Michael Alex Murgolo 19178149

102098 Contemporary Teacher Leadership

Evaluation and Reconstruction of Year 10 5.2 Right Angled Triangles

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Comparative Table
Concerns of the area of
Area of Strengths of the area of Suggested Changes to counteract
consideration Research support for the changes suggested.
consideration consideration concerns
UbD looks at two components in this scenario;
An incorporation of content that is
The first one is the backward orientation of a
both relational and engaging is
lesson while
suggested for students as they
The numerical The numeracy focused on the second looks at conceptual understanding
develop a conceptual understanding
component of learning the “how” to action the (Almasaeid, 2017).
of what the content is utilised for.
was sequenced concept rather than “why” The backwards design allows the teacher to
Numeracy
effectively and followed it is done. Conceptual identify which outcomes they want to achieve and
Conceptual In the redevelopment, there was
the timeline of the E- knowledge isn’t high as given a platform for which to choose activities to
Understanding priority placed on switching between
book. Students were students could not divert achieve this. This challenge the traditional method
relational and instrumental
scaffolded in terms of from procedural of education as the teacher develops the content
knowledge. This supported the
lessons, not difficulty. instruction. independently, which provides a platform to
learning to distinguish how and why
influence collogues to improve student learning
the content is performed in a certain
and teaching practice (Taylor et al, 2014).
way.
The teacher will acknowledge through the UbD
The Concept map was developed to
that they seek desired learning results in the topics
incorporate the Trigonometry content
they teach, and determine acceptable evidence of
in a visual way. Evident, is the
student learning (Almasaeid, 2017). for their own
A concept map, and SS, labelling of activities that offer
personal development.
are imperative to student ethical components (Australia) and
In order to guide the knowledge, AITSL (2011)
learning as it allows a the hands-on activity that supports
Critical The Scope and Sequence makes sure of this in accreditation by “Content
checklist for them to students’ deep knowledge to promote
Thinking and (SS), as well as the selection and organisation” that ensures the
follow. Some students felt conceptual understanding.
Creativity Concept Map, was not effective learning and teaching sequence will give
lost with the syllabus
Structure and provided in the original students the expectations of what they need to
content and which lessons Scope and Sequence is imperative to
Collaboration program. know by the unit’s close.
it connects to. Clarification planning the teaching program, and
Furthermore, Wiggins and McTighe (2012)
needs to be made on backward maps to use outcomes as
mention that using the UbD framework to design
assessments too. lesson aims. The Assessment due
content in a systemic and social approach is
dates are not visible, but the unit
beneficial for the continuum of learning, and the
outline explicitly sets a due week
transition of students in the scope and sequence at
with adequate notice.
all levels.

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 There is a strong link standard 5 of the AITSL
(2011) which mentions to “Demonstrate
Changes include the structure of a understanding of assessment strategies ... to assess
formative assessment task, that student learning.” When planning a teaching
The differentiation was incentivises extra marks. Doing this program, the intention for the assessment task was
No assessment means
minimal and does not allows differentiation between all to fit the expectations of the program into the
Ethical feedback is minimal for
lead a continuum to students at all levels, and highlights lessons to avoid discrepancies. The modified
Understandings reflection There is no
incentivise students’ the expectations needed to meet the assessment moves through the learning
Differentiated reflection of relational
learning. The inclusion advanced continuum of learning. experiences to complement the learning continuum
Assessment/lesson knowledge to real life
of an assessment was not (Tomlinson & McTighe, 2005).
content applications that reaffirm
provided in the original Seen below in the Concept map is the By differentiating, the unconventional formative
the concepts taught.
program. addition of ICT tasks and Ethics- assessment task that I was required to create is
focused lessons that meet the general equitable, empirically supported and translates to
capabilities in relational activities. the Ubd model by proposing alternate ways of
accomplishing assessment goals (Almasaeid,
2017) and improving results through expectations.
The subtle change made in technology, and using
it collaboratively, can help produce learning
Meeting all three capabilities environments that construct mathematical
The inclusion of ICT was (Ethics/Creative Thinking and meanings and explore ideas through
provided in the original There are pros and cons to Numeracy) through the UbD was representations (De Vita, 2018). Literature of the
ICT program, although not all developing a sequence made easier through ICT integration UbD model supports the use of creativity through
Meaningful and students had equitable reliant on electronic to complement the learning. There is collaboration with students in groups or pairs as it
Integrative access to the content. To management as not all variety in access to the work allows a means of helping students have a sense of
Technology complement this, a students have equitable (physically/digitally) and selected how other’s work is progressing Wiggins and
textbook was offered for access to devices. resources that aid in conceptual McTighe (2012). What becomes influential is that
work. understand, not just instructional the resources offer varying degrees of complexity
exercises. so that there is appropriately challenging material
for all students and the social reinforcement to
complete it (Almasaeid, 2017).

