Designing Teaching and Learning

Unit: 102086

Assignment 2 - Standards

Unit Coordinator - Dr Maggie Clarke

Unit Tutor Mr. Garry Pursehouse

Prepared by Matthew Doyle

For Western Sydney University

April 2016

Word Count 1632

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Contents

Part A Identifying standards on a lesson plan, rationale ..................................................................... 3

Focus Area 1 ........................................................................................................................................ 3
Focus Area 2 ........................................................................................................................................ 3
Focus Area 3 ........................................................................................................................................ 3
Focus Area 4 ........................................................................................................................................ 4
Part B Report ........................................................................................................................................ 5
Section 1 - Focus areas catering for students learning needs ............................................................ 5
Section 2 - Incorporating peer feedback............................................................................................. 7
Part C Appendix.................................................................................................................................... 8
Appendix item 1 Peer feedback sheet Ali Hasna .............................. Error! Bookmark not defined.
Appendix item 2 Peer feedback sheet Danny Isshak ........................ Error! Bookmark not defined.
Appendix item 3 Peer feedback sheet Joshua Feau.......................... Error! Bookmark not defined.
Appendix item 4 Annotated lesson plan .......................................................................................... 8
References ............................................................................................................................................ 11

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Part A Identifying standards on a lesson plan, rationale
This section will discuss the four focus areas identified from the Australian Professional Teaching
Standards (BOSTES 2015) within an exemplar stage 5 Science lesson (BOSTES 2014), with a brief
rationale for each selection. (Please see Appendix item 4 Annotated lesson Plan, for annotations)

Focus Area 1
(2.3.1) Use curriculum, assessment and reporting knowledge to design learning sequences
and lesson plans

Under the standard heading Know the Content and how to teach it the lesson plan makes
clear reference to the syllabus content (BOSTES 2012) in this lesson, and clearly identifies the
Living World section of the K-10 syllabus and also specifies the content area LW2,
competencies, and the specific learning outcome SC5-14LW. This direct reference to the
syllabus content facilitates reporting and transparency that the teacher is delivering the
syllabus requirements. The syllabus also helps the teacher sequence learning activities and
helps with tracking teaching programs. A referenced support text for the lesson is also
identified, which means the correct content is being taught. By using the syllabus in this
specific way teachers can effectively design lessons and also use them to assist in reporting
that learning outcomes are being met (2.3.1).
Focus Area 2
(1.2.1) Demonstrate knowledge and understanding of research into how students learn and
the implications for teaching

Within the standard Know students and how they learn this focus area has been identified
as it demonstrates an understanding of the methodology of how students learn. This first
phase of the lesson is important as the teacher can revise previous content to refresh the
students, and also more importantly ensure that the necessary learning scaffolds (Vygotsky
cited in Marsh, Clarke & Pittaway, 2014, p.26-27) are in place so that the students can build
and learn upon their existing knowledge. Scaffolding lessons is good practice in teaching, and
has positive implications for the students. Additionally this focus area demonstrates Piagets
theory of schema, and how students accommodate knowledge. The two theories interrelate
since it is much easier for students to accommodate and assimilate knowledge when teachers
put effective learning scaffolds in place (1.2.1).

Focus Area 3
(2.5.1) Know and understand literacy and numeracy teaching strategies and their
application in teaching areas

This focus area has been identified in the lesson plan as strategies for incorporating and
developing student literacy are evident. Literacy is an important skill across all teaching areas.
Literacy is also subject specific depending on the language and terminology for that subject.
For a student knowing the relevant metalanguage for each subject will help their
understanding. The sample lesson plan identifies how the language is specific to this lesson,
in terms of definitions, biological language that are needed for understanding of this lesson.
This is useful as the teacher can clearly see what needs to be taught in terms of language.
Further to language the lesson allows for other literacy skills such as reading and writing,
where the class reads text, summarises and then creates their own written interpretation
(2.5.1).

