Assignment 2 Designing Teaching and Learning Lesson Plan

analysis

Alexander Gramatkovski

Original Lesson Plan

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102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only
standards directly addressed in Designing Teaching & Learning that are relevant to this assignment have been
included. However, this does not mean the other standards are irrelevant to lesson planning and evaluation more
generally.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
12345 Comments: No part of the lesson plan, describes students asking questions. No context and no
assistance for students from diverse linguistic cultural, religious and social economic backgrounds.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: It is not incorporated n the lesson plan. However, can be added to the lesson plan.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: Students have the option to work individually or in groups. Students who require
assistance can benefit from groupwork. Capable students can assist less capable ones or work
individually.

1.6 Strategies to support full participation of students with disability

12345 Comments: There is no mention of this in the lesson plan. However, it can be added to assist
students especially in a school with a strong inclusion program.
2 Know the content and how to teach it
2.2 Content selection and organisation
12345 Comments: The content of the lesson plan is relevant to the unit area. It is well highlighted through
the lesson plan. Also, students background knowledge and prior learning are included.
2.3 Curriculum, assessment and reporting
12345 Comments: There is an example for informal assessment of the text through discussions of text as it
is read. There is a lack of assessment both formal and informal in this ext.

2.6 Information and Communication Technology (ICT)

12345 Comments: The lesson is mainly pen paper and whiteboard marker baker based, all of the lesson
wold be on paper. However, there is a room for potential to add an ICT component to the lesson.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
12345 Comments: Goals are not defined in the text. However, the content and summary of the text is
highlighted in the text. However, there is potential for goals to be added.

3.2 Plan, structure and sequence learning programs

12345 Comments: The structure of the lesson, seems to be satisfactory, with the content building u from
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 students previous knowledge and is relevant.
3.3 Use teaching strategies
12345 Comments: The teaching strategies are mainly student lead with teachers assisting and directing
minimally. Group work is well integrated in the lesson plan.
3.4 Select and use resources
12345 Comments: No ICT integration for the lesson for the whole lesson, for the whole lesson the lesson is
mainly conducted with a textbook, pen and paper, with no mention of using technology.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
12345 Comments: Groupwork in the class can be helpful for some students, but other students may no be
contributing to the work.

4.2 Manage classroom activities

12345 Comments: There is a good flow of knowledge from previous leaning, to the reading note taking and
joint construction. There is student driven class room activities, which are fairly well detailed.
4.3 Manage challenging behaviour
12345 Comments: There is no direction given to addressing misbehaviour. NO direction given to non-
participating students,
4.4 Maintain student safety
12345 Comments: No student safety information is provided. Groupwork, can escalate during differing
views and different emotions, but there are no safety protocols.
4.5 Use ICT safely, responsibly and ethically
12345 Comments: There is absolutely no references to ICT in the lesson. The lesson states the text book
that students will use only.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
12345 Comments: Informal assessment is used in the lesson plan, through the construction of notes from
groups. The assessment only highlights students on a class instead of individual assessments.

5.2 Provide feedback to students on their learning

12345 Comments: There is no discussion of results or answer from the teacher. There is a lack of direction
in which the teacher has in assessing the content.

Section 2: NSW Quality Teaching Model

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 is references given to proper learning and how this lesson fits into the curriculum.
The lesson focusses on the living world but does not focus too deeply into certain areas, instead it
focuses on the large number of topics.
1.2 Deep understanding
1 2 3 4 5 Comments: The lesson is mainly student lead, making students communicate with other students,
however there is little scope for student to obtain a deep understanding.
1.3 Problematic knowledge
1 2 3 4 5 Comments: The lesson allows for multiple perspectives from different individuals, however it is
very programmed to achieve a set result.
1.4 Higher-order thinking

