102086 Designing Teaching & Learning

18795006 Monica Sharpe

Assignment 2 Lesson Plan Analysis

Contents

Contents 1
Original Lesson Plan 2
Adapted Lesson Plan 3
Lesson Plan Analysis .7
Modified Lesson Plan 13
Academic Justification . 19
References 23
Learning Portfolio Web Link.25

1
Original Lesson Plan

EN4-1A
explore and
appreciate the
aesthetic qualities
in their own and Early traditions of storytelling
other texts and the
power of language
to communicate Students individually or in pairs research the role and
information, ideas, the importance of oral storytelling. They consider the
feelings and
viewpoints
role of oral storytelling in the past and its continuing
place in the world.
EN4-3B
engage with the Students record and report their findings (learning
language and The Illiad
structures of texts
log, class mind map). Beowulf
in meaningful, Bush ballads.
contextualised and Read/play and then, as a class, discuss an extract from Most are available
authentic ways
an epic poem such as on CDs, DVDs,
recognise and use The Illiad, and/or a bush ballad such as The Man from podcasts, apps
appropriate Snowy River and/or an extract from a medieval poem
metalanguage in
discussing a range such as Beowulf.
of language forms, Have students reflect on the following questions:
features and What is the story about?
structures
How does the writer/storyteller engage the
EN4-4B
reader/listener?
explore and analyse
the ways purpose, Why have these stories endured through time?
audience and
context affect a This could be done as a jigsaw activity. Students form
composer's choices
of content,
groups and each group addresses one question in
language forms and relation to a variety of texts or each group is given
features and one type of text and addresses all questions.
structures of texts
to creatively shape
meaning

EN4-5C Assessment for learning

critically consider Students make a summary of one story they most
the ways in which
meaning is shaped
enjoyed and explain how the elements of engaging
by context, storytelling are apparent in the story. Students
purpose, form, compose a short piece of writing to present their
structure, style,
content, language
ideas.
choices and their
own personal
perspective

Source: Board of Studies Teaching & Educational Standards NSW.

Programming. Retrieved from:
http://syllabus.bostes.nsw.edu.au/english/english-k10/programming/

2
 Adapted Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Early Traditions of Storytelling Stage 4
Date: Location Booked: N/A Lesson Number:

Time: Total Number of students: Printing/preparation:

Bring copy of The Illiad and
recording of The Man from
Snowy River

a
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment
1. Students compose
EN4-1A and submit a short
EN4-3B piece of writing
EN4-4B analysing the
EN4-5C effectiveness of
one story

Cross Curriculum themes & General capabilities
Explicit subject specific concepts and skills
Students (1) explore and appreciate the aesthetic qualities
in their own and other texts and the power of language to
communicate information, ideas, feelings and viewpoints;
(2) engage with the language and structures of texts in
meaningful, contextualised and authentic ways; (3)
recognise and use appropriate metalanguage in discussing
a range of language forms, features and structures; (4)
explore and analyse the ways purpose, audience and
context affect a composer's choices of content, language
forms and features and structures of texts to creatively
shape meaning; (5) critically consider the ways in which
meaning is shaped by context, purpose, form, structure,
style, content, language choices and their own personal
perspective

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

3
How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element

4
 Time Teaching and learning actions Organisation Centred
T/S
Intro Teacher:

Student:

Resources:

Body Teacher:
Students individually or in pairs research the role and
the importance of oral storytelling. They consider the Student:
role of oral storytelling in the past and its continuing
place in the world. Students record and report their Resources:
findings (learning log, class mind map).

Teacher:
Read/play and then, as a class, discuss an extract
from an epic poem such as The Illiad, and/or a bush Student:
ballad such as The Man from Snowy River and/or an
extract from a medieval poem such as Beowulf. Resources: Copy of The Illiad,
Odyssey and recording of The Man
Have students reflect on the following questions: from Snowy River
What is the story about?
How does the writer/storyteller engage the
reader/listener?
Why have these stories endured through
time?