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Focus Area 4
(1.5.1) Demonstrate knowledge and understanding of strategies for differentiating teaching
to meet the specific learning needs of students across the full range of abilities

This focus area has been identified due to the flexibility given to the teacher to adjust the
lesson structure which is a form of differentiation. Differentiation in teaching is important for
positive learning experiences and individual student learning. Differentiation in this instance
allows the teacher to make informed judgements as to how to adapt the lesson as it
progresses based on how well the students are achieving the staged tasks, and also other
factors like remaining time, and more importantly if some students are requiring additional
help in understanding the lesson and getting through the work. The teacher may choose to
set tasks for students to complete individually or as groups, where the group members can
help each other learn, as a form of scaffolding each others understanding (1.5.1).

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Part B Report
Section 1 - Focus areas catering for students learning needs
Focal area - (2.3.1) Use curriculum, assessment and reporting knowledge to design learning sequences
and lesson plans

This focus area is making reference to a teachers knowledge of the curriculum and how it can
be used to benefit student learning. The Science curriculum, or more correctly in NSW, the
syllabus (Government 2016), is a document that covers K-10, and the content is grouped to
align with school stage groups. This helps the teacher design lessons that are stage
appropriate, and also design a learning sequence that helps the learner progressively build
their knowledge base, incrementally adding to their knowledge whereby a teacher can
systematically use what is learned and known, to introduce an unknown. Theoretically this is
known as the Zone of Proximal Development (ZPD) (Vygotsky cited in Marsh, Clarke &
Pittaway, 2014, p.27), where a cognitive disequilibrium is carefully created so that with the
support of scaffolded instruction learning can occur.

Teacher knowledge of the syllabus is also important in designing assessments. Specific

assessment strategies are recommended in the syllabus, including how to assist students with
special education needs such as Life Skills students who require adjusted learning programs
and methods of assessment, which are designed into lesson plans. Teachers also use
formative and summative assessment (Marsh, Clarke & Pittaway, 2014, p.312) to help student
learning. During a lesson formative assessment can provide feedback to the student, and a
teacher can also use this to be responsive in adjusting the lesson design for best learning.

Lastly syllabus informed lessons assist teachers in designing for effective student learning, and
allow a transparency in program design which assists reporting learning outcomes. This
systematic sequenced approach, informed through syllabus knowledge is most beneficial for
student learning needs.

Focal area - (1.2.1) Demonstrate knowledge and understanding of research into how students learn and
the implications for teaching

The structure and content of the sample lesson plan demonstrates teacher knowledge of how
students learn. The first stage of the lesson plan revises content from previous lessons which
provides a sound foundational scaffold on which can be built. Subsequent stages of the lesson
are each logical and incremental progressions in which the learning is supported, through
teacher discussion, and collaboration by students with their peers. Activities such as
identifying key information, making notes, and students constructing a text also capture and
form learning. The collaboration between teacher and peers is an important factor in how
learning and understanding is supported, or scaffolded through collective interaction.

An additional theory which can be seen demonstrated in this lesson is Piagets concept of
schema (Marsh, Clarke & Pittaway, 2014, p.19). Piaget used the term schema to explain
how people create a framework in their mind to organise and interpret information. Each
stage of this lesson is providing students with a deeper understanding of the content that they
will be able to organise mentally, either by assimilating the new information into a schema,
or adjusting the schema to accommodate the learning. Illustrations used in this lesson are also

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 helpful in forming student understanding in what would otherwise be a particularly text based
lesson.

Focal area - (2.5.1) Know and understand literacy and numeracy teaching strategies and their application
in teaching areas

The lesson plan addresses literacy through a language focus that in this case references the
subject specific terminology and definitions the students need to know for this lesson. Student
learning directly benefits from addressing the metalanguage for this subject, which in this case
is stage 5 Science.

The lesson plan is also designed around the four stage model as outlined by BOSTES (BOSTES
2016) to support student learning through literacy development. In using teacher guided
practice this model is developing student reading and writing skills, which directly facilitates
their learning. Furthermore literacy skills are clearly essential in high school as this is the
predominant mode of content delivery and assessment. Reading is necessary for acquiring
content knowledge and writing skills are just as important so that students are able to
communicate their understanding. Without the fundamental skills of reading and writing
students would find it difficult to engage with learning.

