102086 Designing Teaching & Learning

Assignment 2 LESSON PLAN ANALYSIS, REVISION & JUSTIFICATION

Contents

Original Lesson Plan

Plan Analysis and Revision

Modified Lesson Plan

Academic Justification

References

Learning Portfolio Web Link

Original Lesson Plan

Topic area: Timetables Stage of Learner: 11, Syllabus Pages: pp. 34

Date: 23.03.17
Time: 50 minutes
Standard
Location Booked: Classroom
Total Number of students:
30
Lesson number: 8
Printing/preparation: Links
to various transport websites
ready. Print worksheets and
corresponding timetables. Need
access to a Smart Board.

Outcomes Assessment Students learn about Students learn to

Formative The interpretation of Students review how to
assessment takes different timetables interpret timetables and
place throughout and how this can be use this to solve
MS11-3, MS11-4, the lesson. used as a part of life. problems using a range
MS11-9, MS11-10. Teacher walks How public of different timetables,
around and asks transportation can be including ferries, buses
questions, and used as a means of and trains. Incorporate
ensures that promoting 12-hour and 24-hour
students are sustainability. time into understanding
staying on task. timetables.

Time Teaching and learning actions

Intro Teacher greets students and asks them to sit down in their seats. Students take
5 mins out their work book and stationery required for the lesson. Teacher outlines
what the lesson will entail.

Revision Revision
5 mins
Teacher hands back results from the in-class assessment from lesson 7.
Teacher outlines what was done well overall and what the class will work on
together, to improve students’ understanding of content, as a path to achieve
syllabus outcomes.
Body Class discussion
10 mins
Teacher facilitates discussion between students and asks questions about when
and where you may need to use a transportation timetable. Teacher shows a
transport timetable on the Smartboard and asks:
1. What is the purpose of this timetable?
2. What features does this timetable have?
3. What would happen if this timetable did not exist?
Within this section, the teacher briefly discusses with students about how using
public transport can help with sustainability, by reducing carbon emissions and
what the impact human activity has on ecosystems. Teacher asks students what
sustainability means to them.
10 mins Class activity and Smartboard interaction

Students get into pairs and ask each other travel related questions, based on
the ferry timetable that appears on the Smartboard. For example, “What time
do I have to leave Old Cremorne Wharf, if I am to arrive at Circular Quay, Wharf
2 by 2pm?” Teacher walks around the room and checks students are staying on
task, asking relevant questions and helping where necessary. Teacher ensures
that students are helping each other, as a form of social support.
15 mins Worksheet activity*

Teacher hands out bus timetable worksheet activity. Students have the option
of working on this alone, or with another person.

Conclusion Teacher summarises the key points of the lesson. Discusses what the next
5 mins lesson will entail. Asks students if they have any further questions.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MS11-3 Teacher and student questioning throughout lesson,
timetable worksheet.
MS11-4 Students working in pairs and helping each other
perform calculations based on time.
MS11-10 Timetable worksheet.

Worksheet activity*

Five trains travel from Hogwarts School of Witchcraft and Wizardry to London
Central on the same morning. The Hufflepuff Express leaves Hogwarts station 6
minutes after the Gryffindor Goods Train, but arrives 14 minutes before the
Slytherin All-Stations Train. The Gryffindor Goods Train takes 46 minutes to
reach London Central and arrives at 8:53am. The Ravenclaw Express leaves 10
minutes after the Hufflepuff Express and arrives 14 minutes before the
Gryffindor Goods Train. The Muggle-stops train is running 6 minutes late on this
particular morning, and arrives in London Central at 8:37, after leaving
Hogwarts 4 minutes before the Hufflepuff Express. The Slytherin All-Stations
Train takes 33 minutes to travel from Hogwarts to Central London, and arrives
46 minutes after the Hufflepuff Express leaves Hogwarts.

Work out the train timetable for the 5 trains.