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12345 Comments: There is no higher order thinking concepts incorporated in the lesson. The lesson plan is
organised in a way that there is a set objective in mind.
1.5 Metalanguage
1 2 3 4 5 Comments: Photosynthesis, energy, mater and nitrogen are examples where metalanguage is used.
The metalanguage is mainly used in the format of questions.
1.6 Substantive communication
1 2 3 4 5 Comments: The lesson is designed in a way in which communication is used, through groupwork
students are called to discuss and provide ideas about different topics. However there is a lack of
direction for students who do not feel engaged.
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 5 Comments:
The lesson plan, disuses the method of the distribution of content and the group work and discusses
a expected result of the group work.
2.2 Engagement
1 2 3 4 5 Comments: The lesson seems to be somewhat engaging. The groupwork will increase engagement,
however using traditional paper and books will not be so engaging of a practical activity
2.3 High expectations
1 2 3 4 5 Comments: Questions are set out for students, but no expectations in regards to the work ethic,
amount of wok or behaviour are set out.
2.4 Social support
1 2 3 4 5 Comments: Group work is incorporated heavily in the lesson. There is no direction in which and
how the groupwork should operate. It is assumed that other students will assist other students.
2.5 Students self-regulation
1 2 3 4 5 Comments: Students are advised to work in groups however minimal scope is given to students self-
regulation.
2.6 Student direction
1 2 3 4 5 Comments: There is a scope for student to direct to their activities in the lesson. Mainly reading and
summarising work. However, it is lacking in detail.
3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: There is a background knowledge component for a previous learning part. The lesson
builds on the students background knowledge. The lesson seems to be a more in-depth, knowledge
from previous learning foundations.
3.2 Cultural knowledge
1 2 3 4 5 Comments: There is no refences made to other cultures or social groups. There is a small scope in
which this can be included into the lesson.
3.3 Knowledge integration
1 2 3 4 5 Comments: There is no attempt to brig cross circular focus into the lesson however there is scope for
this.
3.4 Inclusivity
1 2 3 4 5 Comments: Students are advised to work in groups, but student inclusivity has not been mentioned
in the lesson plan at all.
3.5 Connectedness
1 2 3 4 5 Comments: There is no connectedness, of the lesson. However, there is scope for this to occur.
3.6 Narrative
1 2 3 4 5 Comments: There is no mentioning of any case scenarios, personal stories or other narrative
techniques.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 1.4 Strategies for teaching Aboriginal and Torres Strait 2) 2.6 Information and Communication Technology (ICT)
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Islander students
QT model
1) 2.2 Engagement 2) 3.6 Narrative

Modified Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Science Stage 5 Ls A,C
Date: Location Booked: Lesson Number: 4 /6
18/05/2017 Science rooms
Time: 60 minutes Total Number of students
Printing/preparation
24 -Science quiz on previous
learning for knowledge review on
previous f
subjects.
-Group work agreement,
-Acceptable ICT policy for
Students
-24 Ipads for each student.
-Student login and admin and
passwords sheet.

Outcomes Assessment Students learn Students learn to

about

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Syllabus outcomes Lesson assessment Students learn about
biological systems in
SC5 -LW Analyses the Informal particular.
interactions between assessment via a
components and kahoot quiz and LW2 Conserving and
processes with biological homework at the maintaing the quality and
systems end of class. sustainability of the
environment requires
scientific understanding
of interactions whin, the
cycling of matter and the
flow of energy through
ecosystems.
a) Recall that
ecosystems
consist of
communities of
interdepend
organism and
abiotic
components of
the environment.
b) Describe how
energy flows
through
ecosystems,
including input
and output
through food
webs.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Integrating aboriginal culture and history in the
lesson
The traditional aboriginal plants and plants
native to Australia.
ICT, integrating visual videos from websites such
as YouTube, science.com
Critical and creative thinking Adding a small
practical demonstration of the plant matter.
Literacy Having a write up report of the lesson.
Students will be analysing the interaction between
components and process within biological systems,
Students have a background knowledge of the
components and processes in biological systems.
This will be one of the first group work oriented lessons
for the students, and one of the first lessons students
will be using ICT in the classroom, so the teacher will
have to ground the rules and requirements, in regards
to groupwork and using ICT.

