Professional Documents
Culture Documents
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.
English
1 Know students and how they learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1234 Comments: The lesson plan does not consider the learning strengths and weaknesses of
5 students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1234 Comments: The lesson plan does not demonstrate any strategies that address knowledge and
5 understanding of cultural inclusivity, in regards to teaching aboriginal and Torres Strait
Islander students.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1234 Comments: Does suggest that students can note their initial thoughts on a paper while
5 watching the video and will have the opportunity to write their speech. However, does not
entirely consider diverse learning needs of students.
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 5 Comments: Mentions concepts and ideas for discussion, but does not mention the ways in which the
two speeches explore distinct spoken text structures and language features.
1.5 Metalanguage
1 2 3 4 5 Comments: Although the lesson plan does focus on the power of language, it does not specifically
incorporate metalanguage until the second half of the lesson (step 8). Following step 8, the lesson
plan frequently mentions discussing the form, structure and effect of language in the speeches.
2.2 Engagement
12345 Comments: The lesson plan seems mostly engaging, through small group discussions, class
discussions and a few questions for volunteer students to share their findings to the whole class.
However, this can also be problematic, as it is easy for students to disengage when there is no
profound interaction between students and teacher.
3.4 Inclusivity
12345 Comments: Inclusivity is quite low. Lesson plan does not mention, nor consider, any approach to
student inclusivity, such as cultural/social backgrounds. Due to this, some students may be excluded
or may exclude themselves from the tasks that are set for students.
3.5 Connectedness
1 2 3 4 5 Comments: There is scope for the lesson plan to exhibit high connectedness; however, the lesson
plan does not address any public concerns, life experiences or situations that will relate to the content
being taught. The Plan Your Own Speech does represent an attempt at connecting the content to life
experiences; however, the connection is quite superficial.
3.6 Narrative
12345 Comments: High use of narrative, as evident throughout the King video and the Plan Your Own
Speech task. However, the Gill speech seems to limit the representation of language, as the context
and subject matter does not quite relate to the outcome. This may be improved by using a more
suitable second speech.
Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
1) Support student participation 2) Establish challenging learning goals
QT model
1) Inclusivity 2) Cultural knowledge
Lesson Plan (Simplified for DTL)
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Interpreting texts Understanding the power of language
Critical analysis and abstract thinking Apply diverse language forms and features to
Imaginative expression create powerful texts
Understanding how language creates meaning
Exploring texts through diverse contexts and
ideologies
Experimenting with different language
techniques, such as irony, metaphor, tone,
structure, form.
(ENGLISH)
Time Teaching and learning actions Organisation Centred
T/S
Intro Note: This is best conducted over two
periods
Teacher: Facilitate class discussion of previous Teacher
Give students a detailed explanation of learning content.
the range of text types they have
studied, indicate that this lesson will be
focused on speeches as powerful
examples of spoken texts, the power of
language and the ways in which it
intertwines with their previous learning
content.
Body
8 minutes Provide students with quiz/ revision
sheet of previous subject content.
Ensure students that the quiz will not Teacher: Prepare a quiz/revision sheet for students, Student
be graded; rather it is a recap of which assesses the content knowledge of students.
previous content. However, it is
expected that they complete it to the Student: Settle in and complete worksheet.
3 minutes best of their ability.
Resources: Worksheets, printer, pens and spare
Once the revision sheet is completed, sheets of paper for students. Teacher
collect sheets and provide students
with an opportunity to ask any
questions regarding the speakers and
language.
Resources:
Short play of MLKJr. speech:
Teacher: Play short version of speech.
2 minutes In order to allow students to think Student
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thematically, prepare Martin Luther
King Jr. speech. Ask students to keep Student: Ensure all students are engaged in the
their eyes closed and envision activity.
themselves listening to the speech first-
hand, considering the tone, alliteration,
rhythm and various other techniques Resources: ICT, computer, M.L.KJr speech open and
used within the speech. ready to be played.
Commencement of second video: Teacher: Ensure that all students are comfortable Student
5 minutes Play Barack in the Virginia Rain: and prepared to view second video: Barack in the
"There's Nothing We Can't Do" (3 Virginia Rain: "There's Nothing We Can't Do" -
minutes) for students. Observe student https://www.youtube.com/watch?v=OofHuLW6xdM
engagement and note taking. Play YouTube clip. Observe student engagement.
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5 minutes Class discussion:
Teacher
Discuss, with the class, the contextual Mediate class-discussion and lead through discussion
difference between Martin Luther King points.
Jrs speech and Obamas speech.
Discussion points: Student: Contribute to class-discussion
-Similarities between the effects of
both speeches (tone, radiance, speech Resources: Preparation of YouTube video.
structure and form).
- Note that both speeches are set in
different time periods however, both
speeches convey equal significance.
15 Performance of speech:
minutes Allow students to choose one person Teacher: Inform group presenters of the sequence Student
from their group to perform the that will take place.
speech. Mediate individual Inform the class to remain silent while each student
presentations. presents, as well as note the use of language
structure and techniques used by the group. Observe
whether or not students have implemented the
language techniques, which was previously
addressed, within their speeches.
