Joshua Reeves 19308715 2,193 Words

Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis, Revision & Justification

Lesson Plan Analysis

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: Knowledge is focused purely on the topic area of “Place and Liveability” all
throughout the lesson with activities crucially linked to syllabus outcomes. It is difficult to
find superficial or unrelated ideas in this lesson plan .

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: The class discussion gives students a chance to draw conclusions from the
brainstormed features that define liveability, a crucial concept as syllabus content lists
how students must learn the factors that influence perceptions of the liveability of a place.
As this activity occupies less than 15 minutes of the lesson, it is unlikely that central
concepts will be demonstrated by all 30 students and only the willing students will present
a deep understanding of this topic. Deep understanding exercises could therefore be
incorporated into other activities throughout the lesson plan.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: The definition of the knowledge presented (place and liveability) is highlighted
as socially constructed and the Think/pair/share activity and Visual representations
activity presents this information as open to multiple perspectives. The class discussion
does challenge the basic assumptions of liveability made by the students but could also go
further and explore and assess certain assumptions made by people and organisations in
wider society.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: The class discussion allows some students to perform higher-order thinking
by challenging the information they have learnt and presented. Understandably in the first
lesson for the topic, lower-order thinking is utilised to build the foundations for
understanding. Potentially, answers to the class discussion could be written down to
ensure that all students participate.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: The lesson begins with the definitions of "place" and "liveability" and proceeds
to a dissection of the language in this definition, with student commentary on how this
language is used in a set context (sentence), positively in their personal context,
comparatively (place is within liveability), positively or negatively in a variety of contexts
and when linked to other language (cultural, human and social).

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: It appears that in facilitating a class discussion, the teacher desires students
to apply the ideas that they have generated in the lesson and build a dialogue where these
ideas flow beyond IRE. However, the rest of the lesson does consist of IRE activities with
routine questions and short responses and depending on variables the class discussion

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could potentially lack substance. The teacher could raise questions in the Think/pair/share
and Visual representation activity that could encourage substance and go beyond IRE.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: No explicit criteria or statements are used to assess the quality of work, only
procedural criteria is utilised. Teachers could communicate learning outcomes with
students and provide an exemplar, then address how these materials will act as a
reference point in assessment.

2.2 Engagement
1–2–3–4–5 Comments: As the teacher makes a conscious effort to walk around the class, assess the
group discussions and ensure that students are on-task, this gives the appearance that the
class is engaging. Potentially, some students will not contribute to the class discussion and
therefore, teachers may wish to encourage students that seem disengaged to participate.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: All students are encouraged to participate in the entire lesson and since
content is directly linked to the syllabus outcomes, it has to be considered challenging by
the NSW Board of Studies. This inclusion is also highlighted in the visual representation
activity when students are sorted into mixed ability groups, indicating that despite the
level of the student, all are encouraged to try hard and take risks.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: Teachers demonstrate supportive behaviour toward reluctant students when
in the Visual representations activity, they ensure students are on the right track, offer
assistance and condone mixed ability groups (to scaffold social support). However,
positive comments and valuing the contributions of all is not explicit and the lesson plan
could include a mention of this behaviour toward the end of the lesson.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: As it is Term 2 and time is not allocated for the reinforcement of behaviour
regulations, autonomy and initiative appear to be good. Although, the teacher does make
sure that the students are on the right track and does have an alternative pedagogy for
the class discussion. To offer an improvement, one would really need to see the class
operate or have knowledge of the students.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: All aspects of the lesson are chosen by the teacher, even the focus of the class
discussion. To improve, the students could have choice over how they wish to explain the
key terms, the photo's that are to be analysed and the feature that they would like to
address in the class discussion.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: The Think/pair/share activity is linked to out-of-school local knowledge as well
as the syllabus outcome (substance) and prior knowledge of the topic is assessed at the
beginning of the lesson. Although, background knowledge only occupies a brief section of
the lesson plan, to improve this matter, the teacher could encourage the expression of
out-of-school or prior knowledge in the class discussion.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: Other cultures are not explicitly recognised in the lesson. To add recognition
to social groups other than the dominant culture, the teacher could uncover stereotypes
associated with the social group when addressing issues such as poverty and family ties to
land in the class discussion.

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3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: The Visual representations activity and Class discussion with the assistance of
the four resources model highlights content such as "interconnectedness" that is
discussed in other topics for the subject. However, no explicit cross-reference is made to
the topics or any other subjects that the students may be undertaking. To improve,
teachers could incorporate elements of history or science to give depth to the topic
content.

