanding historical terms and
themes, literacy skills

Lesson
Time Teaching and Learning actions Organisation T/S
Centred
0-10 Students come in and settle in to class. Teacher: welcome students, instruct T/S
them to find their seat and settle,
Roll call activity: explain the roll call activity

Students need to think of a concept, word Student: choose their concept, word
or image that comes to mind from the topic or image related to Ancient Egypt,
Ancient Egypt. Encourage students to

10
 draw from their background knowledge listen to peer responses and participate
and out of school knowledge. When a when their name is called
students name is called, theyll need to
share their unique word with the class. Resources: roll, white-board, white
board marker
Elect a student to scribe student responses
on the white board.

10- Homework activity: Teacher: direct students T/S

12
Ask students to create a title page for their Students: listen to the instructions,
new topic Ancient Egypt including at mark homework in their diaries
least three images that relate to the topic.
Set the task for homework and ensure that Resources: student diaries
students write this task in their diaries. Tell
students that homework will be checked
during the next lesson.
12- Concept maps: Teacher: Provide instructions and T/S
25 assist with definitions.
The teacher nominates two students to
distribute the laptops. Students: Work collaboratively on
their concept maps
Instruct the class to log in. Thank the class
for their collaborative effort in Resources: laptops
brainstorming. Show the following
PowerPoint slide including the vocabulary
from the unit and the following questions:

Q: Why would people living in Ancient

Egypt know these words?

1. Mummification
2. Desert
3. Hieroglyphics
4. Domesticate
5. Egypt
6. Delta
7. Scribe
8. Embalming
9. Inundation
10. Irrigation
11. Famine
12. After Life
13. Dynasty
14. Sarcophagus
15. Oasis
16. Deities
17. Papyrus
18. Pyramid
19. Ploughing
20. Pharaohs
21. The Nile River
22. Canopic jars
23. Shadoof.

11
 Allocate a word to each student (subject to
attendance, two students will need to share
the last word), and arrange students in
groups of three.

Instruct students that they will be defining

this word (using Google) and including it
in a concept map. Theyll then share their
definition with those in their small group
and then their group will share their
definitions with the class.

Students will use Coggle to build their

concept map. They should attempt a one-
to-two-sentence definition for each word.
Encourage students to consider the
narrative and the relevance of each word in
the topic of Ancient Egypt by responding
to the question: Why would people living
in Ancient Egypt know this word?

Students should work collaboratively to

build their concept map, encouraging and
assisting each other. Each student should
contribute a definition.

Once theyve finished their three

definitions, have students share their
concept maps in a central drive. Explain to
students that youll merge the concept
maps and share it back with the class for
next lesson.
25- Class sharing: Teacher: facilitate sharing, offer S/T
35 additional explanations
Circle the class to give students the
opportunity to share their responses. As each Students: listen to their peers and
group shares, students hand-write the share responses
vocabulary word in the next page of their
workbook. The teacher may give additional Resources: laptops, workbooks
explanations to difficult terms and concepts.

Students tilt their laptops for the next task.

35- YouTube Clip: Teacher: show the YouTube clip S
45
Show students the introduction of Ancient Students: listen and engage with
Egypt. Encourage students to listen out for content
the vocabulary words.
Resources:
Change the setting on the YouTube clip to https://www.YouTube.com/watch?v=
include subtitles to support EAL/D KdtgX9ORiW4
students.
45- Revision Kahoot Quiz: Teacher: play the Kahoot quiz T/S
55
Students lift their laptops and log in to the Students: connect, play and engage,
Kahoot quiz. Students demonstrate their check for understanding in the results
learning by identifying the meaning of page
12
 vocabulary words introduced in todays Resources: Kahoot
lesson.
55- Students return their laptops and pack up. Teacher: Instruct students and T/S
60 Remind students about their homework facilitate the pack up
task. Encourage them in their learning.
Students: follow instructions and pack
Dismiss students. away their materials

How am I measuring the outcomes of this lesson?

HT4-9 Students have learnt the vocabulary words by (1) collaborating in the concept map
activity and (2) recognising the words in the YouTube clip. They have checked their
understanding by (3) participating in the revision Kahoot quiz.
HT4-10 Students have (1) created their own concept maps using Coggle, communicating it by
(2) saving it to a shared drive and (3) presenting it to the class.

13
Lesson Plan Justification

Using evidence of best practice, Ive modified this lesson plan using the focus of Standards

2.6 and 4.1 of the Australian Professional Standards for Teachers, and Standards 2.1 and 3.6

from the Quality Teaching Model (Australian Institute for Teaching and School Leadership,

2016; NSW Department of Education and Training, 2009). Using these standards, Ive

improved the lesson to include more meaningful assessments for learning to engage students.

Ive utilised the evidence-based strategy of inquiry-based learning, a structured, guided and

open process of learning requiring students to take up personal roles (Wallace & Husid,

2016), in order to achieve these outcomes.