This could be done as a jigsaw activity. Students

form groups and each group addresses one question
in relation to a variety of texts or each group is given
one type of text and addresses all questions

Teacher:
Assessment for learning:
Student:
Students make a summary of one story they most Resurces:
enjoyed and explain how the elements of engaging
storytelling are apparent in the story. Students
compose a short piece of writing to present their
ideas.

Teacher:

Student:

Resources:
Conclusion Teacher:

Student:

Resources:

5
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards

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?

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.

6
102086 Designing Teaching & Learning 2H 2016
Assignment 2: APST and QT Analysis Template

Student name: Monica Sharpe

Student ID: 18795006

Section 1: Australian Professional Standards for Teachers

Evaluate the adapted 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 a rating scale. You can ignore the other standards for this assignment. However, this does not
mean the other standards are irrelevant to lesson planning and evaluation more generally.

Standard Evaluation score Comments incl. evidence for evaluation score (2 sentences
1 (poor) 5 maximum)
(excellent)
1 Know 1.1 Physical, social and intellectual development and characteristics of students
students and 1.2 Understand how students learn
how they learn 1.3 Students with diverse linguistic, cultural, There is no mention of teaching students with diverse linguistic, cultural,
1 2 3 4 5 NA
religious and socioeconomic backgrounds religious and socioeconomic backgrounds in this lesson plan.
1.4 Strategies for teaching Aboriginal and Torres There is no mention of strategies for teaching Aboriginal and Torres
1 2 3 4 5 NA
Strait Islander students Strait Islander students in this lesson plan.
1.5 Differentiate teaching to meet the specific The substantial use of group work throughout the lesson could be used
learning needs of students across the full range of as a method of differentiation especially if more able students are paired,
abilities or grouped, with lower ability students to encourage peer assisted
1 2 3 4 5 NA learning. Also, the use of a range of questions, from the lower order
comprehension question, to the higher order evaluative question, allows
students with different abilities to be engaged with the lesson. However,
this differentiation should be made explicit in the lesson plan.
1.6 Strategies to support full participation of This lesson plan does not explicitly state such strategies, but as stated
students with disability 1 2 3 4 5 NA above, the group work and different levels of questioning could be used
to engage students with some forms of intellectual disability.
2 Know the 2.1 Content and teaching strategies of the teaching area
content and 2.2 Content selection and organisation 1 2 3 4 5 NA The content selected for this lesson appears to be appropriate in scope,
how to teach it however could be improved by selecting a wider range of texts, for
example, different cultural texts rather than all canonical Western texts.

7
 2.3 Curriculum, assessment and reporting 1 2 3 4 5 NA The activities in the lesson are strongly linked to the Australian National
Curriculum, however more work is need to connect with cross-
curriculum themes. There is scope provided for the teacher to engage in
continuous assessment and feedback, both informal and formal,
throughout the lesson, although this could be made more explicit in the
lesson plan.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology 1 2 3 4 5 NA Although not explicitly stated, it would appear the students would use
(ICT) basic internet searches to do the first research task. Basic ICT is also used
to play the recording of the poetry.
3 Plan for an 3.1 Establish challenging learning goals 1 2 3 4 5 NA There are clear and suitably challenging goals and expectations in each of
implement the learning activities. There is also a diverse range of both group-related
effective and individual goals that challenge students in different ways.
teaching and 3.2 Plan, structure and sequence learning 1 2 3 4 5 NA The lesson is well planned and flexible enough to allow for teacher
learning programs discretion. For example, the discussion of the questions could be done
more fully as a class discussion, or entirely as the jigsaw activity.
However, at the beginning of the lesson there is no introduction by the
teacher, an oversight that could render the lesson unframed and
incoherent.
3.3 Use teaching strategies 1 2 3 4 5 NA The lesson employs a range of teaching strategies, from pair researching,
class discussion, group work and individual work. These encourage
collaborative and creative thinking.
3.4 Select and use resources 1 2 3 4 5 NA The use of resources is appropriate for the lesson, however could be
improved by using more ICT resources. The use of resources could also
be improved by providing links to specific recordings of the poetry that
would be used so that its quality is ensured and the teacher is not relying
on an internet search to find a recording.
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
4 Create and 4.1 Support student participation 1 2 3 4 5 NA The lesson supports student participation well, especially because it
maintain includes work both in small groups, as in the research activity, and larger
supportive groups, as in the jigsaw activity. The jigsaw activity especially supports
and safe student participation because it requires the groups to be dependent on
learning each other, with each group responsible for a different text or question.
environments 4.2 Manage classroom activities 1 2 3 4 5 NA The activities are organised well for the teacher, however it would be up
to the individual teacher to manage the activities effectively. This would
include managing the research section and jigsaw activity to ensure

