102086 Designing Teaching & Learning

Assignment 2 Lesson Plan Analysis

Contents

History Lesson Plan Analysis....2

Modified Lesson Plan ...5
Academic Justification ..8
References.12
Learning Portfolio Web Link14

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102086 Designing Teaching & Learning 2H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

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
1234 Comments: The teacher has not addressed the diversity within the classroom setting. The
5 lesson plan has not supported evidence in strategizing responsive to the learning strengths
and needs of students from diverse linguistic, cultural, religious and socio-economic
backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1234 Comments: There is no mention of Aboriginal and Torres Strait Islander teaching strategies
5 within the lesson plan.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1234 Comments: The teacher has demonstrated knowledge and understanding of strategies for
5 differentiating, however this is only aimed at the less capable.
1.6 Strategies to support full participation of students with disability
1 2 3 4 Comments: The lesson plan has not shown any specific strategies in meeting the learning
5 requirements towards students with disabilities.
2 Know the content and how to teach it
2.2 Content selection and organisation
1234 Comments: Its good to start the topic Ancient Egypt, with key words, as it broadens the
5 students knowledge in relation to the content.
2.3 Curriculum, assessment and reporting
1234 Comments: The lesson has incorporated assessment through the task as she asks students to
5 write the words that they know in relation to Ancient Egypt. And towards the end of the
lesson the Teacher as also encouraged students to discuss the topic.
2.6 Information and Communication Technology (ICT)
1234 Comments: The teacher has incorporated ICT as she has provided a short YouTube video
5 towards the end of the lesson. However, getting the students to be more involved in a driven
ICT activity will be more appropriate as it will broaden the opportunities for students.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1234 Comments: The only challenge is the glossary. However, students with varying abilities is
5 only considered towards the less capable.
3.2 Plan, structure and sequence learning programs
1234 Comments: The teacher has planned strategically in order to achieve the outcome of the
5 lesson. As it is shown in the way of her sequence.
3.3 Use teaching strategies
1234 Comments: A range of teaching strategies in teaching has been provided. However, it has its
5 limitations, which relates to differentiation.
3.4 Select and use resources
1234 Comments: The Teacher has provided the students with multiple resources, such as; the
5 dictionary, glossary worksheet, and YouTube(ICT), however the video which is being used
may not be engaging for the students.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1234 Comments: Having the students to engage with one another is a way of getting them to
5 participate. Having class discussion allows an inclusive approach.
4.2 Manage classroom activities
1234 Comments: The teacher shows classroom management as she wonders around the room to
5 see if the students need more guidance and are on task. This allows the teacher to manage
the activity on an individual level.
4.3 Manage challenging behaviour

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 1234 Comments: There is no mention towards students challenging behaviour. Key approach is
5 planning and organising towards preparing to use practical approaches towards managing
challenging behaviour.
4.4 Maintain student safety
1234 Comments: Again, there is no mention toward maintaining students safety, implementing
5 strategies that demonstrate supporting students wellbeing is important.
4.5 Use ICT safely, responsibly and ethically
1234 Comments: The teacher is the only one who actually uses the ICT. And its not until 45
5 minutes that the ICT is used. No mention whether the video is already prepared for students
to watch.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1234 Comments: The assessment strategy is done through the discussion, and the concept map. It
5 is including an informal and formal way of assessing student learning.
5.2 Provide feedback to students on their learning
1234 Comments: No feedback is given to the students.
5