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Recommendations

When adjusting the Mathematics Unit ‘Trigonometry’, specifically to Right Angled Triangles, the
four recommendations for improvement were based on the action of including the targeted general
capabilities mentioned in the comparative table. The intention of encouraging conceptual
understanding is a large component, having a collaborative environment was also included and
complements a structured continuum so students can identify where and when they would require
assistance. There is a differentiated assessment that caters to the content by backward mapping and
sets expectations in activities to evaluate knowledge in scenarios, and finally incorporating
meaningful ICT that develops relational understanding rather than procedural. These
recommendations were influenced by Wiggins and McTighe’s (2005) Understanding by Design
(UbD) framework, with the focus of improving students’ intellectual quality, promoting a positive
learning environment to succeed in learning and adding significance to the content (DET, 2003).

Conceptual Understanding (Numeracy)

The initial alteration made to the unit outline was the inclusion of activities and resources that have a
profound conceptual component so students shift away from instructional learning. Conceptual
understanding is imperative in the learning process as they offer students the confidence to achieve
tasks that are beyond the conventional questioning method. This is supported by Almasaeid (2017)
who comments that instructional learning produces little, if any, genuine learning or deep conceptual
understanding among their students. Beneficial to the pedagogical practice of teachers, the
recommendation meets Wiggins and McTighe’s framework (2005) by focusing on a learning
experience that in itself, is the heart of a lesson plan. In addition, including the above allows the
teacher to implement Vygotsky’s learning scaffold as a means of providing the higher order thinking
to students that allows the manipulations of mathematical ideas (DET, 2003).

Structure and Collaboration (Critical Thinking and Creativity)

The second recommendation made to the unit was the inclusion of structure, through the concept map
and a scope and sequence. In this structure the emphasis was placed on collaborative learning and
positive social interactions, as this demonstrates a range of strategies to support student engagement
and understanding (AITSL, 2011). As there was no scope and sequence provided in the original unit
outline (ICT issues to access the school file share) as well no concept map, these were incorporated to
improve the pedagogical approach of the teacher and inform the lesson setup. Through the
collaborative learning, students can decide how they approach questions and how to value the

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knowledge of one another’s learning in a positive peer supported environment. Schools need to link
content in the academic curriculum to the social constructs of the school community in order to
develop the interpersonal skills of students that support collaboration and teamwork (Starratt, 2010).
Furthermore, Zevenbergen (2003) comments that the ethos of a learning environment where the
teacher facilitates discussion, enhances the opportunities to learn mathematics and perform well on
tasks such as assessment items.

Assessment Task

The third alteration looked to the inclusion of an assessment task, as this was not present in the
original unit outline. According to Wiggins and McTighe (2005) assessment elements and criteria
focused on key content goals appropriately challenge various learners and exude the expectations as
set by the teacher. In support of multi-level assessments, the enthusiasm of the educator is related to
students’ motivation and attitudes toward the lessons (Sarac & Tutak, 2018), and is a prime example
of how to model student success in summative assessments.

The assessment task is explicitly modelled to Wiggins and McTighe’s (2005) Understanding by
Design (UbD) framework by making explicit the understandings that they want their students to have
developed at the completion of the learning sequence Almasaeid (2017). The task is divided into three
section based on five levels of conceptual and relational understanding:

Level 3: Papers E-D-C

Level 2: Papers D-C-B
Level 1: Paper C-B-A

By having multiple levels of learning, students in a lower level can receive a higher mark if their
common core paper with the level above is above 80%. This is done by sitting the extended paper (eg,
Level 2 receiving an 80% on their B paper so offered the chance at paper A). It is made explicit that
marks are respectively weighted so students cannot receive a mark higher than Level 1 students if
they are below them, what is shown is their overall mark (while the weighted mark is only used for
ranking purposes). This assessment strategy may have a positive influence on the learning of students,
as well as on their self-efficacy (Sarac & Tutak, 2018).

In addition, the timely manner of providing feedback in the next lesson only highlights the teacher’s
motivation to assist students in their learning (AITSL, 2011) and reflects on the teaching practices that
could improve the program for their students.

