Louise Altman

1821 5335
102086 Designing Teaching & Learning

Assignment 2

Lesson Plan Analysis

Contents

Original Lesson Plan 2

Modified Lesson Plan 4

Lesson Plan Analysis 7

Academic Justification 9

References 12

Learning Portfolio Web Link 13

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Original Lesson Plan

Topic area: Ancient Egypt Stage of Learner: 4 Syllabus Pages: 60

Date: 14/03/2016 Location Booked: Lesson Number: 1 / 14

Time: 60 minutes Total Number of students Printing/preparation

24 Glossary worksheet x 24

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment The physical features of the  describe the geographical
HT4-2 describes major periods of Concept map – ancient society and how they setting and natural
historical time and sequences events, understand what influenced the civilisation that features of the ancient
people and societies from the past students already know developed there society
HT4-9 uses a range of historical terms on the topic
and concepts when communicating an
understanding of the past

Teaching and learning actions

Time
0- 5 Students are to come in and settle in to class.
Teacher is to call out the Roll.

5-10 Introduce the topic of Ancient Egypt.

Ask students to leave a page in their workbooks for a title page titled “Ancient Egypt” tell
students that they need to have at least three pictures that relate to the topic. Set the task for
homework – ensure students write task in their diaries. Tell students homework will be
checked during the next lesson.

10-20 Concept Map: Teacher is to get students into pairs and in their workbooks (after the title
page) ask every student to write “Ancient Egypt” in the middle of the page. Instruct students
to write as many words they know that relate to the topic around the page, they are to
collaborate with their partner. They may use a dictionary if they are unsure of spelling.

20-25 Concept Map Classroom activity:

Teacher is to have the words “Ancient Egypt” on the white board. Teacher is to go around
the room and ask each pair if they had any words to contribute to the class concept map.
Teacher is to explain what those words mean. Students are to include words they didn’t have
in their concept map.

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Words that should be included:
Mummification, Desert, Hieroglyphics, Domesticate, Egypt, Delta, Scribe, Embalming,
Inundation, Irrigation, Famine, After Life, Dynasty, Sarcophagus, Oasis, Deities, Papyrus,
Pyramid, Ploughing, Pharaohs, The Nile River, Canopic jars, Shadoof.

25-45 Glossary Activity 1:

Students are given a glossary worksheet to complete (resource attached below). They need to
use words from the concept map to fill it in.
Differentiation (resource attached below): Word bank and the first letter of the word to be
included. Students are to glue in worksheet once completed.

45-55 YouTube Clip

Show students an introduction of Ancient Egypt and discuss.
https://www.youtube.com/watch?v=hO1tzmi1V5g

55-60 Pack up, remind students of homework and dismiss the class.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 Through understanding student background
knowledge students can list what they already know
about the topic and I will be adding new terms into
their vocabulary to encourage interest.
HT4-9 Students gain an understanding of new concepts and
vocabulary through concept map activity.

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Modified Lesson Plan

Topic area: Ancient Egypt Stage of Learner: 4 Syllabus Pages: 60

Date: 14/03/2016 Location Booked: Lesson Number: 1/14

Time: 60 minutes Total Number of students: 24 Printing/preparation:

Glossary Worksheet
Find-a-word
Supplementary video worksheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson
assessment The physical features Describe the
HT4-2 Describes major of the ancient society geographical setting
periods of historical Concept map – and how they and natural features of
time and sequences understand what influenced the the ancient society
events, people and students already civilisation that
societies from the know on the developed there
past topic including the personal,
HT4-8 Locates, selects and social, historical and
organises information Group cultural context
from sources to collaboration –
develop an historical Students learn to
inquiry work together
HT4-9 Uses a range of collaboratively
historical terms and with their peers
concepts when
communicating an
understanding of the
past.
HT4-10 Selects and uses
appropriate oral,
written, visual and
digital forms to
communicate about
the past

Time Teaching and learning actions

Intro
0-5 Students are to come into class and settle. The teacher is to call out the roll and
5 mins introduce the Ancient Egyptian Expedition Hat (AEEH). The AEEH is to be given out
each lesson this term as a prize for the student who works hard in class and completes
their work. Whoever wears the hat each class gets some form of special privilege. This
may be in the form of choosing the words for the title page, gets a merit, goes to lunch 2
minutes early. This encourages participation and anticipation of positive results.