Section 2: NSW Quality Teaching Model

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 Comments: it is shown that the lesson plan advises that students main focus is on new words
5 in relation to the topic on Ancient Egypt. This focuses on a small number of key concepts
and ideas within the topic.
1.2 Deep understanding
1 2 3 4 Comments: Deep understanding is demonstrated, through working with a partner and then
5 discussing their understanding with the class as a group.
1.3 Problematic knowledge
1 2 3 4 Comments: This is possible when students tell the teacher what words they associated with
5 Ancient Egypt, however the lesson is not scaffolded to achieve this.
1.4 Higher-order thinking
1 2 3 4 Comments: Through students glossary worksheet there will be some higher order thinking,
5 however the lesson is scaffolded to achieve a general idea on the topic.
1.5 Metalanguage
1 2 3 4 Comments: The metalanguage in the lesson is profound as the teacher exposes them to a
5 wide range of words that relate to Ancient Egypt.
1.6 Substantive communication
1 2 3 4 Comments: Ongoing communication is provided as the Students are engaged by working
5 with partners and then a whole class approach is also in practice. Which encourages the
students to communicate. However, the Glossary Activity 1, may lead to some students
becoming disengaged.
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 Comments: The students are provided with explicit criteria for the quality of work. The
5 teacher makes it clear to the students what is expected of them.
2.2 Engagement
1 2 3 4 Comments: The lesson shows that the teacher has an expectation of students to be able to
5 work with one another. However, the activity sheet may not be so engaging for all students.
2.3 High expectations
1 2 3 4 Comments: The teacher has set some expectations in setting the students to get some
5 homework done. However, a challenging task would be more encouraged.
2.4 Social support
1 2 3 4 Comments: The Teacher does not provide in the lesson plan a reference towards positive
5 support. However, the class discussion allows students to feel that form of mutual respect by
the students and the teacher.
2.5 Students self-regulation
1 2 3 4 Comments: The students are given 20 minutes to complete a glossary activity, which is to be
5 done on their own. Students demonstrate autonomy.
2.6 Student direction

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 1234 Comments: Students exercise some direction over the selection of activities related to their
5 learning. However, the task does not allow students to decide which way the activity is to be
done.
3 Significance
3.1 Background knowledge
1 2 3 4 Comments: The concept map, allows the Teacher to assess what background knowledge the
5 students have, in terms of prior school knowledge as well as other aspects of their personal
lives.
3.2 Cultural knowledge
1 2 3 4 Comments: The lesson does not incorporate the cultural knowledge of diverse social
5 groupings (such as economic class, gender, ethnicity, race, sexuality, disability, language and
religion).
3.3 Knowledge integration
1 2 3 4 Comments: The lesson demonstrated links within the subject history through the word that
5 the students were to know by the end of the lesson.
3.4 Inclusivity
1 2 3 4 Comments: The lesson includes all students across the social and cultural backgrounds
5 represented to participate in the classroom.
3.5 Connectedness
1 2 3 4 Comments: The lesson plan shows that the activity does not make a connection towards real-
5 life contexts or problems.
3.6 Narrative
1 2 3 4 Comments: The lesson provides students with content that enriches the students
5 understanding. Through the words that are discussed and explained.

Section 3: Identifying Areas for Improvement

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

APST
1) 1.4 Strategies for teaching Aboriginal and Torres Strait 2) 2.6 Information and Communication Technology (ICT)
Islander students
QT model
1) 1.3 Problematic knowledge 2) 3.5 Connectedness

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 Lesson Plan (Simplified for DTL)

Topic area: Stage of Learner: 4 Syllabus Pages:

Ancient Egypt 60
Date: 14/03/2016 Location Booked: Lesson Number: 1/14
Time: Total Number of students Printing/preparation
60 minutes 24 Glossary worksheet x 24

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment The physical features of the describe the geographical
ancient society and how they setting and natural
HT4-2 describes major periods of Concept map influenced the civilisation features of the ancient
historical time and sequences events, understand what that developed there society, and to critically analyse
people and societies from the past students already know relation to real-life contexts or
on the topic problems.
HT4-9 uses a range of historical terms
and concepts when communicating an Assess students
understanding of the past Mental health and
Wellbeing.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Aboriginal and Torres Strait Islander.
Sustainability. Discipline specific skills
Understanding historical terms and themes, literacy skills

