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102086 Designing Teaching and Learning

Assignment 1

In order to be effective, to engage students and foster learning, teachers must plan their lessons,

from content to pedagogies, from how to scaffold learning to the activities that will comprise that

scaffolding. In lesson planning, there are several factors that teachers must take into consideration.

As a states interpretation of the Australian Curriculum, the syllabus dictates the content of student

learning and the outcomes that they must achieve. Diverse student learning needs are an ever-

increasing consideration, for the contemporary array of students come from different backgrounds,

and possess different knowledge, skills and abilities. Previous assessment data can indicate what

level individual students are at in literacy, numeracy and other learning areas, thus informing the

level of instruction they should receive next. The National Professional Standards for Teachers set

out clear guidelines for quality teaching and the various skills and knowledge that teachers must

employ in order to deliver quality education to their students. This essay will discuss how these

factors relate to and determine decision making in lesson planning. It will argue that a competent

and engaging teacher must consider and take advantage of all these factors in order to engage and

stimulate students in their lessons. Furthermore, an analysis of an English lesson plan will

demonstrate how these factors can enhance a lesson, or how their absence may detract from a

lesson. In their absence, suggestions will be made as to amendments to include them.

The syllabus, as a states interpretation of the national curriculum, determines decisions in lesson

planning for it dictates the boundaries of what must be taught, through the outcomes that students

must achieve. The syllabus is mandatory thus it has great bearing on lesson planning, for the lessons

must exemplify the outcomes in the syllabus. The NSW English syllabus for years 7-10, for

example, explicitly lists the content and text requirements for each stage, including two samples of

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each of the following: fiction, poetry, film, nonfiction and drama (Board of Studies NSW, 2012). It

also specifies various textual examples of what the students must study and the experiences they

must have. This all has particular bearing on the process of lesson planning, as the lessons must

include all of these things, and by setting out the content and outcome requirements systematically,

the syllabus enables the teacher to break down the content into manageable units of work, from

which various lessons are then planned in order to teach the content of each unit and thus fulfill the

requirements of the syllabus. Furthermore, the various outcomes and objectives give teachers

various criteria for assessing student outcomes, which in turn influence future lesson planning, by

informing teachers of their students abilities, capabilities and areas in need of improvement.

Diverse student learning needs determine decisions in lesson planning for they help to indicate the

range of differential instruction needed in the classroom. Lesson planning involves addressing the

educational needs of students, particularly in terms of pedagogy, how to teach the content. No two

students are the same or have the same needs, especially in contemporary society. Thus, given the

ever-increasing diversity among students and their needs, it is therefore the teachers responsibility

to recognise these needs and to devise and tailor programs that can optimise students talents

(Marsh, Clarke & Pittaway, 2014, p. 245). Diverse learning styles should be taken into to account in

a consideration of student needs. Guild (2001) argues that understanding students cognitive,

conceptual, affective and behavioural differences will highlight their individual learning styles.

Thus teachers may adapt strategies to accommodate each student. Multiple intelligences should also

been considered when evaluating students needs. Theories of multiple intelligence suggest that

individuals have some combination of various forms of intelligence: verbal, linguistic, logical-

mathematical, spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal, and naturalistic

(Gardner, 1983). These aspects of learning needs can aid a teachers development of various

activities that cater to various students, thus optimising learning. A teacher must also consider the

possible and probable differences in culture, ethnicity, language, class, gender, sexuality,
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acceleration or disability, that will be represented in the classroom. They must plan lessons in such a

way that is inclusive to all these differences and promotes mutual respect and individual

empowerment, so that no student will feel singled out or marginalised.

An assessment of the students prior knowledge determines decisions in lesson planning for it

enables teachers to ascertain the level students are at, what level they need to be at, and how big a

bridge they need to build for each student to achieve the outcomes. Vygotsky (1978) emphasises the

importance of instruction and teaching that is just above the students current knowledge and skill

level, in order to activate the students zone of proximal development, that is, their optimum

learning. Previous assessment data will reflect the students knowledge and skill level, which will in

turn aid the teacher in planning a lesson that is just above that. An evaluation of prior assessment

may also aid the teachers understanding of students individual learning needs. This will enable

them to devise differentiated instruction, which is a way of recognising and teaching according to

different student talents and learning styles (Morgan, (2014, p. 34). For example, a student who

scored low in an assessment, but who usually does well, may require an alternative form of

assessment to achieve the outcomes, or may need extra tutelage in that form of assessment. Thus,

previous assessment data aids in determining and evaluating the range of differentiated instruction

required to fulfill various students learning needs, which in turn influences lesson planning.