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Body INTRODUCE THE TOPIC OF ANCIENT EGYPT:
5-10
5 mins Ask students to leave a page in their workbooks for a title page called “Ancient Egypt”.
Tell students that for homework, the person who has the AEEH gets to choose four
words they learned from this lesson that everyone must have on their title page. They
must research fun facts about those four words and be ready to share them next class.
Set the task for homework – ensure students write it down in their diaries and remind
them that homework will be checked next lesson.

10-15 CONCEPT MAP:

5 mins
The teacher is to split the students up into table groups (4-6 per group) and in their
workbooks (after the title page) ask every group to write “Ancient Egypt” somewhere
on the page. Instruct them that they must write as many words as they know that relate
to the topic on the page as quickly as they can. They have a five minute countdown.
They are to collaborate as a team and combine their previous knowledge. There is to be
no technology in this section. They may however use a dictionary if spelling help is
needed.

15-25 CONCEPT MAP CLASSROOM ACTIVITY:

10mins
If the classroom is equipped with a smartboard, the teacher is to create a google
document and share it with the students at their school emails. The students are required
to use their technology (laptops, iPads) to log in, and as a group contribute the words
that their group came up with in the document. The document will end up showing a
concept map of all the words the students came up with. This incorporates the use of
ICT into the lesson as well as creates a safe place for students to voice their words
without judgement from the class.

If the classroom does not have a smartboard, the teacher is to provide butchers paper
for the students to collaboratively write down their words and draw pictures they believe
is representative of their word. If their word is already chosen, they may add to the
illustration.

Words that should be included:

Mummification, Desert, Hieroglyphics, Domesticate, Egypt, Delta, Scribe, Embalming,
Inundation, Irrigation, Famine, After Life, Dynasty, Sarcophagus, Oasis, Deities,
Papyrus, Pyramid, Ploughing, Pharaohs, The Nile River, Canopic jars, Shadoof.

25-40 GLOSSARY ACTIVITY:

15 mins
Students are given a glossary worksheet to complete. They need to use the words listed
in the concept map. First they must answer the questions correctly to know which is the
right word to find, then locate it in a find-a-word. The first person who finishes this
activity first wins the first AEEH of the term. Whichever student wins the hat gets to
choose the four title page words for homework.

40-55 YOUTUBE CLIP:

15 mins

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Show students this CrashCourse video by John Green:

https://youtu.be/Z3Wvw6BivVI

This video is more interactive and is meant to be informative and fun. Watch this video
and discuss if there is time. It also comes with Wipikedia pages that can be printed and
words blotted out. You can incorporate the activity of students having to read the
Wikipedia pages and fill in the blanks for homework.

Conclu
sion Pack up, remind students of homework and dismiss the class.
55-60 Don’t forget to take the hat back for the next class.
5 mins

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 A student describes
major periods of historical
time and sequences events,
people and societies from
the past
HT4-8 A student locates,
selects and organises
information from sources to
develop an historical inquiry
Through understanding student background knowledge, students
can list what they already know about the topic and the new terms
will be added to their vocabulary to encourage their interest.
Through the information given to them in class and through the
youtube video presented, the students gather information from
multiple sources to develop their critical understanding of historical
events.