Hogwarts London Central

Hufflepuff Express
Slytherin All-Stations
Gryffindor Goods Train
Ravenclaw Express
Muggle-stops

1. What is the latest time train you could catch from Hogwarts to arrive at
London Central before 8:40am? What train is this?
2. Explain what would happen if the Ravenclaw Express train was running 7
minutes late.
3. Hannah misses the Hufflepuff Express train by 2 minutes. She needs to be
in London Central by 8:45am. What may be a possible solution for her?
Justify reasons for your answer.
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 Comments: Lesson plan identifies significant content in syllabus and aims to
–5 achieve syllabus’ outcomes. Examining the class’ last assessment as a revision of
prior knowledge.

1.2 Deep understanding

1 – 2 – 3 – 4 Comments: During class discussion all students are encouraged to participate to
–5 provide information and reasoning to achieve a deep understanding.

1.3 Problematic knowledge

1 – 2 – 3 – 4 Comments: Students are encouraged to construct their own knowledge by using a
–5 problem solving activity at the end of the assessment worksheet, but no
judgement is made.

1.4 Higher-order thinking

1 – 2 – 3 – 4 Comments: Students are asked to separate information from a worksheet and
–5 organise it in a table to illustrate a timetable. Students are also asked to justify
their answer to the last part of the assessment.

1.5 Metalanguage
1 – 2 – 3 – 4 Comments: Metalanguage is used throughout the lesson, but there is no evidence
–5 that the lesson with consistent commentaries of language used.

1.6 Substantive communication

1 – 2 – 3 – 4 Comments: Students are asked questions that are previously prepared by the
–5 teacher. The only substantive communication that could be present is the
students working in pairs, but that is as far as it goes.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 Comments: General comments are stated about expectations on the activity but
–5 no detailed and explicit criteria are given. Therefore, there is no consistent
evidence of students examining their work against the criteria.

2.2 Engagement
1 – 2 – 3 – 4 Comments: Teacher exhibits a proactive approach to students in the lesson plan.
–5 Teacher asks questions to students and walks around the class providing support.

2.3 High expectations

1 – 2 – 3 – 4 Comments: Students are expected to complete a timetable activity and justify
–5 their answers regarding a challenging situation. Expectation are as far what is
already mentioned and it doesn’t have room for risk taking students that like to
challenge their learning further.

2.4 Social support

1 – 2 – 3 – 4 Comments: The teacher aims positive social support. Teacher encourages
–5 participation from all students, including approaching every group work and
 providing support.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 Comments: No comments were made about interruptions or student
–5 misbehaviour. The lesson seems to flow as expected.

2.6 Student direction

1 – 2 – 3 – 4 Comments: The classroom lesson is mainly teacher centred, there are no choice
–5 given to students as far as to choose if they want to work alone or in pairs. The
teacher explicitly designates all activities.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: Lesson plan states that teacher will outline what the lesson entails,
–5 but no further mention is given throughout the lesson. No out-of-school
background knowledge is linked to the lesson.

3.2 Cultural knowledge

1 – 2 – 3 – 4 Comments: No explicit or implicit mention of any cultural knowledge is given in
–5 the whole lesson.

3.3 Knowledge integration

1 – 2 – 3 – 4 Comments: Lesson plan makes a connection of transportation and sustainability
–5 but no further connection is stated during the lesson.

3.4 Inclusivity
1 – 2 – 3 – 4 Comments: Lesson plan aims to integrate all students to participate in class
–5 activities throughout the lesson.

3.5 Connectedness
1 – 2 – 3 – 4 Comments: Lesson plan establishes a connection to how useful reading different
–5 timetables can be used as part of life ‘commuting’.

3.6 Narrative
1 – 2 – 3 – 4 Comments: There is some information about the Harry Potter’s book and use of
–5 the trains as read in the books, but no relevance is found as is not productive in
terms of student’s learning.