8
 students stay on task.
4.3 Manage challenging behaviour 1 2 3 4 5 NA Strategies for managing challenging behaviour are not mentioned in this
lesson plan. It would be important for the teacher to plan, prior to
conducting the lesson, strategies for managing possible challenging
behaviour.
4.4 Maintain student safety 1 2 3 4 5 NA Strategies for managing student safety are not made explicit in this
lesson plan. Although there are not substantial risks to student safety, the
teacher will need to monitor students safety in using the internet and
moving furniture around the room during group work.
4.5 Use ICT safely, responsibly and ethically 1 2 3 4 5 NA ICT is used in the lesson but there is no mention of responsible or safe
use. As students are using laptops with internet access, measures would
need to be in place to ensure responsible use.
5 Assess, 5.1 Assess student learning 1 2 3 4 5 NA The lesson plan allows the teacher to assess students informally
provide throughout the lesson, as there are a number of places where students
feedback and report back to the class, and their understanding can therefore be
report on monitored. The piece of individual work at the end could also be used as
student a more formal piece of assessment. Perhaps diagnostic assessment could
learning be included at the beginning of the lesson, in the form of a class
discussion about oral storytelling, to assess prior knowledge.
5.2 Provide feedback to students on their learning 1 2 3 4 5 NA The lesson plan implies that the teacher would be giving feedback to the
students throughout the lesson by engaging in their discussion and
offering suggestions. However, there is no explicit mention of the teacher
providing feedback on the research or jigsaw activity, and this could be
included to ensure that more feedback is given.
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
6 Engage in 6.1 Identify and plan professional learning needs
professional 6.2 Engage in professional learning and improve practice
learning
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning

7 Engage 7.1 Meet professional ethics and responsibilities

9
 professionally 7.2 Comply with legislative, administrative and organisational requirements
with 7.3 Engage with the parents/carers
colleagues,
parents/carers 7.4 Engage with professional teaching networks and broader communities
and the
community

Section 2: NSW Quality Teaching Model

Evaluate the adapted lesson plan according to the following NSW Quality Teaching model elements. If you mark an element as NA (not applicable)
please justify in your comments.

Dimension Element Code Comments incl. evidence for code (2 sentences maximum)
(refer to QT model
documentation for
criteria for each
number)
Intellectual Deep knowledge 1 2 3 4 5 NA There is a sustained focus on the concept of oral storytelling,
quality especially its importance and the elements that make oral
storytelling effective and significant. All of the activities reinforce
this central concept; however there could be more explicit
signposting by the teacher especially in regards to the research
activity, which would connect the activities.
Deep understanding 1 2 3 4 5 NA The activities throughout the lesson are designed to allow for a
deep understanding by the students because they require students
to make connections and draw their own conclusions. Requiring
the students to do an individual piece of work at the conclusion of
the lesson in which students must apply the information learnt,
specifically encourages students to engage deeply with the
information presented.
Problematic knowledge 1 2 3 4 5 NA The idea that knowledge is problematic is not explicitly stated in
the lesson plan. However, a discussion about the techniques used
by the storyteller to engage the listener could open up a discussion
about the storytellers purpose and motive in telling the story. The