Resources:
Conclusion Reflection: Teacher: Facilitate group discussion and observe
5 minutes Class discussion addressing the various student engagement and effectiveness of the lesson. Teacher
techniques that were used throughout
both videos and the effect that they Student: engagement in class discussion.
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had on students. E.g. comparisons of Resources:
writing the speech, as opposed to
performing it. Emphasise the ways in
which performing the spoken text,
when infused with diverse language
techniques, creates greater significance.
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Academic Justification:
The chosen lesson plan seems quite applicable; however, it is evident that there is room to expand
on various aspects within it. The primary elements that have been modified for improvement,
regarding the Australian Professional Standards for Teachers (AITSL, 2017) standards and the
NSW QT model, are support student participation, establish challenging learning goals, cultural
Standard 4.1 (support student participation) and 3.1 (establish challenging learning goals) are
support students in participating without the fear of failure. By observing the effectiveness of these
two standards, the original lesson plan was juxtaposed with various scholarly sources, which focus
on effective student participation and methods of establishing challenging learning goals for
students. Through this, it is evident that the original lesson plan lacks essential student
encouragement and learning challenges. Through standard 3.1, it is evident that the lesson plan
does not consider students previous knowledge, regarding the subject matter and lesson topic.
Therefore, it is difficult to determine where and to what extent challenging learning goals are to be
set. Hunter (2014) suggests that, to set the standard of what and how students will learn, teachers
must redirect their knowledge to what that particular group of students already knows (p. 6).
Considering this, a revision quiz has been incorporated into the beginning of the original lesson
plan. This method of informal assessment will also signify students current knowledge and skill
levels, as insufficient prior learning, to support new learning, results in inefficient instructional time
(Hunter, 2014). Thus, the quiz will assess whether students are progressing appropriately, excelling
or behind on learning content and, through this, indicate the level of challenging learning goals that
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To effectively establish challenging learning goals, it is essential to foster a supportive student
participation environment (standard 4.1). This is evident within Meece, Anderman and Andermans
(2006) theory on achievement goal participation, wherein inclusive strategies that engage and
Modifications of the lesson plan, which implement challenging learning goals and foster a safe and
inclusive student participation environment, have been implemented through various methods. For
instance, to support inclusive student participation, the group activity of forming a speech is
Within this, students are also reminded that there is no right or wrong answer in relation to the set
task. This essentially works in accordance with fostering challenging learning goals for students, as
students are provided various explicit instructions, which challenge their critical thinking abilities
To expand on standard 3.2 (cultural knowledge), Richard Gills The Value of Music Education
speech was replaced with Barak Obamas speech There's Nothing We Can't Do. Rather than an
indicator of disadvantage, the Quality Teaching Model defines cultural knowledge as a valuable
resource that enables teachers to build significance within learning (Department of Education and
Training, 2003). Through this, the modification implements deeper cultural knowledge, as Obamas
speech addresses social and cultural difference and emphasises the importance of unity, regardless
of ethnicity, sex, and cultural difference. Considering this, it is fundamental for educators to
implement cultural knowledge within teaching content and acquire vital cultural knowledge, as
teachers are now required to teach more than content area literacy they are required to acquire
cultural literacy (McMillon, 2009). Although Obamas speech does not directly address any
specific culture, it effectively resonates with all students, as it addresses inclusivity and the
importance of wellbeing. Furthermore, cultural inclusivity has been suggested to be the foundation
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of successful student based learning environments (Chen et al, 1999). This also correlates with
inclusivity (standard 3.4), as implementing culturally diverse content and culturally relevant
inclusive teaching practices (Rodriguez, 2014). Considering this, standard 3.2 and 3.4 of the lesson
plan been modified to create an inclusive and culturally diverse learning environment, which
enables students to connect with the set tasks on a more significant level. Consequently, the
Australian Professional Standards for Teachers emphasises the importance of teachers knowing
their students culturally, to effectively structure lesson plans that meet the physical, social and
intellectual development of students (AITSL, 2017). Thus, it is evident that students are more
inclined towards engaging in the content matter, as Obamas speech denotes and addresses cultural
inclusivity. Furthermore, cultural inclusivity within curriculum, pedagogy, and assessment design
has been defined as a significant principle in guiding organisational change and progress in
secondary education, business and other areas (McLoughlin, 2001). Through this perspective, the
original lesson plans lack cultural knowledge and inclusivity may result in student disengagement
and reluctance towards contributing to the set tasks. This may hinder student learning and effect the
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References:
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards
resources/australian_professional_standard_for_teachers_final.pdf
Catherine McLoughlin (2001) Inclusivity and alignment: Principles of pedagogy, task and
assessment design for effective crosscultural online learning, Distance Education, 22:1, 7-
Chen, A., Mashadi, A., Ang, D. & Harkrider, N. 1999, 'Cultural issues in the design of technology
enhanced learning systems', British Journal of Educational Technology,vol. 30, no. 3, pp.
231-45
Department of Education and Training. (2003). A Classroom practice guide. Retrieved from:
http://web1.muirfieldh.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teac
hing%20Guide.pdf
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student
teaching efficacy, and teaching efficacy and hispanic student graduation rates (Order No.
com.ezproxy.uws.edu.au/docview/1448696173?accountid=36155
Thompson McMillon, G. M. (2009). Pen pals without borders: A cultural exchange of teaching and
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