HT4-9 A student uses a

range of historical terms and Students gain an understanding of new concepts and vocabulary
concepts when through both concept map activities
communicating an
understanding of the past
HT4-10 A student selects
and uses appropriate oral, With the incorporation of ICT into the classroom each student has
written, visual and digital the opportunity to use their decision skills to use appropriate oral,
forms to communicate about written, visual and digital forms of communicating with their peers
the past

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Lesson Plan Analysis

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

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:
As this is the introductory lesson the deep knowledge is sufficient with a small number of
key concepts so it doesn’t overload the student.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments:
“students demonstrate a meaningful understanding of central ideas and their relationships”
for a beginners lesson this isn’t particularly relevant, but with the students being engaged by
the activities and stimulus, their understanding becomes more profound.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments:
Multiple perspectives are recognised and mentioned through class engagement and visual
stimulus
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments:
“Students are engaged in thinking that requires them to organise and evaluate knowledge”
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments:
The language that the students are learning, eg. Sarcophagus, pyramid and mummy, are all
elements of specialist language for this learning component
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments:
Students are engaged in conversation specifically communicating about Ancient Egypt.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments:
Students are expected to produce work that reflects the learning outcomes for the class
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments:
Most students are continually engaged in the lesson and its activities
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments:
Conceptual Risk taking is encouraged and rewarded with the AEEH
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments:
There is mutual respect in the classroom and multiple areas for a student to feel safe in
expressing themselves or their opinions
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments:
Students demonstrate autonomy in most of the activities in the lesson plan
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments:
Student direction is achieved through the independent and paired work with their previous
knowledge on the subject
3 Significance
3.1 Background knowledge

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1–2–3–4–5 Comments:
Lessons build on students previous knowledge regularly
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments:
With the inclusion of the video aimed at the years 7 & 8 students this is the beginning of the
incorporation of cultural knowledge into the lesson.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments:
How the civilisation of Ancient Egypt has impacted the rest of the world
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments:
All students are required to participate and are encouraged through rewards
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments:
The original lesson plan didn’t have any elements for connectedness but with the
incorporation of ICT in the modified lesson plan there is greater ability for the students to
connect with their community and out of school environment
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments:
The narrative of an ancient civilisation seems hard to grasp in today’s modern society but
with engaging stimulus the students are able to understand how this civilisation impacted
theirs from all those years ago

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) 1.2 Deep Understanding 2) 1.3 Problematic Knowledge
3) 3.2 Cultural Knowledge 4) 3.5 Connectedness

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Lesson Plan Analysis and Academic Justification

Word count: 715

In the original stage 4 history lesson plan, the teacher had outlined strong

learning areas and actions that would facilitate the learning and understanding of

Ancient Egypt at a basic level. The strengths of this lesson plan included concept

maps, partner working, drawing on students’ previous knowledge of Ancient Egypt,

and visual stimulus in the form of a video. Research has proven concept maps aid

visual learners to clearly present their own ideas and understanding in a medium that

promotes the generation of ideas (Novak and Canas, 2004), while evidence reported

in Restructuring the Classroom: Conditions for productive small groups (Cohen,

1994) states that partner work allows students to benefit from owning their own work

without the constant guidance of the teacher. With partner work the students are also

able to hold each other accountable for the quality of their own work. Drawing on

previous knowledge about a topic aids a student’s learning experience if the

knowledge is sufficient, appropriate and accurate (Ambrose, 2012). The use of video

in the classroom helps integrate the outside world into the classroom, as well as

engages the students with a more acceptable form of stimulus they are already used to

from their home life. This stimulates positive activity and immerses students in

interactive learning (Shepard and Cooper, 1982, Mayer and Gallini, 1990).

What I believed to be the weaknesses of the lesson plan included a shallow

title page, having two simple concept map activities, being given the answers on a

glossary sheet, and having a video that isn’t directed at years 7 and 8 students be their

primary form of visual stimulus. There is nothing wrong with having a title page to

symbolise the topic that a student is learning, however having a title page without

factual information on the topic itself is a waste of paper and brain space (Peterson,

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2013). Concept mapping as a means of assessment helps emphasise the links in

between ideas, however the negative impact of having two concept map activities on

the same medium has showed that students often become bored because they are

completing the same activity twice (UTM, 2012). Investigative learning is part of the

fun of high school, but when the answers are already given to you and you have to

match them to where they should fit in a sentence, that is a boring activity. Engaged

students are students who will be active participants in the classroom (Berger, 2018).

