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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
12345 Comments: The social support and group activities effectively assist in challenging behavior. Other than this technique, instructions
are dubious for other practical approaches to managing challenging behavior i.e It could be suggested to place a desk outside for
managing students behavior.
4.4 Maintain student safety
1 2 3 4 5 Comments: The social support and group based work is a great strategy in creating a sensitive environment for students over well-
being. There is a demonstration of students feeling highly comfortable as the can speak on an informal level in order to understand
the content before sharing with the class.
4.5 Use ICT safely, responsibly and ethically
1 2 3 4 5 Comments: There is little to no use of ICT within this lesson. It is unclear where the PowerPoint examples were used throughout the
lesson. However, depending on the school there may be restrictions on websites for responsible and ethical use of ICT learning and
teaching.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 2 3 4 5 Comments: There is a strong demonstration of knowledge in relevance to formative and summative methods of assessment. This can
be improved through various discussions on an online closed forum for homework. A fun quiz with reward based incentive (not food)
at the end of the class could be a fun engaging method to keep students motivated to learn.
5.2 Provide feedback to students on their learning
1 2 3 4 5 Comments: There is consistent commandment throughout the class and sensitive correction to answers, praising their effort rather
than their intelligence. The Student Tracking Sheet could serve as a method however it is not entirely clear when it was implemented
within the lesson.
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
12345 Comments: Students demonstrate shallow and deeper understanding at different times throughout the lesson. Further class discussion
or additional resources could assist with students deep knowledge.
1.3 Problematic knowledge
1 2 3 4 5 Comments: Questioning occurred throughout the class with time allocated after class for the students who needed clarification.
Informed knowledge is socially constructed and with multiple perspectives presented refined through questioning. However, it could
have been perfected if ICT was implemented for homework.
1.4 Higher-order thinking
1 2 3 4 5 Comments: Students mostly demonstrate lower-order to medium order thinking, but at some points throughout the lesson, some
students perform higher-order thinking skills and try hard.
1.5 Metalanguage
1 2 3 4 5 Comments: There is a clear demonstration of metalanguage throughout the teacher and student discussions at several points;
however, some students may not understand some of the terminology fully i.e. the term agencies
1.6 Substantive communication
1 2 3 4 5 Comments: consistent substantive communication occurred throughout the lesson, with both teachers and students framing the
communication. There were great questions asked by the teacher evoking great responses from the students scaffolding their learning
needs.
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 5 Comments: The lesson aims are presented at the beginning of the lesson in multiple forms to cater to the diverse learning needs of
the group. Even so there is little evidence that all the students are applying this quality to their work.
2.2 Engagement
1 2 3 4 5 Comments: Most students are engaged most of the time, teacher is monitoring that all students are on task pursuing the substance of
the activities. Various student answer many questions taking the assigned activities seriously and are trying hard.
2.3 High expectations
1 2 3 4 5 Comments: many to most students are praised for their hard work by the teacher indicating through the learning processes are
recognised for trying hard and taking risks by answering questions even if they miss something. The teacher provides opportunities
for all students to contribute in the challenging lesson. There could be added resources to increase the expectations using S.M.A.R.T.
approach.
2.4 Social support
1 2 3 4 5 Comments: Social support is extremely strong within the classroom environment. There are indications of supportive behavior
especially in the group work and made evident by comments by students or teacher. Everyones contribution to class discussions are
valued equally.
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
APST
1) 2)
1.4 Strategies for teaching Aboriginal and Torres Strait Islander 2.6 Information and Communication Technology (ICT)
students
QT model
1) 2)
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TOPIC AREA: Modernism: Critical Comparative TIME: 60 minutes SYLLABUS PAGES: 5-18 DATE: 23/03/2017
Analysis
102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
LOCATION BOOKED: Building A, Classroom E STAGE OF LEARNER: 6 TOTAL NUMBER OF LESSON: 18/30
Premilinary STUDENTS: 24
PRINTING AND PREPERATION:
Assessment 1 handbooks
-(specifically the critical analysis scaffold sheet)
Whiteboard marker,
Class roll,
VAPD and Progresso pencils
Mini Series Artworks.
Assessment 1 instruction sheet
Overhead projector to present Art & Culture with.
PowerPoint presentation on USB drive
24x Student progress tracking worksheet
Laptop.
4x poster paper with different images (hill, mountain and plains) stuck in the middle.
Laminated definitions and descriptions of the frames and conceptual framework.
Assessment 1 instruction sheet
3x A3 poster card, Blutack coloured markers
Coloured markers for each station.
Blutack for posters.
Student Assessment Register
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
Life Skills outcomes: Cooperate with their peers when they participate in the introduction activity
LS.7: Explores the ways in which ideas and experiences of the brainstorming on their mini series.
world are represented
Teachers takes notes of each students response on PowerPoint to send to everyone
LS.8: Explores ways in which different ideas and meanings are
after class (this covers student participation and level of sophistication in discussion.)
developed in artworks
Students participate in class activities of annotation and analysis. Teacher takes note
of student understanding and focuses lesson on key concepts.