The Australian Professional Standards for Teachers (AITSL, 2012) determine decisions in lesson

planning for they dictate the quality of teachers knowledge and pedagogical practice. The

standards various descriptors in Professional Knowledge and Professional Practice highlight

knowledge, qualities and skills that teachers are expected to possess, which have direct bearing on

lesson planning in terms of knowing what to teach and how to teach it. For example, the first

standard, know the students and how they learn (AITSL, 2012), involves knowing the students

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diverse, individual learning needs, as discussed prior, which has a direct impact on planning

lessons, for the lessons must address student needs. Competent teachers are understanding of

students linguistic, cultural and religious backgrounds, of their prior knowledge and experiences

and differentiate their lessons to meet the physical, social and intellectual needs of individuals

(Cavanagh & Prescott, 2015, p. 33-34). The focus areas in Professional Practice describe the

classroom qualities that teachers must foster in order to create an environment conducive to

effective teaching and learning, including goal-setting, communication between the teacher and

students, classroom activities, behaviour management, assessment and feedback (AITSL, 2012).

These will also determine decisions in lesson planning, for they help teachers to plan how to

engage students in the learning process (Cavanagh & Prescott, 2015, p. 34).

Through an analysis of a sample English lesson plan, we will now examine how these factors may

inform and enhance a lesson, or how their absence may disadvantage a lesson, and how one may

amend a plan to include them. The chosen lesson plan, Snapshot Writing Lesson - Being

Descriptive by Appealing to the Senses, comes from the Australian curriculum Lessons

website, and involves having the students complete a writing task in which they paint a mental

image with figurative language.

The syllabus informs the chosen lesson plan through its links with the Australian Curriculum. The

lesson plan highlights four Curriculum descriptors from year 6 (ACARA, 2011), ACELA1521 (p.

62), ACELA1525 (p. 63), ACELT1800 (p. 64) and ACELY1714 (p. 66), which match up with the

Syllabus (Board of Studies NSW, 2012) stage 3 links EN3-2B (p.108), EN3-2B (p. 109), EN3-2A

(p. 101), and EN3-2A (p. 100) respectively. Each of these descriptors are fulfilled by the activities

in the lesson plan. For example, the discussions in the lessons introduction about descriptive and

figurative language and the senses (Australian Curriculum Lessons, 2013) are informed by

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ACELA1525/EN3-2B - investigate how vocabulary choices, including evaluative language can

express shades of meaning, feeling and opinion (ACARA, 2011, p. 63, & Board of Studies NSW,

2012, p. 109). A discussion of figurative language will explore how particular choices of words and

phrase can express meaning. Similarly, ACELT1800 (ACARA, 2011, p. 64)/ EN3-2A (Board of

Studies NSW, 2012, p. 101), which involves experimentation with text structures and language

features, such as metaphor, informs the lessons writing activity, in which students are to create a

mental snapshot through the use of figurative language. It should be noted that though the

curriculum links are from Year 6, this lesson plan was recommended by the Australian Curriculum

Lessons website for Year 3 through to Year 9. As such, the lesson plan appears to be a valuable one

for students in Year 6, or within the stage 3 ability range. However, for use in a stage 4 or 5 class,

additional criteria should be set for the writing task so that it fulfills descriptors from the relevant

syllabus links for that age group.

Diverse student learning needs are barely, and only implicitly, included in the chosen lesson. The

lesson plan is not inclusive of multiple intelligences, different learning styles or differential

instruction, nor does it address prior knowledge or diverse student abilities. However, as students

are allowed choice in what they write about (Australian Curriculum Lessons, 2013), this at least

allows for diverse student interests. Furthermore, this activity could be inclusive to various cultural,

linguistic or religious backgrounds, if the students are directed to write about something that is

culturally, linguistically or religiously relevant to them, as I would do if I were to give this lesson.

This would aid in intercultural understanding amongst the students and myself, in the classroom.

Having the students share their work with the class will help to build cultural awareness of diversity

among the students, and will help each student to feel empowered, like the have a voice.

Additionally, I would differentiate the instruction of this lesson by allowing the students to complete

the task in a textual form of their choice, such as a song, poem, short story, performance piece,

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letter, news report, illustration, etcetera. The students could then be grouped according to their

textual choices so that they may peruse examples together on an iPad or other ICT resource.