10
 teacher could at this point encourage a discussion about the way
stories are politically and socially constructed for particular
purposes.
Higher-order thinking 1 2 3 4 5 NA The questions, especially the final question, why have the stories
endured through time? encourages higher order thinking skills.
The final activity also requires students to apply and re-organise
the information presented throughout the lesson.
Metalanguage 1 2 3 4 5 NA Metalanguage is used throughout the lesson, with students
discussing and evaluating the nature of and elements that make up
oral storytelling.
Substantive communication 1 2 3 4 5 NA Communication occurs throughout this lesson with the majority of
the activities including group work and discussion with the
teacher. The only activity where communication does not occur is
the final individual task.
Quality Explicit quality criteria 1 2 3 4 5 NA The lesson plan gives no indication that the students are provided
learning with any explicit quality criteria in regards to the activities. This
environment could be improved by doing a class brainstorm of criteria for the
final activity, or by the teacher circulating during the group
activities and offering suggestions, so the students gain an
understanding of the quality of the work that is required.
Engagement 1 2 3 4 5 NA The activities during the lesson promote high engagement by the
students as they are required to work collaboratively and report
back to the class. However, the teacher would need to continue to
monitor the class during the lesson to ensure continued
meaningful engagement by all students.
High expectations 1 2 3 4 5 NA The group activities, especially the jigsaw activity, demonstrate
high expectations of the students because they render students
learning dependent upon each other. If one group does not answer
all the questions or contribute it affects other students, and
therefore there is a high expectation that each group will complete
the task to a high standard.
Social support 1 2 3 4 5 NA The lesson encourages social support because of the significant
amount of group work involved. The teacher would need to
monitor the interactions to ensure that the groups were positive
environments in which students felt safe and supported in their
contributions.

11
 Students self-regulation 1 2 3 4 5 NA The lesson, especially the research task and jigsaw activity,
requires student self-regulation. The teacher would need to make
sure that each of the activities was clearly explained so that the
students felt confident in self-directing their learning.
Student direction 1 2 3 4 5 NA There is low student direction in this lesson. Although the students
are able to choose which story they analyse in the final activity, it
must be one that has been used in class. Allowing students to find
their own oral story to analyse could improve student direction.
Significance Background knowledge 1 2 3 4 5 NA Students background knowledge is not mentioned or elicited in
the lesson although it could be included by a discussion about
students own knowledge and experience with familial or cultural
oral story telling.
Cultural knowledge 1 2 3 4 5 NA Cultural knowledge is not mentioned in the lesson, and in fact the
choice of texts, all canonical Western texts, does not encourage the
development of cultural knowledge. Including other cultural texts
could improve the lesson.
Knowledge integration 1 2 3 4 5 NA There could be a superficial connection made by students between
the literary texts, and knowledge they have from history classes
about the context of construction of each of the texts. This could be
promoted by a more thorough consideration of the context of the
texts.
Inclusivity 1 2 3 4 5 NA The inclusivity of the classroom cannot be assessed by this lesson
plan, although the activities promote the inclusion of all students.
Connectedness 1 2 3 4 5 NA This lesson has no clear connection to anything beyond itself,
however this could be developed by encouraging students to
consider the importance of oral storytelling in their own families
or cultures.
Narrative 1 2 3 4 5 NA Narrative is central to the lesson because of the use of literary
texts throughout the lesson.

12
 Modified Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Early Traditions of Storytelling Stage 4
Date: 12/09/16 Location Booked: N/A Lesson Number: 3/10

Time: 60 minutes Total Number of students: 28 Printing/preparation:

Organise for local Aboriginal
Elder to come and share oral
story with class.
Bring class set of The Illiad,
and prepare recording
of The Man from Snowy River
a
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment The importance and Analyse the language
2. Formal formative role of oral features of oral
EN4-1A assessment: storytelling in a stories
EN4-3B Students compose variety of contexts Analyse the effect of
EN4-4B and submit a short Features of oral context and purpose
EN4-5C piece of writing stories on oral stories
analysing the
effectiveness of
one story
3. Informal formative
assessment:
Questioning and
monitoring of class
discussion and
group work to
assess students
understanding
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Students (1) explore and appreciate the aesthetic qualities
in their own and other texts and the power of language to
Literacy communicate information, ideas, feelings and viewpoints;
Critical and creative thinking (2) engage with the language and structures of texts in
Personal and social competence meaningful, contextualised and authentic ways; (3)
recognise and use appropriate metalanguage in discussing
Intercultural understanding a range of language forms, features and structures; (4)
Aboriginal and Torres Strait Islander explore and analyse the ways purpose, audience and
histories and cultures context affect a composer's choices of content, language
forms and features and structures of texts to creatively
shape meaning; (5) critically consider the ways in which
meaning is shaped by context, purpose, form, structure,
style, content, language choices and their own personal
perspective