My lesson includes a number of engagements with ICT with reference to Standard 2.6:

Information and Communication Technology. This amendment is designed to better engage

students by varying teaching strategies (with reference to Standard 4.1). While the teacher

showed awareness of the benefits of inquiry-based learning for engaging students with

reference to their justification of the YouTube clip, there was scope for developing this. My

revisions included students searching for their own definitions of words using their devices,

composing a concept map using the online mind-mapping tool Coggle to communicate their

definition, sharing their responses using file sharing, recognising key words in the YouTube

clip (which includes the direction of a task), and applying their learning to a fun, game-based

learning quiz (Kahoot) to concluding the lesson. These activities suitably addressed outcome

HT4-10, asking students to select and use appropriate oral, written, visual and digital forms to

communicate the past, which was a realistic outcome for this introductory lesson in contrast

to the aims of HT4-2, asking students to describe major periods of historical time and

sequences events, people and societies from the past (Australian Curriculum, Assessment

14
and Reporting Authority, 2015). This generation has been referred to as digital natives, and

ICT has become associated with educational independence (Bittman, Rutherford, Brown and

Unsworth, 2013). My modifications aim to utilise this independence for educational

purposes, guiding, focusing and assessing student introductory learning through game-based

assessment and investigative work.

Standard 4.1 includes identifying strategies that support student participation and engagement

(AITSL, 2016). While the teacher shows awareness of this in the social learning strategy of a

class wide brainstorm and partner work facilitation, this is not conducive to all students

having the opportunity to investigate and participate. By supporting students with ICT and

employing an inquiry-based learning strategy for the lesson, all students have the opportunity

to participate. In their research, Biddulph and Adey argue that student enjoyment in a subject

was linked to usefulness (Biddulph & Adey, 2003). Through my modifications, students have

the opportunity to learn the vocabulary in an investigative way, working collaboratively with

their small group and their class in the way that they have learnt to research (via ICT). The

activity is therefore highly useful. Armed with the resources to inquire and research, Ive

shifted the implication of the class-wide brainstorm (resulting in an emphasis on students

promoting their knowledge and relying on the teacher) to a more collaborative and

investigative lesson design, incorporating the productive struggle for information (Finley,

2014). The revision Kahoot is additionally designed to diversify assessment, acknowledging

that conventional forms of assessment are unsuitable to many students, thereby

encouraging participation (Kiem & Cameron, 2014).

I have outlined the ways in which the lesson could be improved using the Quality Teaching

Model with respect to Standards 2.1 (more explicit quality criteria) and 2.6 (the creation of a

15
narrative) (NSW DET, 2009). Finley argues that both teachers and students are empowered

by explicit quality criteria (Finley, 2014). By preparing the Kahoot, the teacher has a firm

knowledge of what the lesson is geared towards, helped by the creation of a narrative

(Standard 3.6). Specifying clearly what students are required to do (composing a one-to-two

sentence definition in response to a specific question), students are empowered by clear

instructions. My modifications include more measurable criteria for success, including both

formative and summative assessment. The lesson promotes the participation of all students

(in learning the vocabulary and completing the Kahoot) and the collaboration of knowledge

(in creating their concept maps). Therefore, this lesson reconfigures pre-existing learning

activities in order to develop students general capabilities (Livingstone, 2012) of literacy and

ICT use.

Finally, Ive adjusted the lesson plan to include the creation of a narrative. This is conducive

to the notion that teaching vocabulary necessarily involves teaching the concepts and stories

associated with words. By highlighting the relevance of key terms using the specific question

that students address in composing their definitions, students themselves participate in a

process of story-making. Incorporating narrative helps students to locate knowledge using

long term schemas (Arnett, 2013), preparing them for participation in the Kahoot quiz at the

conclusion of the lesson. By determining a direction for the lesson and refining the outcomes

(Hall & Smith, 2006), Ive modified lesson to be conducive to students learning deeply on

this topic as a foundation for the following thirteen classes.

Therefore, the modifications Ive made to the original lesson plan achieve the APST and QT

improvements identified above, creating and promoting positive learning experiences for

students and shaping positive pedagogies for teachers.

16
Reference List

Arnett, J. (2013). Adolescence and emerging adulthood: A cultural approach (5th ed.).

Boston: Pearson.

Australian Curriculum, Assessment and Reporting Authority (2015). History. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-

sciences/history/

Australian Institute for Teaching and School Leadership. (2016). Australian Professional

Standards for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards

Biddulph, M., & Adey, K. (2003). Perceptions v. reality: Pupils experiences of Learning in

history and geography at Key Stage 4. Curriculum Journal,14(3), 291-303.

Bittman, M., Rutherford, L., Brown, J., & Unsworth, L. (2011). Digital Natives? New and

Old Media and Children's Outcomes. Australian Journal of Education, 55(2), 161-

175.

Finley, T. (2014). 9 Ways to Plan Transformational Lessons: Planning the Best Curriculum

Unit Ever. Edutopia. Retrieved from https://www.edutopia.org/blog/9-ways-plan-

transformational-lessons-todd-finley

Hall, T., & Smith, M. (2006). Teacher Planning, Instruction and Reflection: What We Know

About Teacher Cognitive Processes. Quest, 58(4), 424-442.

17
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford

Review of Education, 38(1), 9-24.

Kiem, P., & Cameron, K. (2014). Our new senior history courses - is there a vision for the

21st century? Teaching History, 48(4), 20-25.

NSW Dept. of Education and Training. (2009). Quality teaching in NSW public schools: a

classroom practice guide. Retrieved from http://web1.muirfield-h.schools.nsw.edu.au/

technology/Programs/Template/Quality%20Teaching%20Guide.pdf

Wallace, V. L., & Husid, W. N. (2016). Collaborating for inquiry-based learning: school

librarians and teachers partner for student achievement, 2nd edition. Retrieved from

http://ebookcentral.proquest.com

18
Learning Portfolio Web Link

renee-evans.weebly.com

19