Previous assessment data is not mentioned at all in the chosen lesson plan. In fact the only

assessment mentioned are peer assessments, anecdotal note taking and work samples in

books (Australian Curriculum Lessons, 2013), and these are all for the assessment of the activities

taking place in this lesson, not for prior lessons. The discussions in steps 2-6 of the lessons

introduction could be used as an informal assessment of the students prior knowledge as long as the

steps are enacted as a discussion, rather than a lecture. If I were to teach this lesson I would look at

previous assessment data, so that I would know what level range the students are at, and thus what

my expectations of them should be. As this lesson plan is recommended for Year 3 through to Year

9, my expectations of the students work would be influenced by their year level as well as their

previous assessment data. I would also hold a quiz at the start, before any discussion, to at least

ascertain an idea of students prior knowledge concerning figurative language, which may in turn

negate the need for thorough discussion, thus saving time for the other activities. Additionally, if

prior assessment data or the results of a prior knowledge quiz were to indicate that some students

were advanced past the level of this lesson plan, I would set these students additional work to

adequately challenge them, such as helping students in need in completing the lessons activities or

an extension or further scaffold of the writing task.

The National Professional Standards for Teachers (AITSL, 2012) have informed many aspects of

this lesson plan. The lesson addresses literacy strategies (standard 2.4), by exploring various literary

and writing techniques. The scaffolding of learning in the progression of the lesson exemplifies

standards 2.1, content and teaching strategies, and 2.2, content selection and organisation

(AITSL, 2012). Notably, the lesson plan simultaneously addresses standard 2.3, curriculum,

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assessment and reporting (AITSL, 2012), through its Australian Curriculum links, and the forms of

assessment suggested, and fails this standard for the absence of a description of how previous

assessment data bears influence on the lesson plan. The discussion of descriptive and figurative

language and the senses, and subsequent examples, fulfills standard 3.5, use effective classroom

communication (AITSL, 2012). Lastly, the students opportunity to choose the subject matter of

their writing task has the potential to fulfill standards 1.3 and 1.4 (AITSL, 2012), which address

student diversity in linguistic, cultural, religious and socioeconomic backgrounds, and also

Aboriginal and Torres Strait Islander students. If the students are directed to write about something

that is relevant to them in one of the ways just mentioned, then these standards may be fulfilled.

As discussed, the four factors, syllabus, diverse student learning needs, previous assessment data,

and the National Professional Standards for Teachers (AITSL, 2012), all have significant bearing

and influence on the nature and content of lesson planning. An effective and competent teacher

must consider these in order to engage their students. Each factor, in turn, and in conjunction with

and overlapping one another, enable the teacher to plan for effective and exemplary teaching and

learning. Where one or more of these factors are absent, it is evident that the students will suffer for

it, as can be seen in the Snapshot Writing Lesson plan, which gives no consideration to

diverse student needs or previous assessment data. However, this can be easily amended to include

these so as to better understand students learning needs, and to promote student diversity.

References

ACARA. (2011). The Australian Curriculum: English. Retrieved March 22, 2015, from

http://www.australiancurriculum.edu.au/Static/docs/history/3.0/Australian%20Curriculum

%20v2.0.pdf.

AITSL. (2012). Australian professional standards for teachers. Retrieved March 21, 2015, from

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

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Australian Curriculum Lessons. (2013). Snapshot writing lesson - being descriptive by appealing to

the senses. Retrieved March 17, 2015, from

http://www.australiancurriculumlessons.com.au/2013/03/31/snapshot-writing-lesson-being-

descriptive-by-appealing-to-the-senses/.

Board of Studies NSW (2012). English K-10 syllabus. Sydney: Board of Studies NSW. Retrieved

March 20, 2015, from http://syllabus.bos.nsw.edu.au/download/.

Cavanagh, M. & Prescott, A. (2015). Your professional experience handbook. Australia:

Pearson.

Gardner, H. (1983). Frames of mind:The theory of multiple intelligence. New York:

Basic Books.

Guild, P.B. (2001) Diversity, Learning Style and Culture. Retrieved March 21, 2015, from

http://education.jhu.edu/PD/newhorizons/strategies/topics/Learning%20Styles/diversity.html.

Marsh, C.J., Clarke, M., & Pittaway, S. (2014). Marshs becoming a teacher. 6th ed.

Australia: Pearson.

Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing

House, 87, 34-38. doi:10.1080/00098655.2013.832130

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological

processes. Cambridge: Harvard University Press.