Recognising The Frames and Conceptual Framework Recognise forms within The frames and Conceptual Framework in relevance
What constitutes The Frames and Conceptual Framework within to their mini-series.
their own mini-series. Remember and understand how to critically analyse their mini-series.
How to apply and practice their critical comparative skills with in Apply the attained knowledge of this lesson to their Assessment 1 task and
their assessment. marking rubric.
Why its important to gain a stronger understanding of the Frames
and Conceptual Framework through their individual Mini Series
and their ability to resolve problems.
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Personal and social capabilities group discussion and class Critical Analysis and Understanding.
activities. Communicating articulate ideas and information. Critical thinking and note taking- Students critically engage with the class
Critical analysis and creative thinking. tasks, and make effective and useful annotations.
Literacy- Metalanguage.
Collecting and organising new information.
Elaborating in depth on the Subjective Frame, Cultural Frame, The Structural Frame and Student: seated with VAPDS and
the Postmodern Frame Progresso pencils ready to respond
Elaborating on The Conceptual Framework Agencies of the Art world; i.e. Audience, to roll and reading the lesson aims
world, Artwork and the Artist projected on the whiteboard.
Read short biography on Andy Warhol
Resources: Laptop, PowerPoint
and projector white board
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
The teacher explains how to apply these techniques; to interpret two artworks by Andy 4x poster paper with different
Warhol; helping students understand how to effectively apply their language and ideas in images (hill, mountain and plains)
art criticism/art history. stuck in the middle.
Students record their responses in their VAPDs and important points that were brought
up by the teacher or fellow peers (including points students are unsure on), to write up in Laminated definitions and
the google classroom forum for homework as revision. descriptions of The Frames and
Conceptual Frameworks.
Suggested teacher questions:
Coloured markers for each station
Can anyone think of any personal reflections theyve had remembering the last
excursion we had at the MCA? Blutack for posters Students have
their VAPDS, class roll
Body Activity 1
The teacher accesses google Art & Culture online for students Critical Analysis for Activity 1:
Assessment Task 1. Two artworks from the Modernist movement.
Students receive a Student Progress Tracking worksheet. Teacher:
Looking at Margert Prestons Aboriginal bark ornament [Aboriginal hunt design], 1940, hands out 24 x Student Progress Student
woodcut. from the Modernist movement students have 5 minutes to analyse the works Tracking worksheet.
using the five main techniques of critical analysis previously learnt. Laptop and projector to present
Students write it all down in their VAPDs or tracking sheets for further group and class with.
discussion. Discuss answers and revisit the artworks. Suggested teacher questions:
20 minutes What elements would your first reaction /description /formal analysis /interpretation/
evaluation entail? Student: Fills out Progress
what do you think was the artists intentions behind the artwork (if any)? Tracking worksheet.
What do you think the artwork means? VAPD is used for further note
taking in critically analysing their
How would you explain this artwork to someone else?
mini-series.
Does the artwork have a story or narrative? What might it be?
What are the main themes presented in the artwork? (Political, Social, Cultural...), if you
Resources:
were inside this artwork how would you feel? How does smell? Is it cold? What senses
VAPDs
are heightened?
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
Why are these steps important in critically analysing your chosen artwork? 24 x student Progress tracking
Why did you think of this? How did you come to this conclusion? worksheet
Are there any questions any one would like to ask? Laptop and projectors to present
There are no wrong questions Art & Culture with.
Students then use this knowledge to critically analyse two pieces from their mini-series in 10
minutes. The teacher walks around offering assistance. Students self-regulate by telling them to
keep an eye on the clock themselves. Teacher also monitors.
Students look over their own work for 1 minute;
Students pair up to discussing their work amongst themselves for 2 minutes. The last 2 minutes
students have the opportunity to make any changes and additions before the next activity.
https://www.google.com/culturalinstitute/beta/entity/m015r61?categoryId=art-movement
Activity 2
20 minutes Teacher presents the PowerPoint slides for the next activity Compare and Contrast: Activity 2:
Teacher asks students for student to brain storm at their previous stations for 30 seconds on Teacher:
what they think it means to compare and contrast artworks. PowerPoint presentation on USB
Teacher asks students to refocus at the end of the 30 seconds and asks for the findings of each drive
station with one or two spokespeople. Sticks 3x A3 poster card on the
wall and instructs 3 students to
Students are to look over their notes of each artwork and highlight or draw comparisons write the answers that are called
and contrasts for approx.5 minutes. out from the 5 stations using 3x
Students are to share answers with the class and teacher writes them up in the google coloured markers.
classroom forum for later revision for approx.10 minutes.
Teacher adds suggestions to students answers to assist in their learning and understanding.