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

13
 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element

14
 Time Teaching and learning actions Organisation Centred
T/S
Intro Teacher: Mark roll, write Teacher /
(5 mins) Teacher marks roll and introduces topic of definition on board, guide Student
oral storytelling and the learning goals of the the class brainstorm.
lesson. Teacher writes a definition of oral
storytelling on board and has students copy Student: Write definition in
it into their book. Teacher writes following books, contribute to
questions on the board; brainstorming activity.

When do we tell stories orally? Resources: Roll, white board

Does your family have stories that marker.
they tell about your familys past?
How important are these stories?

Students have one minute to individually

consider these questions and write some
thoughts in their books. Have students
brainstorm and share these ideas with the
class.

Write main ideas on the board.

Body Teacher: Circulates between Student
Students individually or in pairs research the groups to ensure students
(12 mins) role and the importance of oral storytelling. stay on track and to offer
They consider the role of oral storytelling in advice.
the past and its continuing place in the
world. Students record and report their Student: Research on
findings (learning log, class mind map). laptops and then record
Ensure that Lifeskills student is with their findings in learning
designated class buddy for the remainder of log/notebook.
the lesson.
Resources: Laptops
Teacher/Student
Communicate with local Aboriginal Elder and Teacher: Plays/reads texts,
(25 mins) invite him to come to the classroom and leads initial discussion, and
share an Aboriginal oral story with the then circulates through
students. Invite the Elder to stay for the groups asking questions to
remainder of the lesson and join in the check students
following discussion of oral traditions. understanding.

Read/play and then, as a class, discuss an Student: Listen to texts,

extract from an epic poem such as The Illiad contribute to initial
and a bush ballad such as The Man from discussion, and then
Snowy River. contribute to group
discussion.
In regards to each of the texts have students
reflect on the following questions: Resources: Copy of The
What is the story about? Illiad, and recording of The
How does the writer/storyteller Man from Snowy River
engage the reader/listener?
(answers could include through vocal
volume, movement, rhythm, rhyme

15
 etc.)
What is the purpose of the story?
Does it have a social or political
purpose? ( for example, the
Aboriginal oral story could have been
used to teach the next generation
about their culture and connection to
the land)
Why have these stories endured
through time? (answers could include
because they are passed down
through families, because they are
memorable, because they are used at
particular cultural events etc.)

For one text this could be done as a class,

with the main ideas written on the board.

The rest of the activity is conducted as a

jigsaw activity. Students form groups, and
each group is assigned one of the oral texts
which they analyse in relation to the
questions. Students use laptops to research
the context of the text they have chosen.

Assessment for learning: Teacher: Be available for Student

(15 mins) Students research and discover a oral story
of their own choosing, make a summary of
the story, explain how the elements of
engaging storytelling are apparent in the
story and describe the purpose of the story
in its particular cultural context. Students
compose a short piece of writing to present
their ideas.
students to ask questions,
circulate amongst students
checking they are on track.
Student: Find an oral story
of their own choosing, begin
research and analysis,
compose a short piece of
writing.

Students begin this task in class, and then Resources: Laptops.

complete as homework.

Conclusion Teacher: Present homework

(3 mins) Give the rest of the written task as
homework for the next lesson, ensure they Student: Write homework in
have written this in homework homework diaries.
diaries.Instruct students that this piece of
writing should be completed and Resources: Homework
uploaded to the Class Weebly by next lesson. diaries