Literacy skills are transferable across all subject areas in schools, and are also important
outside of school life in that students need to be literate to engage with the world. Once
students exit school literacy is important in terms of employability, and also pursuing further
studies, sound literacy skills will be key.

Focal area - (1.5.1) Demonstrate knowledge and understanding of strategies for differentiating teaching
to meet the specific learning needs of students across the full range of abilities

Differentiation (Tomlinson cited in Marsh, Clarke & Pittaway, 2014, p.251) is the idea that
recognises that all students are different from each other, and therefore teaching methods
need to make use of a range of modes, while also being appreciative of student differences.
There will be differences in cognitive abilities, the level of prior experience and understanding,
varied levels of engagement and also preferred learning styles.

The example illustrated in the lesson plan is a simple example of how differentiation can be
built into a lesson plan, which is intended to give the teacher a level of flexibility in delivery,
however differentiation is in reality much more complex. Differentiation involves planning,
and can entail adjusting the curriculum, creating individual learning goals, and providing
student choice to name but a few, but ultimately seeks optimal student learning.

Howard Gardners theory of multiple intelligences (Marsh, Clarke & Pittaway, 2014, p.249)
also relates to differentiation in that Gardners theory proposes that there isnt just one type
of intelligence, but instead eight. Therefore a singular non differentiated teaching approach
would be less effective for student learning.

Students who can benefit from differentiation would include students with learning
disabilities such as life skills students. Also refugee students who may have had limited prior
education experiences and also have English as a second language could benefit from
differentiated help through an EAL/D teacher. Differentiation may also assist students whose
preferred learning style was more akin to Gardners multiple intelligences.

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Section 2 - Incorporating peer feedback
Peer feedback given on a preliminary assessment of the lesson plane was overall positive. It
was observed that the initial examination of the lesson identified six focus areas, where only
four were required. The peer advice given was to address the four stronger connections,
which has been done. This advice encouraged me to be more self-reflective in reconsidering
the justification of the identified focus areas, and which ones could be most useful in
discussing the learning needs of students in this report. Some feedback given said that
rationale for identifying focus areas had not been given, however I could not disagree more.
Rationale was expressed during the discussion and also in the lesson annotations, as was
noted by other peers. The query did however cause me to self-check the justifications that
had been given. The peer feedback also caused me to acknowledge the professional stature
and importance of the education profession, and the need to discuss ideas and develop
ourselves as education professionals in that what we do needs to be valid and justified, and
ultimately focused on delivering meaningful and equitable learning opportunities.

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Part C Appendix
Appendix item 1 Annotated lesson plan

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References
BOSTES 2012, Science K10 (incorporating Science and Technology K6), online,
<http://syllabus.bostes.nsw.edu.au/science/science-k10/content/984/>.

2014, 'Sample Lesson Plan Science Year 9/stage 5', p. 3, viewed 03-03-2016,
<https://www.boardofstudies.nsw.edu.au/7-10-literacy-numeracy/pdf-doc/science-sample-lesson-plan.pdf>.

2015, 'Australian Professional Standards for Teachers', p. 27, viewed 03-03-2016,

<http://www.nswteachers.nsw.edu.au/publications-policies-resources/publications/australian-professional-
standards-for-teachers/>.

2016, 'Learning through reading and writing across the high school curriculum', p. p.4, viewed 21-04-2016,
<http://www.boardofstudies.nsw.edu.au/7-10-literacy-numeracy/pdf-doc/literacy-teachers-brochure.pdf>.

Government, N 2016, BOSTES syllabus, viewed 06-03-2016 2016,

<http://syllabus.bostes.nsw.edu.au/science/science-k10/>.

Marsh, C. J., Clarke, M., & Pittaway, S. (2014). Marsh's Becoming a Teacher/Maggie Clarke, Sharon Pittaway (6th
ed.): Pearson Australia.

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