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Meaningful and Interactive ICT

The final suggestion was the inclusion of meaningful and interactive ICT for the reason of that it
enables the partnership between students and conceptual learning in discourses that are facilitated
through relevant resources. Wiggins and McTighe’s (2005) make reference to the UbD model which
suggests that students who have weak achievement levels have access to new information, as effective
through the pedagogical advancements in technology. The intention to make the students grow in their
mathematical competency is aided by the inclusion of ethics in scenarios that entice discussions and
provide a platform for critical thinking in groups; highlighting the incorporation of all targeted general
capabilities. What becomes improtant is the engagement of students in the authentic application of
knowledge and skills through rich tasks based on the selection and use of relevant resources (AITSL,
2011). As such, there was diversification through YouTube, Geogebra, PISA and many more that
offer alternative technological advancements that do not follow the conventional exercises of general
“math tutor” sites. Whether the motivation for ethics springs from the tailored lessons that the teacher
administers, students will need to directly experience the inquiries and perspectives that branch from
the facts and opinions they learn of real-life scenarios (Wiggins & McTighe, 2005).

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Redesigned Unit

Outline
Topic: Right Angled Triangles (Trigonometry) Course: Mathematics Stage 5 Continuum Timeframe: 5-6 weeks
Syllabus Outcomes Importance

Expectations
MA5.2-1WM selects appropriate notations and
conventions to communicate mathematical ideas and
solutions
MA5.2-2WM interprets mathematical or real-life
situations, systematically applying appropriate
strategies to solve problems
MA5.1-10MG applies trigonometry, given diagrams,
to solve problems, including problems involving
angles of elevation and depression
MA5.2-13MG applies trigonometry to solve problems,
including problems involving bearings
MA5.3-15MG applies Pythagoras’ theorem,
trigonometric relationships, the sine rule, the cosine
rule and the area rule to solve problems, including
problems involving three dimensions
i. Apply trigonometry to solve right-angled triangle problems (ACMMG224)
o use a calculator to find the values of the trigonometric ratios, given angles measured in degrees
and minutes
o use a calculator to find the size in degrees and minutes of an angle, given a trigonometric ratio
for the angle
o find the lengths of unknown sides in right-angled triangles where the given angle is measured
in degrees and minutes
o find the size in degrees and minutes of unknown angles in right-angled triangles
ii. Solve right-angled triangle problems, including those involving direction and angles of elevation and
depression (ACMMG245)
o solve a variety of practical problems involving angles of elevation and depression, including
problems for which a diagram is not provided
o draw diagrams to assist in solving practical problems involving angles of elevation and
depression (Communicating, Problem Solving)
iii. interpret three-figure bearings (eg 035°, 225°) and compass bearings (eg SSW)
o interpret directions given as bearings and represent them in diagrammatic form
(Communicating, Reasoning)
iv. Solve a variety of practical problems involving bearings, including problems for which a diagram is not
provided
o draw diagrams to assist in solving practical problems involving bearings (Communicating,
Problem Solving)
o check the reasonableness of solutions to problems involving bearings (Problem Solving)

Key Concepts
Understanding: Students should be able to work with algebraic expressions following rules.
Fluency: Algebraic forms written in equivalence through deep understanding. Key terminology and acronyms to solve trigonometry.
Problem Solving: Relevance to applicable scenarios and real-world problems or inquiries.
Reasoning: Demonstration of equivalence through explanations and social capabilities.

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 Communicating: Representation of algebraic expressions by interpretation of word problems.
Assessment Details
ICT activity: Integrated technology to build competency in attempting mathematical calculations for real world problems.
Kinaesthetic lesson: Activity to help distinguish trigonometric ratios of measurement by diagrams and visual representations.
Formative Assessment for reflection: Topic Test (60 min) with in class discussion on highlighted mistakes. Class discussions and lesson starter activities will also assess
their progression in different lessons.
Cross Curriculum Priorities
Aboriginal and Torres Strait Islander histories and cultures -
Asia and Australia’s engagement with Asia -
Sustainability Building Guidelines and sustainable designs.
General Capabilities
Critical and creative thinking Effect of open answer questions to enhance conceptual knowledge; drawing diagrams.
Ethical understanding Ethics associated with International Borders and immigrants. Bearings Activity.
Information and communication technology capability Evident through the use of spreadsheets and digital technology.
Intercultural understanding -
Literacy Literacy focus included key definitions used in mathematical concepts eg, Sin, Cos, Tan, Inverse etc.
Numeracy Students make informed choices involving identifying side lengths and operations.
Personal and social capability Opportunities for initiate taking in groups or pairs and communicating their findings in lessons.
Teaching Strategies
ICT Focus Focus comes from PowerPoint presentations, internet resources via link and Microsoft Office applications.
Differentiation Evident in the topic test and the capability to utilise various resources when explaining content.