16
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

In preparing this lesson, I have learnt that by making small adjustments and insertions, a
lessons quality can be greatly improved in terms of both the APST and QT model
criteria. Although I knew, theoretically, about different levels of questioning, it was
interesting that by simply adding one question about the purpose and context of texts
to the main activity of the lesson, I could immediately engage students critical thinking
abilities. Before my analysis of this lesson, I also assumed that allowing student direction
in class would be unmanageable and result in a chaotic environment. Preparing this
lesson challenged that assumption, as I realised that by simply modifying the final
activity to allow students to choose their own oral text, rather than forcing them to
study one I had chosen, I had allowed students to connect the information learnt in class
to their own interest areas. This also illustrated to me the interconnectedness of the
various criteria in the APST and QT model. I found that by making one change, I
enhanced the quality of the lesson not only in regard to the criteria I had chosen, but
also in regards to other criteria. For example by including an Aboriginal perspective,
alongside canonical Western texts, I could improve the lesson in terms of strategies for
teaching Aboriginal & Torres Strait Islander students, cultural knowledge and
connectedness.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

EN4-1A Formative, informal assessment via monitoring class
discussion and group work activity.
EN4-3B Formative, informal assessment via monitoring class
discussion and group work activity, and formative, formal
assessment via making the final written task.
EN4-4B Formative, formal assessment via marking the final written
task.
EN4-5C Formative, informal assessment via monitoring class
discussion and group work activity, and formative, formal
assessment via making the final written task.

Other considerations

17
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards

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?

This lesson involves minimal physical risk as it takes part entirely in a traditional
classroom setting. There will be times where the students will be moving around the
classroom as well as moving chairs and table to form groups. During this time the
teacher should ensure students are acting safely, and any tripping hazards, such as
laptop cords, are removed from the floor.
Much of the lesson involves students doing independent, or group, research on their
laptops. Students should be reminded of the schools internet usage policy and the
teacher should continuously circulate to ensure the students are using the internet
safely.

References (In APA)

Drake, J. (2011). The Man from Snowy River. On Australian Bush Poetry Classics [CD]
Sydney, Australia: Import.

Homer. The Illiad. Merrill. R. (trans) (2007). Michigan, United States of America:
University of Michigan.

18
Academic Justification

The first modification I made to the lesson plan was the inclusion of a teacher

introduction and brainstorming activity at the beginning of the lesson. This aimed to

improve the lesson in terms of Standard 3.2: Plan, structure and sequence learning

programs (AITSL, 2014, pp. 5). Although the original lesson plan was structured

well, there was no introduction to present the main idea of the lesson and establish

learning goals. Research has found that effective lesson introductions are essential

for establishing learner engagement (Wilhelm, 2007). The strategy used to establish

learner engagement in this lesson is the activation of learner prior knowledge which

research has found renders learning more relevant and increases social engagement

in the classroom (Wilhelm, 2007). By asking students to consider oral storytelling in

their own families, prior knowledge the students all possess is activated and

connected to the rest of the lessons content. Moreover, choosing to have students

consider their own experiences of oral storytelling also improves the lesson in

terms of the NSW Quality Teaching model (QT model), specifically in regards to

background knowledge, knowledge integration and connectedness (NSW

Department of Education and Training, 2008). The introduction is concluded by a

brainstorming activity in which students initially work individually before sharing

their ideas with the rest of the class in a strategy known as nominal brainstorming

(Miller 2012). I have modified the lesson to include this form of brainstorming, as

opposed to interactive brainstorming where students immediately share ideas,

19
because it has been found to be more effective in generating meaningful responses

and engaging all members of a group (Miller 2012).

The second modification I made to the lesson plan was to include an Aboriginal oral

text as an example of oral storytelling, which aimed to improve the lessons quality

in terms of Standard 1.4: Strategies for teaching Aboriginal & Torres Strait Islander

students (AITSL, 2014, pp. 2). This modification also engages with the cross

curriculum priority of the Australian National Curriculum; Aboriginal and Torres

Strait Islander histories and culture (ACARA, 2010). The inclusion of Aboriginal and

Torres Strait Islander texts is a research-based strategy for teaching Aboriginal and

Torres Strait Islander students because it promotes the celebration of Aboriginality

and a sense of cultural inclusion within the classroom (Price, 2012). However, it is

important to recognize that non-Aboriginal teachers presenting Aboriginal texts and

cultures can often be tokenistic and actually reinforce problematic and rigid

stereotypes regarding Aboriginal students and their community (Nakata, 2007). For

this reason, the modified lesson requires the teacher to communicate with and

invite a local Aboriginal elder to present the Aboriginal oral tradition to the class.

