Professional Documents
Culture Documents
Part A.
Part B.
Report.
The year 9 history lesson plan constructed by the Australian Curriculum Lessons
(ACL) does focus on diverse learning needs (2015). The main objective is to assist
underperforming students, this is evident throughout the lesson plan in various areas,
such as: the tasks, and the teacher reflections. Therefore the lesson plan only standard
1.5.1 focus area differentiate teaching to meet the specific learning needs of students
across the full range of abilities (AITSL, 2014). However, this lesson plan is mostly
constructed to assist under performing students and over looks gifted students. Gifted
students tend to prefer challenging learning materials to stimulate them. In Capern and
Hammonds research on the behaviors of gifted students and students with
Emotional/behavioral disorders (2014). This research had discovered that gifted
students often face sociological issues (Capern and Hammond, 2014). In addition,
students who excel academically are often bored in classes this is because they finish
the set tasks and are unable to reflect on the lesson (Capern & Hammond, 2014; Walker,
2015). The tasks set out in the lesson plan are simple and cater to diverse learners.
However in order to accommodate for gifted students a simple adaptation to the
reflecting aspect of the lesson can be made. Rather than have two or three students read
their letters the conclusion to the lesson should be a class discussion on the video, this
allows all students to reflect on the speech and relate it back to the curriculum topic.
This change allows gifted students to actively participate and it eliminates boredom.
that requires students to know how to form topic sentences and organizes writing into
and introduction, body and conclusion. The lesson teaches the curriculum content
through a video and a short reading. After each activity students are required to write
reflections, specifically seen in the second activity, or to construct basic maps/timelines,
as seen in activity one. Literacy skills are interwoven in the curriculum across various
subjects these are categorized as general capabilities, which is then supported by the
national standards (Lu & Cross, 2014; Leu, Mcverry, OByrne, Kiili, Zawilinski,
Everett-Cacopardo, Kennedy & Forzani, 2011).
The lesson plan addresses diversity in the classroom, it addresses literacy levels
and cogitative understanding. The diverse cognitive learning levels have been addressed
and can be seen in the activity structure, 4.2.1. The initial activity is to give the students
a basic understanding of the chronological ordering, through the world map/ timeline
activity (Ewing, Foster & Whittingtion, 2011). This activity allows students who are
still adapting to formal operational thought to better grasp an understanding of the topic
being taught (Swing, Foster & Whittington, 2011). The order and management of the
activities help to gives students a linear structure, allowing them to process the content.
There is diversity amongst students development as well as in the academic ability,
such as literacy skills. The four standards achieved in the lesson plan: 1.5.1, 2.3.1, 5.3.1
and 4.2.1, cater to diverse learning needs.
Peer Feedback.
The feedback that had been given by four peers had stated that there had to be a
clear link between the lesson plan and the standards, specifically Esen and Mark had
stated this. The report plan had been changed in it s orientation to accommodate this
feedback. Every paragraph contains a standard with links to the chosen lesson plan. And
also to make it more clear the standards focus area have been quoted as well as having
the graduate standard documented, 1.5.1, 2.3.1, 5.3.1 and 4.2.1. In addition, Phillip had
commented that there needed to be more explanation of the standard in Part A, this had
been done. Naomi, mention that there had to be more detail in the benefits of the
activities and how they relate to the standards, this had been addressed in part B.
Furthermore, all peers had agreed that the standards selected had been appropriate, and
were related to the lesson plan. Overall the peer review has assisted in organizing the
structure of the report and had provided critical feedback on what needs to be
incorporated and improved.