Identifying Areas for Improvement

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

QT model
1) Substantive communication 2) Student directions
3) Cultural Knowledge 4) Narrative
Modified Lesson Plan

Topic area: Timetables Stage of Learner: 11, Syllabus Pages: pp. 34

Standard
Date: 23.03.17 Location Booked: Classroom Lesson number: 8
Time: 55 minutes Total Number of students: Printing/preparation:
30 Kahoot Quiz for prior
knowledge of time zones,
conversion of 12-hour to
24-hour clocks and
daylight saving. Access to
websites:
www.qantas.com.au/ ,
www.timeanddate.com/w
orldclock/ and Google
Maps. Place and time
cards, blue tack and a
whiteboard, 10
whiteboard markers for a
group of three students.
Print worksheets.
Students need access to a
Smart Device.

Outcomes Assessment Students learn about Students learn to

MS11-3 Formative Understanding the Students learn that
MS11-4, assessment takes concept of time for our understanding
MS11-9, place throughout Western Society and of time is
MS11-10. the lesson. differences in other subjective and
cultures. culturally
Informal Understanding that appropriate.
assessment using Aboriginal Australians
Kahoot quiz for has a different Students review
prior learning perception of time. how to interpret
knowledge. timetables and use
Calculating time this to solve
Students are intervals and problems using a
asked to create a converting from 12- range of different
short story about hour clock to 24 hour timetables,
a trip to a desired clock. including ferries,
destination using buses and trains
the flight Calculating time and flight
timetable from differences in timetables.
Qantas website. Australia and Incorporate 12-
neighboring countries hour and 24-hour
Problematic regarding time zones time into
questioning is and daylight saving understanding
added by asking timetables.
 students: The interpretation of
What would different timetables Students learn to
happen if your and how this can be think critically
flight gets used as a part of life. regarding
cancelled? What situations where
would happen if How public problems may
the place of transportation can be arise.
destination are used as a means of
on daylight promoting Students learn
saving? What sustainability. about time zones
would you do in and daylight
this situation? savings.

Students are
asked to give all
results in 24-hour
clock.

Teacher walks
around and asks
questions, and
ensures that
students are
staying on task.

Time Teaching and learning actions

Intro Teacher greets students and asks them to sit down in their seats.
2 mins Teachers ask students to take out their Ipads/Laptops.

Revision Revision
5 mins
Teacher hands back results from the in-class assessment from lesson 7.
Teacher outlines what was done well overall and what the class will work
on together, to improve students’ understanding of content, as a path to
achieve syllabus outcomes.
Body Prior knowledge activity (5 mins)
15 mins
Teacher asks students to join Kahoot by using the game pin: 2200659
Teacher explains students that he will ask questions based on past
lessons and prior general knowledge.
Teacher reminds students that the quiz is not graded.

Resource:
Link:https://play.kahoot.it/#/?quizId=66d4c049-d652-4c21-9f8c-
8babf733e634
 Kahoot Questions: (10 seconds each question)
Q1:Convert 05:00PM to 24hr-clock
Q2:Daylight saving time is used in Australia, except:
Q3:AEST stands for:
Q4:Convert 07:00PM to 24-hrs clock
Q5:If its 06:00PM in Sydney, Australia(AEST)+10 in London it's:
Q6:In Starting Daylight Saving Time in October we:
Q7:Time zones are based loosely on what?
Q8:Convert 03:00PM to 24hrs clock

Class Discussion (10 mins)

Teacher introduces class discussion by asking students: what is time?

Teacher explains how Western society perceives time, and very briefly
explains how Industrialisation and Relativity Theory has impacted our
concept of time.
Teacher will explain how Aboriginal Australians perceive time as ‘cyclical’
and ‘eternal’.
Teacher facilitates discussion between students and asks questions about
when and where you may need to use a transportation timetable.
Teacher asks students to go to Google Maps in their smart devices and pin
a location no more than 10kms far from ‘My Location’ and tap ‘Directions’.
Students will be asked to briefly explain the different means of transport
that can reach the desired location.
Students are asked to read the bus/train/ferry timetable to their pinned
location and explain the features of the timetable and to think of the
purpose of the timetable, students are encouraged to extend their
responses by asking why is this different than having a paper timetable?
Why do you think so?