Subject specific concepts

Basic knowledge of Ancient Egypt

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 Time Teaching and learning actions Organisation Centred
T/S
Intro Students are to come in and settle in to class. Teacher is Teacher: Instruct students to come in and fill out the T/S
to call out the Roll. emoji tracker (Emotional tracker) be prepared. Teacher
0-5 Students come in to class, and on each of the students is to call out the Roll.
table there will be an emotional tracker, which they are
instructed to place their name on the back and select the Student: Following instructions.
emoji that suits how they are feeling, whilst they do that
the teacher will call out the roll. (emotional tracker sheet
will be collected whilst the students work with their
partners)

Resources:
( https://au.pinterest.com/pin/474355773232236085/ )

Body Introduce the topic of Ancient Egypt. Ask students to Teacher: To provide instructions. T/S
leave a page in their workbooks for a title page titled Press play (as the video will be already prepared before
5-10 Ancient Egypt tell students that they need to have at students come in)
5-20 least three pictures that relate to the topic. Set the task
for homework ensure students write task in their Student: Follow instructions.
diaries. Tell students homework will be checked during Watching the video, listen and engage, have students
the next lesson. Once this is done then have a YouTube involved in a group discussion
video already prepared for the students to watch prior to
giving them a task, this will get them to feel more Resources:
engaged. This video will be shown to them 2 minutes in https://www.youtube.com/watch?v=lBYmOuajdC8
and will be stopped at 9 minutes. The video that has been
substituted provides a fun and engaging approach in
introducing the topic Ancient Egypt.
https://www.youtube.com/watch?v=lBYmOuajdC8
(total viewing time 7 minutes). Ask them to make a
connection between the ancient times and contemporary
society and cultural significance and connections.
Concept Map: Teacher is to get students into pairs and in Teacher: Provide instructions on concept map. T/S
their workbooks (after the title page) ask every student to And collect the emotional tracker sheet.
10-20 write Ancient Egypt in the middle of the page. Instruct
20-30 students to write as many words they know that relate to Student: Work in pairs to create a concept map.
the topic around the page, they are to collaborate with
their partner. Since the students have been provided with Resources:
a brief video, they will feel more capable and confident Dictionary
with being able to discuss with their partners word that
they know and relate to Ancient Egypt. They may use a
dictionary if they are unsure of spelling.
Concept Map Classroom activity: Teacher is to have the Teacher: Provide instructions and assist with the T/S
words Ancient Egypt on the white board. Teacher is to concept map. Provide guidance for an open discussion
20-25 go around the room and ask each pair if they had any
30-40 words to contribute to the class concept map. Teacher is Student: Follow instructions and respond to questions.
to explain what those words mean. Students are to Discussion with the class
include words they didnt have in their concept map.
Strategies for teaching Aboriginal and Torres Strait Resources:
Islander students (AITSL, 2017). Showing an
understanding of the impact of culture, and cultural
identity. Creating a relation in the history of Ancient
Egypt and the linguistic changes that happened
throughout history, similarly in the linguistics of

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 Aboriginal and Torres Strait Islander languages. (open
for discussion)
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. Words like
Artefact, and Elder would be appropriate to discuss as
well.
Glossary Activity 1: Students are given a glossary Teacher: To give instructions. T/S
25-45 worksheet to complete (resource attached below). They
40-55 need to use words from the concept map to fill it in. Student: Work on the worksheet.
Differentiation (resource attached below): Word bank
and the first letter of the word to be included. Students Resources: Glossary Activity 1. The word bank. and a
are to glue in worksheet once completed. sheet with a few lines for students to write a response to
Also having a more challenging task for the students what they have learnt in the lesson.
that are more capable such as a written activity to briefly The sheet with the weblink;
discuss what they have learnt in the lesson. http://whc.unesco.org/en/search/?criteria=Ancient+Egypt
Also direct them to the UNESCO World Heritage
website and ask them to have a look at some of the
ancient sites that are available, so they can come into
class and have a discussion on what they have found
interesting in the next lesson. Provide the website for
them on a paper.
http://whc.unesco.org/en/search/?criteria=Ancient+Egypt
45-55 YouTube Clip Show students an introduction of Ancient Teacher: Show YouTube clip and T/S
Egypt and discuss. have students involved in a group
55-58 https://www.youtube.com/watch?v=KdtgX9ORiW 4 discussion.
This has been provided earlier in the lesson and the
video has been substituted for a more engaging Student: Listen and engage with content.
approach.
Resources:
https://www.youtube.com/watch?v=KdtgX9OR iW4
Conclusion Pack up, remind students of homework and dismiss the Teacher: T
class.
58-60 Student:

Resources:

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.