3.4 Inclusivity
1–2–3–4–5 Comments: There is no mention of inclusion/exclusion based on the social or cultural
backgrounds of the students, but since each activity includes all students it appears that
no one is being excluded based on their backgrounds.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Students use their classroom knowledge in the Think/share/pair activity and
class discussion to make connections that create personal meaning and highlight
significance, through reference to local community and public problems. However, there
is no encouragement to influence an audience beyond the classroom, but students may
be inspired after this exploration to do so.

3.6 Narrative
1–2–3–4–5 Comments: The Think/share/pair activity allows students to draw on their personal
experiences and the alternative activity in the class discussion could lead to the telling of
imagined stories (both activities are linked to the substance of the lesson). But other than
that, there are no other narratives. Teachers could include the alternative activity,
encourage personal experiences in the Think/pair/share activity and alter the writing
activity so that a story is told.

Identifying Areas for Improvement

QT model
1) 2.1 Explicit Quality Criteria 2) 2.6 Student Direction
3) 3.2 Cultural Knowledge 4) 3.6 Narrative

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Modified Lesson Plan
Topic area: Stage of Learner: 4
Place & Liveability
Date: Term 2: Week Location Booked: J4
One/Period One
Time: 60 minutes Total Number of students
30
Outcomes Assessment Students learn about
Syllabus outcomes Informal, formative
GE4-1- locates and describes the assessment
diverse features and Introduction to Place and
characteristics of a range of places *Diagnostic Pre- Liveability and Influence
and environments. testing during
GE4-7- acquires and processes introductory activity
geographical information by
selecting and using geographical *Participation in class
tools for inquiry. discussions
* Assessment of
capabilities during
visual representation
exercises
2,193 Words
Syllabus Pages:
48-49
Lesson Number: 1 / 25
Printing/preparation
Advanced Organiser (include
syllabus outcomes),
Worksheet 1
Assessment task notification
Annotated exemplar
Information from the ACOSS
website
Students learn to
Investigate factors that
influence perceptions of the
liveability of places.
and Perceptions
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Time Teaching and learning actions

Students line up outside and enter the classroom in an orderly fashion. Ask students to take their seats
and pull out their books and writing utensils.

Writing Activity-

Explain to the class that they are about to begin a new unit of work as they can see on the board- place
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and liveability. Ask students to rip a page out of their books for the next activity. Read aloud the
sentence starter on the board ‘A good place to live is one where…..’ and ask the students to complete a
paragraph of writing write a short story (paragraph long) that elaborates on this statement. Advise the
students that they have five minutes to complete the task.

After five minutes advise students their time is up and collect their responses- this will be used for
assessment of both literacy and their level of knowledge on the topic so far.

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Provide students with their advanced organisers and ask them to look through and ask any questions
they may have about the direction of the next ten weeks. Make note of the syllabus outcomes (which
will also be written on the board, next to the topic heading), ask students to highlight outcome 1 and 7
and explain how this will be the focus of the lesson's content and will be the criteria that they will
ultimately be assessed against.

Provide students with Australian Curriculum definitions of Place and also Liveability below. Ask them to
copy the definitions into their workbooks and ask them to use each word in a sentence to explain these
words in a way of their choice (i.e.: in a sentence, draw a picture, etc.) but reinforce the simplicity of
this task, as only five minutes is to be allocated to this activity.

“Liveability: An assessment of what a place is like to live in, using particular criteria, for example,
environmental quality, crime and safety, education and health provision, access to shops and services,
recreational facilities and cultural activities.” (Australian Curriculum, n.d)

“Place: A part of the earth’s surface that is identified and given meaning by people, which may be
perceived, experienced, understood and valued differently.” (Australian Curriculum, n.d)

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20 Think/Pair/Share Activity:

Using the above definition of liveability have students think about the following, discuss in pairs and
then with the class:

 What features Name one feature of their local community that makes it a good place to live in?
 Give an example of how this feature has benefited you (e.g.: feature: near the beach, I like to
go surfing on the weekend)

25 Visual Representations Activity:

Students are to get into mixed ability groups of three or four. On the board draw three columns with
the headings:

- Environmental Factors
- Social Factors
30 - Human Factors
Provide students with their worksheets which will look very similar to the columns on the board (
Worksheet 1 attached).