Within this section, the teacher briefly discusses with students about how
using public transport can help with sustainability, by reducing carbon
emissions and what the impact human activity has on ecosystems.
Teacher asks students what sustainability means to them.
15 mins Class activity Trip planning

Students are asked to get into pairs and plan a trip from the school to a
location of their choice, using the knowledge they have about time zones
and timetables. Students are asked to use the Qantas website
www.qantas.com.au/ , and www.timeanddate.com/worldclock/. Students
are asked to create a small story while planning a holiday for no longer
than 2 weeks between any dates in the month of June and search for the
longest flight to this location. Results should be given in 24hr-clock and
converting to Coordinated Universal Time (UCT). e.g. London (UCT)+1.
Teacher walks around the room and checks students are staying on task,
asking relevant questions and helping where necessary. Teacher ensures
that students are helping each other, as a form of social support.

13 mins Worksheet activity*

 Teacher hands out a bus timetable worksheet activity. Students need to
open Google Maps/iMaps and follow the worksheet instructions. Teacher
will ask students the purpose of this assessment.
Students are encouraged to share information as a group and complete
the task.

Conclusion Teacher summarises the key points of the lesson. Discusses what the next
5 mins lesson will entail. Asks students if they have any further questions.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MS11-3 Teacher and student questioning throughout lesson,
timetable worksheet.
MS11-4 Students working in pairs and helping each other
perform calculations based on time.
MS11-10 Timetable worksheet.
MS11-9 Students use smart device to interpret the concept
of the worksheet activity.

Worksheet activity*

Students are asked to pin in Google Maps/iMaps the Location: Hughenden QLD
4821. Students are then required to use the ‘Directions’ options and type in
Cameron Downs State Schools as the destination. Students are asked how far is
one location from the other? (Answer: Approximately 63kms or 1h and 59 min)
And what do they think this route is used for? Students are then explained that
some students from rural and regional areas in Australia need to travel 1h and
59 min to reach their closest local school. Following this short reflection, they are
asked to complete the following worksheet reflecting the previous information.

Five buses travel from Hughenden Bus Stop to Cameron Downs State School on
the same morning. The Yellow bus leaves Hughenden Bus Stop 6 minutes after
the Red bus, but arrives 14 minutes before the Green Bus. The Red bus takes 46
minutes to reach Cameron Downs State School and arrives at 8:53am. The Blue
bus leaves 10 minutes after the Yellow bus and arrives 14 minutes before the
Red bus. The white bus is running 6 minutes late on this particular morning, and
arrives in Cameron Downs State School at 8:37, after leaving Hughenden 4
minutes before the Yellow bus. The Green Bus takes 33 minutes to travel from
Hughenden to CDSS, and arrives 46 minutes after the Blue bus leaves
Hughenden.

Work out the bus timetable for the 5 buses.

Hughenden Cameron Downs State

School
Yellow Bus
Green Bus
Red bus
Blue bus
White bus

4. What is the latest time bus you could catch from Hughenden to arrive at
Cameron Downs State School before 8:40am? What bus is this?
5. Explain what would happen if the blue bus was running 7 minutes late.
6. Hannah misses the yellow bus by 2 minutes. She needs to be in Cameron
Downs State School by 8:45am. What may be a possible solution for her?
Justify reasons for your answer.
 Weaknesses and Strengths of Original Lesson Plan

I have modified this mathematics lessons in many aspects. Firstly, I strongly

believe that there are numerous ICT resources that can be used to aid
understand mathematical concepts in a fun and easier way. I believe Kahoot is
one interactive way of doing questions and answers in the classroom as student
engagement and feedback is immediately visualised (Plump & LaRosa, 2017). In
addition, Google Maps is a great website to be used when measuring distance
and time such as kilometres, metres, hours, minutes and seconds. The app can be
used for different types of mathematics and geography lessons so I don’t think
there is a valid reason to think that there are not enough ICT resources to make
mathematics lessons engaging.