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 Academic Justification

The history lesson plan that has been analysed displays a logical attempted in achieving a

well designed lesson. However, the layout of the lesson has been modified to achieve an

engaging environment for the students. In respect to the Australian Professional standards for

Teachers (AITSL, 2017), the areas modified to achieve better outcomes of the lesson are,

1.4 strategies for teaching Aboriginal and Torres Strait Islander students and 2.6

Information and Communication Technology (ICT).

The lesson that has been analysed does not show any connection in catering for students from

Aboriginal or Torres Strait Islander backgrounds. Neither does it mention any of the histories

and cultures that can be mentioned in the lesson that can provide the opportunity for all

young Australians to gain a deeper understanding and appreciation of Aboriginal and Torres

Strait Islander histories and cultures (ACARA, 2016). Standard 1.4, leads me to modify the

lesson to provide a scaffold for developing related knowledge, understanding and skills that

can be developed in relation to the topic Ancient Egypt. Therefore, I have added to the terms

that the teacher wanted to discuss with the student. Terms like Elder, and artefact has

been added. Creating a relation in the history of Ancient Egypt and the linguistic changes that

happened throughout history, similarly in the linguistics of Aboriginal and Torres Strait

Islander languages. The eight-way framework of Aboriginal Pedagogy shows similarly the

key ideas that will be discussed in the topic Ancient Egypt. This can be easily incorporated as

these are story sharing, deconstruct reconstruct, non-linear, land-links, community links,

non-verbal, learning maps, symbols and images (Yunkaporta, 2007).

Research suggests that the use of technology results in a small, but significant, improvement

in student learning (Dawson, 204). The modification that I have done in the lesson is due to
the videos limitations. The video chosen by the teacher will not come across as being

engaging for a stage 4 class and ICT is to be motivational and engaging (Dawson, 204). The

video that I substituted involves in achieving Syllabus outcomes HT4-2 which describes

major periods of historical time and sequences events, people and societies from the past;

also HT4-9 which uses a range of historical terms and concepts when communicating an

understanding of the past. Supplying the video at the very beginning of the lesson, leads to

students to become engaged in what they will be discussing as they now have a fresh

understanding of the topic. Students who may have not felt confident enough to discuss

Ancient Egypt, may now have the self-efficacy to say a comment due to the ICT that was

provided at the beginning of the lesson. Rohatgi (2016) suggests that when students are

confident enough about being able to answer questions or solve problems, they might be

more persistent and concentrated in how they work (Bandura, 2006; Schunk et al., 2014).

This allows students that are less capable to feel as though they have enough information to

be part of a discussion, also to feel involved with their partners.

The lesson plan has incorporated the NSW Quality Teaching model as a tool in achieving

quality teaching. However, the modifications made in the lesson plan will create a better

quality teaching and learning environment that will be beneficial for the teacher and students.

I will be focusing on modifying the lesson to incorporate QT in the areas 1.3 problematic

knowledge and 3.5 connectedness.

For teachers to achieve effective quality teaching students are encouraged to

address multiple perspectives and/or solutions and to recognise that knowledge has been

constructed and therefore is open to question (NSW, QT), this covers the element 1.3

problematic knowledge (NSW, QT). The original lesson plan does not seem to have a

strategy in achieving this. Therefore, I have integrated an approach to an open discussion

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after viewing the YouTube video, which will get students addressing multiple perspectives as

ICT creates an enhanced and workable approach to discover students different

perspectives (Lindberg, Olofsson, & Fransson, 2017, p. 122). Through intellectual work that

comes across for students as challenging creates substantial cognitive and academic

engagement with deep knowledge (NSW, QT, 2003, p. 10). The modification in the lesson

has involved students to discuss the videos content, which creates this cognitive and

academic engagement.