It has also been proven that reviewing stimulus that is meant for an older age bracket

in high school can inhibit a students ability to process the new information as it

doesn’t register with their previous knowledge on a subject (Thorpe, 2008).

The changes I made to the lesson plan include introducing participation

incentives, multi-modal concept maps, critical thinking glossary worksheets and

visual stimulus that was created with the purpose of being presented to high school

students. What these four changes do to the lesson plan is increase the effectiveness of

elements from the Quality Teaching Model that assess the accuracy of the lesson plan

in the classroom and the learning outcomes. The four learning outcomes that have

been aided with my redevelopment of the lesson plan are Deep Understanding,

Problematic Knowledge, Cultural Knowledge and Connectedness. By introducing

participation incentives and critical thinking glossary worksheets into the lesson,

students are engaging with their previous knowledge and they are then focusing on a

small number of key concepts and their relationships (Education Directorate, 2016).

What this helps them to do is work on their Deep Understanding and Problematic

Knowledge. The students are also learning how to articulate their understanding in

ways that effectively communicate to the class and the teacher (Dep. Education and

Training, 2017 and Shaddock, 2007). Multimodal concept maps and visual stimulus

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aimed at their level helps students develop their own Cultural Understanding in the

classroom and helps develop their Connectedness in and outside the classroom. The

incorporation of ICT into the classroom helps establish a culture of learning in any

classroom (including the virtual classroom) as well as apply teaching games,

functional cultural diversity, and incorporate a sense of connectedness in presenting

information to the class and greater community (Blum, 2005 and Cousik, 2015 and

Courtois 2018).

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References

Ambrose, S. (2012). Exploring Research-based Principles of Learning and Their

Connection to Teaching. Eberly Center for Teaching Excellence. Presentation
given at Penn State University.

Australian Capital Territory, Education Directorate (2016). Great Teaching by

Design. Canberra: Publishing Services for the Education Directorate.

Berger, N. (2018). Planning for Classroom Management.

Blum, R. (2005). A Case for School Connectedness. The Adolescent Learner, 62(7),
pp.16-20.

Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small

groups. Review of educational research, 64(1), 1-35.

Cousik, R. (2015). Cultural and functional diversity in the elementary classroom:

strategies for teachers. Journal for Multicultural Education, 9(2), pp.54-67.

Courtois, E. (2018). Establishing a Professional Learning Culture in your School to

Promote Quality Pedagogy.

Department of Educationnand Training (2017). High Impact Teaching Strategies.

Melbourne: Department of Education and Training.

Mayer, R., Gallini, J (1990), 'When is an illustration worth ten thousand words?'
Journal of Educational Psychology, 82(6), 715-726.

Novak, J. (2004). Concept Maps and How To Use Them. INSIGHT, 6(2), pp.15-16.

Peterson, B. (2013). The Advantages and Disadvantages of Unschooling with Regards

to Academic Success and Social Development, University of Wisconsin-Stout,
2-6.

Shaddock, A. (2007). Improving learning outcomes for all students: Strategies for
teachers who don't claim to be super heroes.

Shepard, R. & Cooper, L. (1982), Mental images and their transformations, MIT
Press/Bradford Books, Cambridge, MA.

Thorpe, R. (2008). Digital Technology in Classrooms: Video in Teaching and

Learning. NHK, 6(1), pp.21-22.

Utm.edu. (2012). [online] Available at:

https://www.utm.edu/departments/ncate/documents/StudentSamplesExemplar
yAcceptableandPoor.pdf.

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Web Portfolio Link

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