I also found that the lesson plan could include background knowledge and prior
learning knowledge by teaching the concept of time as subjective and that it has
different perspectives in many cultures around the world. I first included some
concepts of History by mentioning how our concept of ‘time’ has changed
overtime and how Industrialisation standardised and defined ‘time’ by
quantifying time in smaller intervals (Davies, 2005). I added some information
regarding Einstein’s relativity theory and how the passage of time differs
according to the space where the observers are seeing this event (Conway,
Repke & Houck, 2016). Most importantly, I aimed to convey the perception of
time seen by Aboriginal Australians, how they see time interconnected in past,
present and future and for this reason whatever that happens ‘in time’ is eternal.
Understanding the concept of time by Australian aboriginals can help students
understand that our concepts of ‘move on’, ‘that was past’ is not shared by all
Australian individuals and that our perspectives are not better than others.

The lesson plan was also missing a narrative. The lesson provided a worksheet
activity with information about a train timetable in a Harry Potter setting, but
there is no story told or read in the activity. Narrative could have been included
in a way students create a small story about someone who goes to a trip using a
timetable, or playing a short video about the concept of time in aboriginal culture
to further understand their perception of time.

Furthermore, the lesson plan lacked substantive communication, the lesson plan
was prepared in a way the teacher asked previously prepared questions which
students are expected to answer. This could have been achieved by extending
questions such as, what differences do you see when using Google Maps and a
paper timetable, which one do you think is better? Why do you think that? And
by encouraging students to ask questions during discussion.

The lesson plan has strong areas such as inclusivity and social support. The
teacher expresses that he expects all students to participate as well as ensuring
that students are helping each other in tasks creating a social support
environment. The class lesson was mainly designed for students to work in pairs,
and the teacher to provide support around the class. Nevertheless, inclusivity
could have been fully addressed by asking students from different cultural
backgrounds if they know of a common mode of transport in the country they
lived in and to share this knowledge with the class.

Academic Justification

Although the mathematics lesson plan has some areas of strengths, there is
plenty of room for improvement when marking it against the QTM framework. I
have made changes in the lesson plan from using Information and
Communication Technologies (ICT) resources to creating cultural awareness of
diverse social groups.

Firstly, I have addressed the Outcome MS11-9 by using Kahoot and a smart
device to perform all the activities in the classroom. It is important to
understand the use of smart devices and timetables as people are increasingly
using online timetables in their devices. This is due to many factors from just
being ‘handy’ to having real-time traffic analysis (Krumm, Davies &
Narayanaswami, 2008). In addition, ICT usage in the classroom has been found
to enhance teaching and learning experience because it transforms and extends
concepts or ideas in an interactive format (Sutherland et al., 2004). Nevertheless,
the use of ICT resources needs to be constantly monitored by the teacher and
limited to the websites and applications directed by the teacher in order to
create a safe environment for the students.

Changes were also made in the cultural knowledge and narrative

component of the Quality Teaching Model (QTM). In the original lesson, there
was no reference regarding diversity of any social group neither any a narrative
resource. This was addressed during class discussion, class activity and a
worksheet activity.

Firstly, students were asked if they know of a mode of transport used in a

different country and to share this with the class. Culturally diverse students
were encouraged to participate and to share their knowledge; in this way we
also enhanced an inclusive environment. Subsequently, still during class
discussion, we included the concept of time shared by aboriginal communities in
Australia, this element was important to include as it extends our knowledge of
how historical events that were done in ‘our past’, will have eternal implications
for the aboriginal community (Perso, 2012). Finally, a small change was made in
the worksheet activity by introducing some information regarding rural and
regional school students. Understanding how a day in the life of these students is
would help students look beyond common stereotypes of these students
(Calderwood, 2016). It is important for schools and students to acknowledge,
value and celebrate their diversity of cultural backgrounds, as it will help these
students build a positive cultural identity (KidsMatter, 2017). In addition, it has
been found that if the school practices these approaches towards
multiculturalism, students and the school have better outcomes as a result
(KidsMatter, 2017).