Note to Paul: Since the unit outline given is brushed and incorporates 5.1 - 5.3 components, I have adjusted the 5.2 Unit Outline to separate the outcomes into
individual lessons. This is done to give clarification on lessons taken and highlights the necessary changes made to incorporate an improved pedagogical
approach.

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Syllabus and Content
Lesson 1 - Wk.6 Term 2
Reviewing Pythagoras’
Theorem
 generalises the famous
equation and find
lengths of sides.
Lesson 2 Wk.6 Term 2
Finding the Length of the
Shorter Sides
 Rearranges algebraic
expressions and
evaluate the result
Lesson 3 Wk.6 Term 2
Applications of
Pythagoras’ Theorem
 Conceptualising
expressions and
application in real life
scenarios
Lesson 4 Wk.6 Term 2
Special Triangles
 Generates the famous
triangles using only
Pythagoras’ theorem
Lesson 5 Wk.7 Term 2
Trigonometric Ratios
 Identifies
trigonometric ratios
and labels sides of
triangles
Teaching and Learning Strategies
Link Resources (reference to)
including Assessment for Learning
 Teacher focused lesson that goes
through the fundamentals of
algebraic techniques (textbook)
 Class is divided into groups, with
each attempting a surveying of
 Link to stage 4 Teaching, Learning and Assessment
land declines or structural
perpendiculars Use calculator to find sine, cosine and tangent of angles
 Mind map on whiteboard what
students came up with. Workbook/E-Book: 5.2 Trigonometry Pages 33-36
MathOnline.com.au Lessons: 4257,4258, 4259
 Students to learn how to rearrange
through the worksheet.
 Link to stage 4
 Conceptual challenge question Differentiation
involving GeoGebra link.
Finding Sides - Increasing difficulty
Trig Ratios - Increasing difficulty
 Application of Pythagoras’
Theorem in a range of applicable Conceptual Understanding
 Link to stage 4 context. https://www.geogebra.org/m/P3m5yqMF#material/mssV4vp9
 ReSolve Activity done in groups
(ICT) Inquiry Based Learning
https://www.resolve.edu.au/real-numbers-sum-squares
 Discussion from teacher on
procedural knowledge, using e-
book through the projector.
 Link to stage 4
 Once satisfied with the student
work, give them the Trigonometry
game link learn.
 Use a calculator to
find the values of the  Continue with the textbook
trigonometric ratios, exercises. Introduce diagram
given angles measured drawing followed by discussion
in degrees and
minutes
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Lesson 6 Wk.7 Term 2  use a calculator to Teaching, Learning and Assessment
 Utilising the Pinterest resource,
Group/Kinaesthetic find the size in degrees
create a tool to help identify Identify angles of elevation and depression from diagrams given.
Activity and minutes of an
trigonometry ratios.
 Enrichment with angle, given a
 Develop in teams, help others to
trigonometric ratio for Interpret diagrams in questions involving angles of elevation and
trigonometric ratios complete.
the angle depression.
 find the lengths of
Lesson 7 Wk.7 Term 2  Prepare a scaffolded worksheet to Draw diagrams to help in solving practical problems involving
unknown sides in
Finding Unknown Sides assist the students in attempting angles of elevation and depression.
right-angled triangles
 Algebraic expressions where the given angle
unknown sides.
with trigonometric  Have student discuss and come up
is measured in degrees Practical Clinometer Activity
ratios with their own instructions to
and minutes
solving the worksheet.
Lesson 8 Wk.8 Term 2  Similar to yesterday, prepare a Workbook/E-Book: 5.2 Trigonometry Pages 37-41
Finding Unknown Sides scaffolded example and get
 See above
 One step solving with students to go through book
Pinterest Activities
trigonometric ratios exercises.
Hands – On (kinaesthetic)
Lesson 9 Wk.8 Term 2  Class exercise involving https://www.pinterest.com.au/pin/702702348088664291/
Solving for the GeoGebra.
Denominator  Differentiation with students by
 See above Conceptual Understanding Conceptual Understanding
 Complex algebraic either expanding what is shown on https://www.geogebra.org/m/P3m5yqMF#material/mssV4vp9
expressions with the board, or do the textbook
trigonometric ratios questions.
Lesson 10 Wk.8 Term 2 Differentiation
Solving for the  Joint Classrooms with 5.3 to assist
Denominator  See above in a peer supportive environment MathOnline.com.au
 Two step solving with in solving two step equations. Lessons: 6081, 5627, 6082, 6083, 8272, 8273.
trigonometric ratios Topic Tests from MOL: 5297, 5269
 “Complete the leaning tower
Lesson 11 Wk.8 Term 2
 find the size in degrees exercise” – teacher starts class by Bearings activity - UK Airports
Finding Unknown Angles introducing students to the
and minutes of
 Information of the unknown angles in trigonometry tower and solve. Pinterest Activities
inverse right-angled triangles  Optional to use resources created Challenge question (Homework)
and work in groups. https://www.pinterest.com.au/pin/702702348088667519/
Lesson 12 Wk.9 Term 2  Practical inclinometer activity (to
Finding Unknown Angles be done in groups). Have a
 See above Inquiry Based Learning
 PowerPoint Lesson on Teacher’s Aid to assist in the
finding angles gathering of information.