Time Teaching and Organisation Centred

learning actions T/S
Intro Student mediation Students have a 2-minute mediation. Teacher
2 Whist meditation the teacher will put up
minutes a Kahoot quiz, on the screen

Resources: Kahoot quiz

5 Recap of the living world.
minutes
- Define, energy and making
types of energy and the flow
of energy.
- -Define organisms,
kingdoms, ecosystems biotic
and abiotic food chains ,
bacteria and prokaryotes.
- Define photosynthesis
sugars, proteins and
https://getkahoot.com/
Teacher: Teacher asks students to take Teacher
out their put there iPads. The teacher
lists the game pin as 6284, and ensures
the students sign into the system. The
teacher reminds the class that the lesson
is the revision of prior knowledge.
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 cellulose.
- What is the difference
between chemical reactions,
oxygen, carbon dioxide,
nitrogen and phosphorus.
- - Select the correct images of
the Earths crust, energy
from sun, atmosphere,
evaporation and
precipitation,
5 Negotiation of acceptable group
minutes work and acceptable ICT use. Hand
worksheet to students.
Read through the acceptable ICT and
group work policy. Describe to
students the importance of the
policy. Ask students to explain there
understanding of the policy.
Viewing an informative science video
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minutes Students will watch a video on the
interactions on the interactions
between concepts and processes
within biological systems.
The visual representation will assist
in students understanding the
content.
Detailed reading and note making.
Direct the students to work in groups
of 4. Each group will complete the
reading and make notes on their
iPads. Once students are finished
they submit their notes electronically
to the teacher.
Discussion of results questions:
30 -Define energy and matter
minutes -How energy moves through
ecosystems and matter is recycled.
-Plants se solar energy for
photosystems, animals get energy
from plants.
-Sugars contain energy, organisms
transform energy into other forms to
Teacher: Hand out the acceptable Teacher
groupwork and ICT policy sheet at the
same time place the same information on
the projector.
Student: Negotiating the behaviour of the
students and labelling the expectations in
which are required.
Ensuring the students vocally engage
with the teacher on the importance of the
policy.
Recourses:
Acceptable ICT use and groupwork policy
for the class
Teacher- Sets up the YouTube video and Student
plays it.
Link: https://www.youtube.com/watch?
v=lnAKICtJIA4
The teacher will stop at certain important
sections of the video and reinforce the
message.
Student- Watches the video. Recourses:
YouTube will be on a projector screen and
students viewing it.
Teacher: Waling around the groups Student
ensuring every group is participating
equally and fairly. The teacher would also
be asking questions to students to asses
there understanding. Difficult questions
can also be asked, to more academically
gifted students to test their knowledge.
Student: Reading and writing answers
on an iPad.
Resources: iPad and textbook.
Teacher: Assists in guiding the Student
discussion and encouraging students to
explore different ideas from the content.
Questions will be asked to students, in
particular in which possible ways in which
the content can relate to real world
scenarios.
Student: Completes reading and writing
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 do work. activates using the iPad.
-Matter flows through ecosystems as
food and waste. Resources: Discussion question sheets
-Water cycle transfers water through
evaporation and condensation.

Additional activity: Student complete

the activity, complete a PowerPoint
presentation on energy in the
biological system, in real world
situations for homework.
5 Reflection Teacher: Sets up YouTube clip on Teacher
minutes aboriginal people using biological
Aboriginal video on how aboriginal ecosystems. Which make it lead u to
people interact with the Australian important current events. IT incorporates
ecosystem aboriginal history, geography and culture
in the part of the quiz.
Guide questions and encourage class
participation: Student: Class reflects and discusses its
1) Define how aboriginals thoughts on how historically aboriginals
obtained their energy? used their knowledge of energy.
2) How the aboriginals
explained living energy Resources:
matter?
3) What food mater aboriginals YouTube clip:
consumed that was in high https://www.youtube.com/watch?
energy? v=QRBMdS4t36c
4) How do aboriginals use
energy knowledge to their
advantage?
5) Describe the traditional
aboriginal use of solar
energy and knowledge?