Narrative was included in the lesson during class activity as a process,

students were asked to create a short story about them or someone planning a
trip to any country using the Qantas flight website, in this way students could
bring to life the knowledge and concepts of timetable, time conversion and
intervals. A study performed in the Netherlands explained how students from a
Science class found the concepts of natural selection easier to remember from a
narrative tool rather than the textbook, particularly; students that were
uninterested during most science lessons appear to have engaged in the lesson
(Prins, Avraamidou & Goedhart, 2017). For this reason, narrative could be also
used for these particular students or less skilled students to capture a complex
knowledge, as well as widen participation of students from diverse backgrounds
(Hamshire et al., 2017).

The final changes made were made towards the student direction and
substantive communication components of the QTM framework. In the previous
lesson, there was no evidence of student direction as the teacher designed all the
activities and students were given no choice, therefore the whole lesson was
teacher centred. In addition, students were not challenged in their learning and
extending questioning was neither seen in the lesson. Firstly, this was address by
making students work in pairs in all the activities and letting students choose the
way in which they will perform the activity. The class activity was changed to
‘trip planning’, where students could choose the data that they will want to work
with and the narrative behind the knowledge, students were asked to provide
their results using time conversion to meet Syllabus outcomes. Finally, the lesson
was modified to give more room to extending questioning creating activities to
incite a level of curiosity in students (Cornelius-White, 2007). Students working
in pairs were encouraged to share their ideas with their peers and the teacher as
part of a reciprocal communication process. It is important for students to have a
sense of control over their learning, by doing so; students tend to better engage
in the lessons while increasing their participation (Cornelius-White, 2007).
Allowing them to design the activities to their best abilities can also help teacher
recognise a student’s strengths and weaknesses (Clewes, 2003).

To summarise, I now realise it takes a lot of work to create a lesson plan that
delivers all the criteria that is expected from the QT model. Nevertheless, I
understand what is needed in a lesson in order to deliver quality teaching, and I
am positive I will use the quality-teaching model as a guiding frame to make
every lesson a unique learning experience.
 References

Calderwood, K. (2016). A day in the life of an outback school chaplain in rural

Queensland. ABC News. Retrieved from http://www.abc.net.au/news/2016-01-
27/hughenden-chaplains/7117584

Clewes, D. (2003). A Student-centred Conceptual Model of Service Quality in

Higher Education. Quality In Higher Education, 9(1), 69-85. doi:
10.1080/13538320308163

Conway, L., Repke, M., & Houck, S. (2016). Psychological Spacetime. SAGE
Open, 6(4), 215824401667451. doi: 10.1177/2158244016674511

Cornelius-White, J. (2007). Learner-Centered Teacher-Student Relationships Are

Effective: A Meta-Analysis. Review Of Educational Research, 77(1), 113-143. doi:
10.3102/003465430298563

Davies, A. (2005). The Industrial Revolution and Time. Retrieved from

http://www.open.edu/openlearn/history-the-arts/history/history-science-
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time

Hamshire, C., Forsyth, R., Bell, A., Benton, M., Kelly-Laubscher, R., Paxton, M., &
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10.1080/13538322.2017.1294407

KidsMatter. (2017). Thinking about cultural diversity. Sydney: KidsMatter.

Retrieved from: https://www.kidsmatter.edu.au/mental-health-
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diversity.
Krumm, J., Davies, N., & Narayanaswami, C. (2008). User-Generated
Content. IEEE Pervasive Computing, 7(4), 10-11. doi: 10.1109/mprv.2008.85

Perso, T. (2012). Cultural responsiveness and school education with particular

focus on Australia's first peoples (1st ed., pp. 19-20). Darwin: Menzies School of
Health Research.

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. doi:
10.1177/2379298116689783

Prins, R., Avraamidou, L., & Goedhart, M. (2017). Tell me a Story: the use of
narrative as a learning tool for natural selection. Educational Media
International, 54(1), 20-33. doi: 10.1080/09523987.2017.1324361

Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Breeze, N., & Gall, M. et al.
(2004). Transforming teaching and learning: embedding ICT into everyday
classroom practices. Journal Of Computer Assisted Learning, 20(6), 413-425. doi:
10.1111/j.1365-2729.2004.00104.x