The last modification which has affected the successfulness in achieving a better quality

teaching is the element 3.5 connectedness. The significance of the lesson should implement

a pedagogical way of teaching to help make learning more meaningful and significant to

students. Gore (2007), suggests that in Quality Teaching, understanding the background of

your students, makes it easier for the teacher to create a connectedness with the content being

taught. (p. 24). A pedagogical approach that creates connections with students prior

knowledge and identities, achieve a relatable perspective in the history being taught. Asking

the students to make a connection between the ancient times, and contemporary society and

creating a connection between what is being taught and what is in society that mirrors or

contrasts the content. As Gore (2007) states that this element is concerned with connecting

students' learning experiences inside the classroom with something beyond the classroom (p.

25).

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 Reference List

8ways. (2017). 8 Aboriginal Ways of Learning. Retrieved 28 September 2017

http://8ways.wikispaces.com/

AITSL. (2017). Australian Professional Standards for Teachers. Retrieved from

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

Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan
(Eds.), vol. 5. Adolescence and education: Self-efficacy and adolescence (pp. 307e337).
Greenwich, CT: Information Age

BOSTES. (2017). New NSW Syllabus Learning Across the Curriculum. Retrieved from
https://syllabus.nesa.nsw.edu.au/hsie/history-k10/guide-to-the-new-syllabus/

Egan, K. (1978). What is curriculum? Curriculum Inquiry, 8(1), 65-72. doi:

10.1080/03626784.1978.11075558

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a

difference: Challenges for teachers, teaching, and teacher education (pp. 15-33).
Rotterdam, Netherlands: Sense Publishers.

John, P. D. (2006). Lesson planning and the student teacher: Re-thinking the dominant
model. Journal of Curriculum Studies, 38(4), 483-498.
doi:10.1080/00220270500363620

Lindberg, O., Olofsson, A., & Fransson, G. (2017). Same but different? An examination of
Swedish upper secondary school teachers' and students' views and use of ICT in
education. The International Journal of Information and Learning Technology, 34(2),
122-132.

Luu, K., & Freeman, J. (2011). An analysis of the relationship between information and
communication technology (ICT) and scientific literacy in Canada and Australia.
Comput. Educ., 56(4), 1072-1082. doi:10.1016/j.compedu.2010.11.008

Mutton, T., Hagger, H., & Burn, K. (2011). Learning to plan, planning to learn: The
developing expertise of beginning teachers. Teachers and Teaching: Theory and
Practice, 17(4), 399-416. doi:10.1080/13540602.2011.580516

Parker, J., Heywood, D., & Jolley, N. (2012). Developing pre-service primary teachers
perceptions of cross-curricular teaching through reflection on learning. Teachers and
Teaching, 18(6), 693-716. doi:10.1080/13540602.2012.746504

Riggs, I. M., & Sandlin, R. A. (2000). Teaching portfolios for support of teachers'
professional growth. NASSP Bulletin, 84(618), 22-27.
doi:10.1177/019263650008461804

Rohatgi, A., Scherer, R., & Hatlevik, O. (2016). The role of ICT self-efficacy for students'
ICT use and their achievement in a computer and information literacy test. Computers
& Education, 102, 103.

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Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory,
research, and applications (4th ed.). Harlow: Pearson

Yunkaporta, T n.d. Draft Report for DET on Indigenous Research Project conducted by
Tyson Yunkaporta, Aboriginal Education Consultant, in Western NSW Region
Schools, 2007-2009: Aboriginal Pedagogies at the Cultural Interface, viewed 29
September 2017.

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E-Portfolio weblink

http://hananassaad.weebly.com/

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