Reflection

What have I learned about the teaching and learning process when
preparing this lesson?

In the modification of the original lesson plan, I had to incorporate the use
of ICT and aboriginal culture in the lesson. The original lesson plan lacked
any use of ICT and aboriginal culture in the lesson. The original lesson
plan lacked any use of ICT. The addition of ICT in the classroom was more
easily conducted, than the addition of aboriginal culture in the context of
biological systems. However, I had found the context of aboriginal history,
using solar energy to their advantage. I have integrated this into the
lesson plan.

The modification of the existing lesson plan was necessary to allow for all
students from differing levels and styles of learning students might have.
It was helpful to find the 8 ways website that aboriginal and torris strait
islander students are more visual learners and respond well to stories and
visuals, as opposed to written content. The original lesson plan had no
inclusion of this and I was required to go online and incorporate relevant
examples to the amended lesson plan.

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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC5-14W -Informal assessment through the discussion of
results.
-Set homework activity which integrates ICT.

WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

Overall this lesson has minimal chances of risks in it, due to not being a practical
class. However, there is still large risks present. The major possible risks which may
occur, may occur during groupwork situations. Students may not agree or disagree
with certain topics of the content. Students where explained the ICT and group work
requirements which are to be understood by the students. Care should be taken when
advising students to work with difficult or anti social individuals so they do not have
any outbursts, or become violent. Students using technology also presents as tripping
hazard, care should be taken to prevent the tripping of any students in the class room.

Academic justification

The original lesson plan was not very comprehensive and scored poorly
in regards to the Australian professional standards for teachers, (AITSL,
2017). However, there is a large scope and potential for improvement in
the context. There has been an advantage of the use of information and
communications technologies (ICT) and difference learning with the
lesson for indigenous students and less capable students, with respect to
the Australian professional standards for teachers (AITSL, 2017).
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It has been researched by (Gordon, 2002), that aboriginal and Torres strait
islander students, positivity respond to visual and illustrative images. In
Gardiners (2005), study he discovered that visual images, in the context
of science allowed students to receive generally higher grades and
knowledge. Also adding in the viewing of a YouTube presentation, will
ensure that the standards and strategies of teaching aboriginal and
torries strait islander students and difference teachings met the specific
learning needs of students across the full range of abilities.

According to Pui (2016), differentiated learning is a framework or

philosophy for effective teaching that involves providing different
students with different avenues to learning. According to Menekse
(2013), differention in a classroom setting is often easily accidently for
differentiated learning to provide a limited effective learning experience.

It is our main priority to ensure that the changes to the lesson do not
change the curriculum and outcomes. It has been researched that
aboriginal students respond well to visual representation, such as videos
or animations ("Rationale, Aims and Objectives for Aboriginal Education in
South Australia", 1983). This has been used in the lesson plan by the use
of video before and towards the end, of the lesson on you tube. The
question sheet also contains many graphical illustrations and content to
further aid this.

The use of ICT in the previous original lesson plan was not used. The new
amended lesson plan, adds the integration of two videos from the science
channel ("How the Universe Works", 2017) and YouTube (Bozeman
Science, 2017). There was also the integration of ICT in the classroom
though a Kahoot quiz, which was conducted early in the lesson. Studies
revealed that the Kahoot quiz is a reliable in which to test students
knowledge on topics. ICT integration in the Australian classroom has been
many positive benefits in particular the science field (Plump, & LaRosa,
2017)

Ensuring students only use websites such as YouTube, the science

channel and Kahhot, will ensure that the sites are used for educational
purposes and ensuring the safety of the students. The use of ICT in
completing notes will allow for students who are less capable (eg. hand
problems) to participate in these activities. It has been researched that
the use of ICT in the classroom has had great positive effects n students
who are less capable (Galloway, 2013).