Student: record their answers in
Suggested teacher questions: their VAPDs using coloured
Progressos
What is similar about the artworks?
What do you notice about the artworks materials used, size, colour, tone, texture, subject
Resources:
matter, technique, style, mood, atmosphere?
What is different about the artworks?
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
what teachers should strive to know and thrive to achieve. There is a professional duty expected to be fulfilled by teachers; that cover the
Within this lesson plan; the standard 2.6 Information and Communication Technology is not implemented to its fullest potential. There is little
demonstrated knowledge of the teaching approaches for using Information and communication technology to effectively develop curriculum,
syllabus and potential learning opportunities for student equability. (ATSIL, 2017). The creativity used within the dimensions ICT is necessary as
it enhances student engagement and wellbeing. According to Phelps & Maddison (2008) the integration of ICT within Australian schools has
grown to become high prioritised and within a visual arts classroom, the teacher needs to demonstrate a deep understanding and knowledge of its
creative capabilities of the programs such as Google Art & Culture to maintain the attention of those creative minds. Valuable resources such as
Kahoot, Padlet, Google classroom, Flipped Classroom, Sketchbook and Krita are also important for the teacher to demonstrate to
students. These applications have benefits for the students and teachers learning thus supporting activity ones alteration by means of Google - Art
Margret Rose Preston was included as an artist of interest as she hails from Europe originally but her captivation by and her respect towards the
Indigenous peoples of Australia is important for the students to experience. This also inform the connectedness dimension of the Quality Teaching
method. It is significant for students to demonstrate comprehensive knowledge and scaffold extensive understanding of the cultural identity,
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
impact of culture and linguistic background of the education of students from Aboriginal and Torres Strait Islander(ATSIL, 2017). The Method
of Measurement and recording was altered to include homework that was designed through an engaging assessable ICT medium that further
informs students in response to the wider community, cultural settings, linguistic background and histories of Aboriginal and Torres Strait
Islander students and artists (ATSIL, 2017). Another reason attributing to the importance of effectively teaching standard 1.4 Strategies for
teaching Aboriginal and Torres Strait Islander students is for increased life skills. In explaining and understanding the power structure in dominant
discourse extending students growth mindset and strengthens community relationship with Aboriginal and Torres Strait Islander students.
By incorporating various artists from various background into the critical analysis; in addition to their own mini-series the Quality teaching
dimension; 3.2 Cultural knowledge is effectively implemented (A classroom practice guide, 2003, pp 42-43). Through the additional research
students will understand further value and accept traditional beliefs, languages, skills, practices in some diverse social groups. Within art history;
cultural knowledge is high however it was not implemented to its greatest potential within this lesson (A classroom practice guide, 2003, pp 42-
43). Students have the opportunity to self-regulate their learning at home, identifying and distinguishing differences and similarities between
different social groups producing similar artwork. Through adding Andy Warhols brief biography into the beginning of the lesson, it is an example
that informs students of diverse characteristics such as socioeconomic status, gender, sexuality, race, age and ethnicity (A classroom practice guide,
2003, pp 42-43). This knowledge strengthens the substance of the lesson creating a more effective engaging learning environment. Peoples lives
are memorable and students are able to draw connections and the teacher is able to sequence learning through these drawn connections.
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
Narratives are also important to a students engagement and learning. Stories attached to content is powerful as the brain draws on background
knowledge. Sensory memory is a powerful tool that could assist students in remember analysis of artworks. Students are more likely to remember
something with a personal story attached to the rationale. Narrative may not increase the significance of the lesson unless the story is connected to
the substance of the lesson. These narratives enhance and resonate with the students logical and sequential lesson connection hence the question;
can anyone think of any personal reflections theyve had remembering the last excursion we had at the MCA?. By applying the conceptual
framework to the students mini-series and writing a biography 3.6 Narrative; will help bring the knowledge to life; increasing their chances for
success when completing the criterion for their assessment one (A classroom practice guide, 2003, pp50).
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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
Section 6: References
Aitsl.edu.au. (2017). Australian Professional Standards for Teachers [online] Available at:
https://www.aitsl.edu.au/docs/default-source/general/australian_professional_standard_for_teachers_final.pdf?sfvrsn=399ae83c_2
[Accessed 26 Sept. 2017].
Australian Professional Standards for Teachers. (2017). [pdf] Sydney, NSW: NSW Education Standards Authority,
Revised edition March 2017 pp.4-28. Available at:
http://www.tsa.det.nsw.edu.au/docs/Australian_Professional_Standards_for_Teachers.pdf [Accessed 22 Sept. 2017].
ACARA (2017). ACARA - Curriculum. [online] Available at: https://www.acara.edu.au/curriculum [Accessed 16 Sept. 2017].
A classroom practice guide. (2003). Quality teaching in NSW public schools. [online]
http://bgerges1.weebly.com
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