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Lesson 13 Wk.9 Term 2
ICT/Research Lesson
 Enrichment with
trigonometric ratios
and structures
Lesson 14 Wk.9 Term 2
Angles of Elevation and
Depression
 Generalises algebraic
expressions in real-life
applications
Lesson 15 Wk.10 Term 2
Angles of Elevation and
Depression
 Extending problem
solving skills through
worded problems
Lesson 16 Wk.10 Term 2
Directions and Bearings
 Evaluate paths taken in
navigational routes eg,
plane/boat
Lesson 17 Wk.10 Term 2
Differentiated Topic Test
 Topic test administered
in class to assess
student progression.
 Attempt the RESOLVE website https://www.resolve.edu.au/trigonometric-trajectories
activity on ziplines.
 DIFFERENTIATION students can
 See above
attempt the advanced
recommended questions if they
finish early.
 solve a variety of
practical problems
involving angles of
 Kahoot can be brought out to
elevation and
revise.
depression, including
 Follow up with angles of elevation
problems for which a
and depression in book.
diagram is not
provided Teaching, Learning and Assessment
Work with bearings, interpreting directions like 035,158, 315 etc -
 draw diagrams to Interactive tool
assist in solving
practical problems Interpret directions given as bearings and represent them in
 Differentiation in that you invite diagrammatic form - Interactive exercises - Transum
involving angles of students to create a cheet sheet
elevation and
from Pinterest. Level 1, Level 2, Level 3
depression  Study circles across the classroom
(Communicating, to help concerned students, Draw diagrams to help in solving practical problems involving
Problem Solving) bearings and check the reasonableness of solutions to problems
involving bearings - Practical Clinometer Activity
 interpret directions
 Use a class discussion, and get Workbook/E-Book: 5.2 Trigonometry Pages 37-41
given as bearings and
represent them in students to create a cheat sheet for
PISA Test Questions
diagrammatic form bearings (GeoGebra or Pinterest).
 Make use of YouTube to assist http://www.oecd.org/pisa/test/
(Communicating,
Reasoning) students with preparation for test
if some are ahead. Kahoot
https://create.kahoot.it/details/pythagoras-and-
trigonometry/dfbb128c-ffea-458c-8ff4-7363f52f901d
 Students complete topic test. Differentiation
Bearings activity - UK Airports
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 Also, benefits teacher
for personal reflection
of pedagogy.
Lesson 18 Wk.10 Term 2
Revision and Assessment  draw diagrams to
for Learning.
 Students learn self-
reflection and
communication
between peers to
improve their learning
of the topic.
YouTube Resource
https://www.youtube.com/watch?v=QO0k_k4bbYM&t=30s
 A reflection by the teacher into the Conceptual Understanding
https://www.geogebra.org/m/ju5MebMP
results from the topic test.
assist in solving Highlights mistakes and facilitates
Hands-On Learning
practical problems discussion with students on what
the mistake was, using the https://www.pinterest.com.au/pin/656610820649393909/
involving bearings
(Communicating, Smartboard.
Problem Solving)  Students correct their mistakes in
pairs to improve social
communication and encourage
learning.
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