The previous lesson plan was changed in regards to the NSW quality
teaching model. The 2 main areas which were altered was engagement
and narrative.

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This was addressed by allowing students to use ICT in the classroom,
which has been research to have positive effects in their engagement of
the lesson and further aid there learning and concentration (Galloway,
2013). The use of ICT should allow students who have difficulties in
reading and writing to also participate and engage with the lesson
(Sutherland, 2004).

The final modification in which is going to be made in the introduction of a

narrative in the lesson plan. It aims to add and introduce culture in the
lesson (Samuel, 2014) The inclusion of the video at the start of the
lesson, the interaction between components and process within biological
systems, shows the cultural importance in Australia that biological
systems play. The video provides a narrative, which is been seen as
extremely useful in assisting aboriginal students (Gardiner, Evans, &
Howell, 1995).

Story telling has also been shown to aid students. Its assists students to
relate the concepts in which they have learnt in the classroom to the
concepts outside the classroom (Gardiner, Evans, & Howell, 1995). The
video relates to concepts of history and geography which can help
students, in other curriculum areas outside of science. This, extra
curriculum education has been found to further help students in all areas
and the contexts of the curriculum (Ford, 2013).

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References

Australian Institute of Aborginal Studies - request for manuscripts.

(1975). The Australian Journal Of Indigenous Education, 3(02), 14.
http://dx.doi.org/10.1017/s1326011100601023

Bozeman Science. (2017). Energy Flow in Ecosystems. Retrieved from

https://www.youtube.com/watch?v=lnAKICtJIA4

Ford, M. (2013). Achievement gaps in Australia: what NAPLAN reveals

about education inequality in Australia. Race Ethnicity And
Education, 16(1), 80-102.
http://dx.doi.org/10.1080/13613324.2011.645570

Galloway, J. (2013). Brilliant Ideas for Using ICT in the Inclusive

Classroom. Journal Of Assistive Technologies, 7(1), 70-70.
http://dx.doi.org/10.1108/17549451311313255

Gardiner, J., Evans, D., & Howell, K. (1995). Suspension and Exclusion
Rates for Aboriginal Students in Western Australia. The Aboriginal
Child At School, 23(01), 32-35.
http://dx.doi.org/10.1017/s0310582200005034

How the Universe Works. (2017). Discovery Science. Retrieved 12 May

2017, from http://www.sciencechannel.com/tv-shows/how-the-
universe-works/

Menekse, M., Stump, G., Krause, S., & Chi, M. (2013). Differentiated Overt
Learning Activities for Effective Instruction in Engineering
Classrooms. Journal Of Engineering Education, 102(3), 346-374.
http://dx.doi.org/10.1002/jee.20021

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New Atlantis Full Documentaries. (2017). The men of the Fifth World (full
documentary). Retrieved from https://www.youtube.com/watch?
v=QRBMdS4t36c&t=1s

Plump, C., & LaRosa, J. (2017). Using Kahoot! in the Classroom to Create
Engagement and Active Learning: A Game-Based Technology Solution
for eLearning Novices. Management Teaching Review, 2(2), 151-158.
http://dx.doi.org/10.1177/2379298116689783

Pui, W. (2016). Differentiated Curriculum Design: Responding to the

Individual and Group Needs of Students with Learning Difficulties with
Self-regulated Learning Strategies. Support For Learning, 31(4), 329-
346. http://dx.doi.org/10.1111/1467-9604.12141

Rationale, Aims and Objectives for Aboriginal Education in South

Australia. (1983). The Aboriginal Child At School, 11(04), 21-37.
http://dx.doi.org/10.1017/s0310582200012864

Samuel, S. (2014). How to design a comprehensive lesson

plan. Mededpublish. http://dx.doi.org/10.15694/mep.2014.003.0032

Sutherland, R. (2004). Designs for learning: ICT and knowledge in the

classroom. Computers & Education, 43(1-2), 5-16.
http://dx.doi.org/10.1016/j.compedu.2003.12.017

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