Provide the groups class with some photos of different places where people live and the Four
Resources model for literacy, let each group come to the front and select which photo's they would like
to use (Worksheet2).
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In their groups, ask students to complete their four resources literacy worksheet and answer the
following question for each photo:

1. Assess the liveability of each place. Include at least one feature you observe that makes this
place liveable and at least one feature that makes you feel less likely to want to live there.
While students are completing this activity, spend some time with each group to ensure that students
are on task and on the right track. Extra time could be provided to students who find group work
difficult or also who may need some extra assistance completing the task.

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Have students come up to the whiteboard and put the factors they determined from the assessment of
liveability of each place on the board under the appropriate heading (i.e.- whether it is environmental
factors, human factor or social factor). If some of the answers do not fit under these headings, provide
a fourth column ‘Other’

Answers should include factors such as:

Environmental: climate, natural hazards, natural resources, natural hazards, air & water quality.

Social Factors: Culture, public spaces, community

Human Factors: access to services, safety/ crime, income, work opportunities, technology.

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Have students copy these answers into their worksheet and ask them to glue it into their notebooks.
This sheet will be referred to throughout the unit.

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Class Discussion:

Although some of these photos demonstrated that some places are less liveable than others, ask
students ‘Why do people still live in these places?’

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Facilitate class discussion and ensure that discussion includes mention of the following:

- poverty and lack of ability to move and how this is not exempt to race or country, from this link
1/6 children under the age of 15 live in poverty in Australia, 2.9 million people or 13.3% of all people
live below the internationally accepted poverty line. This makes it difficult for them to move to other
areas (Dorsch, et al., 2016).

- opportunities for work

60 - family ties and connections to the land, relate this to the Indigenous but also expose how they
are not the only social group that go through these experiences. Reference the film The Castle
(do not show a clip as the students are under the age of 15) and explain how that in this a film
the protagonist lives in an undesirable house and location, but refuses to leave because it is not
a house, but a home.

If students are not able to come up with these answers the question could be rephrased using some of
the pictures and the answers the students provided: Select at least three negative images and take a
poll on which image students would like to discuss, what feature listed in the previous activity they
would like to address and then ask them to answer this question “If you lived in this town, with this
violence blank (stated feature), why would you need to still live here?”

Provide students with assessment task notification and an annotated exemplar of an assessment task
(either from the previous year or one created by the teacher) and take student books for formative
assessment of both the pre-test and the visual representation activity.

Set Homework: Ask students to read through the notification and exemplar at home and make any
notes about anything that may be unclear. This will be discussed further in the next lesson.

Ask students if there are any other questions and how the lesson was linked to the syllabus outcomes,
and when the bell rings ask the students to pack up their belongings and leave the room.

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Joshua Reeves
How am I measuring the outcomes of this lesson?
Learning Outcome
GE4-1- locates and describes the
diverse features and
characteristics of a range of
places and environments.
GE4-7- acquires and processes
geographical information by
selecting and using geographical
tools for inquiry.
Key
2.1 Explicit Quality Criteria
2.6 Student Direction
3.2 Cultural Knowledge
3.6 Narrative
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Method of measurement and recording
Students will write the answers to the visual representation
activity in their books, which will be taken for formative
assessment. I will ask students how the lesson related to
the highlighted syllabus outcomes as a mean of informal
formative assessment.
Students are to work in groups to use and interpret
photographs of different scenarios and places and identify
features that make that these places liveable as well as
features observed within the photograph that may make
the place less appealing to live in. Students have a series of
questions to answer in their groups. I will walk around the
room and assess the group discussions that are occurring.
Furthermore, informal formative assessment will also
occur, as I will take their workbooks to read and check
students’ work and ask the students how the lesson related
to the highlighted syllabus outcomes.
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Academic Justification
The original lesson plan was written effectively based on the learning context, however, as there is
always room for improvement, modification can be made in the following areas: explicit quality
criteria, student direction, cultural knowledge and narrative when referenced to the NSW Quality
Teaching Model.

The first modification is the addition of an explicit quality criteria. In the first lesson plan, the
expectation of quality work is not referenced and only procedural requirements are communicated,
leaving the students clueless to the standard at which they are to produce work. The modification
includes the teacher outlining the syllabus outcomes as the criteria to which they will be assessed
and that this alignment creates quality work. To reinforce an understanding of what constitutes
quality work an exemplar for the upcoming assessment will be provided and the set homework for
next lesson will involve reading this document as well as relating lesson activities to the syllabus
outcomes. If students lack a clear criteria of quality work, the majority of pupils will produce
unacceptable work or waste time determining what is expected of them (Gore, 2007). Awareness of
what high quality work is, should create efficiency and effectiveness among students.