This allows the representation of Aboriginal culture and texts to be both

contemporary and authentic (Harris & Greenfield 2011).

In regards to the QT model I modified this lesson to improve students engagement

with the concept of problematic knowledge. (NSW Department of Education and

Training, 2008). According to Gore (2007), the problematic knowledge element of

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the QT model emphasizes the social construction of knowledge, and hence the fact

that knowledge is open to question (20). It requires that students critically

question the perspectives and origins of the knowledge that is being presented to

them. In order to assist students in this level of engagement, the third teaching

activity has been modified to include the question, What is the purpose of the

story? Does the story have a political or social purpose? This activity also now

requires students to collaboratively research the context of their chosen text. These

modifications render this teaching activity an inquiry-based learning activity.

Inquiry-based learning is student-centered and involves students engaging with

questions as problems that need to be solved through a process of discovery.

Inquiry based learning is also effective in promoting the critical thinking that is

required to develop an understanding of knowledge as socially constructed and

problematic (Wilhelm, 2014). Wilhelm (2014) suggests that effective inquiry-based

learning in English classrooms starts with the use of essential questions that

require students to delve deeper into texts, beyond comprehension and towards

and understanding of perspective and context. The question inserted into this

activity acts as this essential question, and assists students in considering the

social, political or cultural purpose of the oral stories they are analyzing.

The final modification improves the lesson quality in regards to the student

direction element of the QT model (NSW Department of Education and Training,

2008). This element of the QT model requires that students be offered choice

regarding their learning (Gore, 2007). The final learning activity now requires

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students to choose an oral text of their choice that has not been studied in class.

Daniels (2010) reports that within English classrooms allowing students choice in

the texts that they work with is a key factor in increasing student motivation. She

argues that this is because it allows students to integrate the knowledge that have

gained in the classroom with their own interests and background, as they choose

texts that are relevant and interesting to them. Modifying the final activity in the

lesson, allows this to occur as students are able to choose oral texts that have some

meaning or interest to them, for example from their own cultural background, which

will foster motivation and increase relevance for the students.

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References

Australian Curriculum, Assessment and Reporting Authority. (2010) The Shape of

the Australian Curriculum 2.0. Retrieved from

http://www.acara.edu.au/_resources/Shape_of_the_Australian_Curriculum.p

df

Australian Institute of Teaching and School Leadership. (2014). Australian

Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list.

Daniels, E. (2010). Creating motivating learning environments: what we can learn

from researchers and students. The English Journal 100(1). 25-29. Retrieved

from http://www.jstor.org/stable/20787687

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a

difference: Challenges for teachers, teaching, and teacher education pp. 15-33.

Rotterdam, Netherlands: Sense Publishers.

Harrison, N & Greenfield, M. (2011) Relationship to place: positioning Aboriginal

knowledge and perspectives in classroom pedagogies. Critical studies in

education 52(1), 65-76. DOI: 10.1080/17508487.2011.536513

Miller, L. (2012). Evidence based instruction: a classroom experiment comparing

nominal and brainstorming groups. Organisation Management Journal 6(4),

229-238. DOI: 10.1057/omj.2009.32.

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Nakata, M. (2007). Disciplining the savages: Savaging the disciplines. Canberra,

Australia: Aboriginal Studies Press.

NSW Department of Education and Training (2008). Quality Teaching to Support the

NSW Professional Teaching Standards. Retrieved from

http://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE%20UNIT/Q

uality%20Teaching%20Framework.pdf

Price, K. (2012). Aboriginal and Torres Strait Islander Education: An introduction for

the teaching profession. Melbourne, Australia: Cambridge University Press.

Wilhelm, J. (2007). Engaging readers and writers with inquiry. New York, United

States of America: Scholastic.

Wilhelm, J. (2014). Learning to love the questions: How essential questions promote

creativity and deep learning. Knowledge Quest (42)5. 36-41. Retrieved from

http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqweb.cfm

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Learning Portfolio Web Link

http://www.monicasharpe.weebly.com/

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