Professional Documents
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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:
There was a key focus on key concepts on the topic “Ancient Egypt”. Not all students have the same
background knowledge. Key-terms where only written on the board and only “explained” by teacher
also clear articulation of the relationships between and among concepts was not displayed.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments:
Although there was a high use of metalanguage such as Mummification, Desert, Hieroglyphics,
Domesticate, Egypt, and Delta, no commentary on the language use and diverse perspectives of
differing languages was used.
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2.2 Engagement
1–2–3–4–5 Comments:
All students where engaged, no explicit task that was interesting or would hold the students
attention. No mention of differentiated task for those that are gifted and talented (GAT). The affect
of this is that the GAT students may find the work less challenging hence disengaging in the lesson.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments:
Tasks explicitly build from students’ background knowledge and require students to demonstrate
links between old and new knowledge.
3.4 Inclusivity
1–2–3–4–5 Comments:
All students are required to participate. Students are to work in pairs as well as writing on the board
what they each come up with.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments:
No clear connection to real-life contexts or problems. Students are not provided opportunities to
share their work outside the classroom and school. However this lesson plan is only an introduction
to the topic Ancient Egypt.
3.6 Narrative
1–2–3–4–5 Comments:
No mention of narrative that enriches students understanding such as examples, interesting stories,
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personal stories, case studies or facts on the topic to make it more relatable and engaging.
Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) Student direction 2) Engagement
3) Deep understand 4) High expectation
Lesson Plan
Activity:
From topic area, have 4 jumbled up terms, within 5minutes students have to guess what they are at the start of the class.
Jumbler words:
HHAARPO (PHARAOH)
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MMMIIUCNTAON (MUMMIFICATION)
NHOPNXIE (PHOENIX)
MYRMAID (PYRAMID)
Resources:
Computer labs.
15-20 Concept Map: Teacher is to get students into pairs and in their workbooks (after the title
page) ask every student to write “Ancient Egypt” in the middle of the page. Instruct students
to write as many words they know that relate to the topic around the page, they are to
collaborate with their partner. They may use a dictionary if they are unsure of spelling.
Ask students in the class to discuss with the person besides them of their own personal
culture/religion history and interesting facts that they can tell the class. 3 students will be
selected at random to tell us about their history. The teacher will start of by telling their
personal cultural history about himself/herself. (15mintues)
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included. Students are to glue in worksheet once completed.
Differentiation:
Feature imagines of work sample of Aboriginal and Torres Strait Islander students
that will be able to touch, see and feel. Ask students to reflect and write key differences
that they notices with their own history, Ancient Egypt and that of Aboriginal and
Torres Strait Islander history.
Teacher: Instruction given to complete activity and to ask for any misconception they don’t understand or that could be
explained better.
Resources: Glossary Activity 1 & sample of work for students to see, touch and feel.
Teacher directs students to choose one of the jumbles letters from the beginning of the class
and to create a presentation that will go for 3mins and to be presented in the next lesson.
They can decide how to present it to the class between speech, drama play, PowerPoint,
video or any other form of oral communication. Each form of medium will be shown as an
example of what is expected to reach competency. Students are directed to form groups of 2-
4 and to construct and brainstorm ideas to help execute their presentation for the next lesson.
Students are encouraged to present their plans to the class as a group. As they present in front
of the class, students are then asked to reflect on the effectiveness of their work and if it can
be done by the next lesson. Feedback is welcomed from other classmates to give constructive
criticism, which in turn will heighten the type of work that is expected.
Brief overview will be given to class about next lesson and what is expected. Focus of next lesson will be about
presentation.
Feedback questionnaire on lesson: (students are instructed to leave completed questionnaire on teachers desk)
-Did you learn anything new?
-What was most enjoyable about lesson?
-What needs to be improved?
-What could have been done better?