The second modification made to the lesson plan was the introduction of student-direction. In the
original lesson plan, the choice, time, pace and criteria were all teacher lead, leaving students with
minimal control over classroom activities. The altered lesson plan incorporated student direction
into every activity by giving the cohort a choice in activities, this was accomplished by allowing
students to choose their method of presentation of the topic definitions, the sources of information
(photo’s) they would like to explore and the photographed place and issue they would like to be the
focus of the activity. “In particular, choices around framing (e.g., choosing the topic, the task, or how
to define the problem) seem to have the most positive impact on momentary engagement in
science: students are more likely to be fully engaged and less likely to exhibit universally low
engagement when they have choice in framing,” (Schmidt, Rosenberg, & Beymer, 2018) in addition
to science research also states “when students are afforded choice in learning, they demonstrate
greater intrinsic motivation and effort” (Schmidt, Rosenberg, & Beymer, 2018). Therefore, an
increase in the level of choice a student has around lesson plan activities, the higher the chance that
they will demonstrate engagement and motivation toward the subject.

The third modification actually brings a recognition and understanding of cultural knowledge into
the lesson plan. Previously, there was no mention of social groups let alone the diversity of these
individuals, limiting the cultural scope and perspective of students. The new lesson plan allows the
teacher to not only address the features of a place and how they can hinder liveability, but uncovers
stereotypes made through the lens of dominant culture, exposing how a variety of social groups
experience the features of these places not just the stigmatised bodies. “Geography shows students
ways in which they can positively influence their world as active local, national and global citizens by
encouraging them to question why things are the way they are, to investigate issues and to evaluate
alternative, more sustainable futures” (Pickles, 2012). Integration of cultural knowledge with the
addition of questioning alternative perspectives on social groups in geography issues, allows
students to work toward becoming culturally aware and positive influencers of change on a local,
national and world scale.

The final modification explicitly ensures that narrative is included in the lesson plan. In the original
lesson plan, the question in the class discussion that instigates an imagined story is offered
alternatively and the Think/pair/share activity encourages minimal narrative from the student. In the
new lesson plan, the imagined story is included in the class discussion and the language is re-written

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in the Think/share/pair and writing activity to guarantee that students tell a story. Additionally,
these narratives enable students to explore the features of place and liveability (syllabus outcome),
objectively, subjectively and imaginatively, therefore enhancing the significance of the substance of
the lesson. Incorporating storytelling or narratives into a lesson, gains the attention of students and
enhances their exposure to ethical dilemmas (Blonder & Sakhnini, 2012). The adjustment and
enhancement of narrative in this lesson plan, should raise student attentiveness and in turn,
improve the understanding that students have toward place and liveability from a range of different
perspectives.

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Reference List

Blonder, R., & Sakhnini, S. (2012). Teaching two basic nanotechnology concepts in secondary school
by using a variety of teaching methods. Chemistry Education Research and Practice, 13(4),
500-516. doi: 10.1039/c2rp20026k

Dorsch, P., Phillips, J., Crowe, C., Saunders, P., Bradbury, B., & Wong, M. (2016). ACOSS Poverty in
Australia Report 2016 . Strawberry Hills, NSW: Australian Council of Social Service:. Retrieved
from https://www.acoss.org.au/wp-content/uploads/2016/10/Poverty-in-Australia-2016.pdf

Gore, J. (2007). Improving pedagogy: The challenges of moving teachers toward higher levels of
quality teaching. In J. Butcher, & L. McDonald, Making a difference: Challenges for teachers,
teaching, and teacher education (pp. 15-33). Rotterdam, The Netherlands: Sense Publishers.

Pickles, L. (2012). Geography and Intercultural Understanding. Interaction, 40(1), 9-11. Retrieved
from https://search.informit.com.au/fullText;dn=192329;res=AEIPT

Schmidt, J. A., Rosenberg, J. M., & Beymer, P. N. (2018). A person‐in‐context approach to student
engagement in science: Examining learning activities and choice. Journal of Research in
Science Teaching, 55(1), 19-43. doi: 10.1002/tea.21409

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Learning Portfolio Web Link

https://jrreeves.weebly.com/planning.html

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