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Justification:
The original lesson plan was missing certain areas and room for improvement with
regards to the quality-teaching framework (QTF) was need for high quality teaching. It was
good but not great. With reference to the quality teaching framework, room for
improvement was apparent in particular to the four quality teaching elements;
engagement, high expectation, student direction and deep understanding.
Through the option of oral presentations given to the students, student direction is
addressed. The chance to demonstrate their independence and thought processes by
sharing ideas and brainstorming as a group as well as implementing and planning how
they will design and present the presentation. The change of the conventional speech task
in contrast to the oral presentation option was set up to safeguard students engagement
and encouragement that will enrich students self-regulation and learning.
Self-determining theory is explained by Kaplan (2007), as the choices people make in
reflection to motivation. It focuses on the degree an individuals behaviour is self-
determined and self-motivated. To ensure that students are thinking critically, the oral
representation ensures students’ work is regularly adjusting through behaviour that is self-
determined and self-motivated. In this way, the process of self-determining theory ensures
that students are adjusting their work and will be active in their own learning. Essential
developmental process through adjustment, trail and error is a process that connects to
student direction (Taylor, 2006).
Volet (1997), states that High expectations and student self-direction are fundamentally
connected. The impact of student-directed learning on the personal commitment of
students significantly impacts their outcomes and learning processes. (Pintrich, Paul R &
De Groot, Elisabeth, 1990).
Students are directed in the classroom to present their plan in the modified lesson plan in
order to uphold a high level of commitment in their tasks and activities.
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Hattie (2010) mentioned that teacher expectation has shown to have an effect on student
achievement. He states that regular opportunities for high expectation through feedback
and assessment should always be provided by the teacher. By students exhibiting their
work in front of peers, it ensure that students are therefore encouraged to evaluate the
value their work as well as recognise the activity/task as a assessment that is formative
from their peers.
The desired outcome achieved in the original lesson plan was satisfactory. Furthermore,
the tasks and activity in the original lesson plan contained tasks and activated that where
no engaging for teenagers of today. The students lacked engagement through the task of
the lesson plan such as the continuation of the same task that students do over and over
like speeches in other KLAs and undeniably throughout their schooling life. Motivation and
engagement amongst students is fosters through project-based learning. To ensure
students are maintaining motivation and engagement, project- based learning was
required as a learning activity in the modified lesson plan. Other means of implementing
motivation and engagement with the classroom is through discussion that implies deep
knowledge and learning according to the quality-teaching model. Regular and meaningful
discussion is encouraged for student engagement throughout the lesson and within the
class as a whole.
This modified lesson plan is successful as it targets and focus on quality teaching
elements in order to engagement, implement high expectation encourage student direction
and enhance deep understanding. The brief overview of the next lesson was included in
order encourage students to think critically about their task and organization as well as
sustaining motivation and engagement. The continuation of activities and tasks ultimately
helps to motivate and engage students compared to tasks that are unrelated.
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personal learning and understanding are realises individually through the process of their
own learning. (Volet, 1997).
References:
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Hattie, J. (2010). Expecting the best for students: Teacher expectations and academic
outcomes. British Journal of Educational Psychology, 76(3), 429-444. Retrieved
from https://doi.org/10.1348/000709905X53589
Pintrich, Paul R., & De Groot, Elisabeth V. (1990). Motivational and self-regulated learning
components of classroom academic performance. (Motivation and Efficacy).
Journal of Educational Psychology, 82(1), 33. Retrieved from
http://rhartshorne.com/fall-2012/eme6507-rh/cdisturco/eme6507-
eportfolio/documents/pintrich%20and%20degroodt%201990.pdf
Taylor, M. (2006). Learning for self-direction in the classroom: The pattern of a transition
process. Journal studies in higher education, 11(1), 55-72. Retrieved from
https://doi.org/10.1080/03075078612331378461
Volet, S. (1997). Cognitive and affective variables in academic learning: The significance
of direction and effort in students' goals. Learning and Instruction, 7(3), 235-254.
Retrieved from http://journals.sagepub.com/doi/abs/10.1177/1028315310373833