Professional Documents
Culture Documents
Table of Contents
APPENDICES ............................................................................................................................................ 3
APPENDICES .......................................................................................................................................... 12
References................................................................................................................................................. 16
Introduction/Warm up:
Begin by playing the attached PowerPoint, when you reach the second slide discuss with students what they think
a Megacity might be.
Continue reading through the slides and engaging the students, it is suggested that students take brief dot point
notes of the slides.
Body:
Allow students to compare answers with their peers, this will help them view the topics they wrote about in a
new perspective.
As students to give short feedback on each other works e.g. (“You gave very clear and concise definitions, that
was great. You could improve on the way you concluded your last paragraph by linking it to your topic sentence
more.”)
If you have any excess time allow students to share their work with multiple peers.
Assessment Ideas:
Anecdotal notes on students
Collect worksheets to check understanding.
Students record their findings using a digital device and share with class.
Resources:
Download all of the lesson-related resources below:
Changing Nations – The Population Shift Powerpoint (PPTX)
Changing Nations – The Population Shift Worksheet (DOCX)
Projector/Smartboard
Printer (to print worksheets)
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APPENDICES
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Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly
addressed in Designing Teaching & Learning that are relevant to this assignment have been included. However, this does
not mean the other standards are irrelevant to lesson planning and evaluation more generally.
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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)
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Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
1) 3.2 Plan, structure and sequence learning programs 2) 2.6 Information and Communication Technology (ICT)
QT model
1) 1.2 Deep understanding 2) 2.2 Engagement
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Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Connection with globalistion. This lesson is aimed at introducing students into
General Capabilities the geographical change the world is
ICT capability – Kahoot, YouTube clip, undergoing. It is an in-depth investigation into
Urbansiation tool the rise of the mega-city, cities & their planning
Critical and Creative thinking – Reflection, and the various techniques used to manage
cooperative learning, discussion them. It also explores the effects of
Literacy – Response writing Urbanization in places of the world, specifically
the Asian countries. This lesson asks students to
exercise critical thinking and writing skills and
they evaluate the effectiveness of these
techniques. It also serves as the basis for all
further units related to this topic.
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Resources: https://kahoot.it/#/
Get the students to think about the Teacher: T
5 mins image based on urbanisation Show image of Jakarta’s skyline for the student to view
Questions that the teacher can ask the students:
Describe what you can see in this photograph?
Where do you think the photograph was taken?
What problems do you see?
What can be done to address the issue?
Encourage the students that there are no right or wrong
answer. Just provide an analysis from what they see from
the image
Advise that they must put their hands up if they want to
answer.
Allow time for students to answer
Questioning strategy
Student:
The students will be
Resources: https://goo.gl/images/nyPdnY
Student will work in group and discuss Teacher: advise the students to work in groups and S
10 mins what a mega city means. discuss on their own understanding of a megacity for
about 1 minute. Then, spend the next 4 minutes to write
Then the students will discuss as a class their understanding on a board by mind mapping.
and mind map what a mega city means
Student: Student will have 1 minute to discuss in their
groups on what they think a mega city means. Then, the
students will work together as a class and mind map on
what they think a mega city means and what it entails or
the attribute of a mega city.
If the students do not have access to a Student: Students will listen to the lecture and then they
device, alternatively show the students will access the tool so they can play with it
the tool.
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Resources: PowerPoint
http://www.economist.com/node/21642053
The activity will start with an expert Teacher: handout worksheet to each student. Start off by S
group as a cooperative student approve telling the students to work in groups by filling out the
10 mins where they will learn the three worksheet as they will have 10 minutes to complete their
concepts. findings.
Suburbanisation Definition
Decentralisation Negative
Urban renewal Positive
Observe the class and assist those who needs assistance
Students will need to fill out a work
sheet for the three concepts Student: working in groups, the students will research the
three concepts and fill out worksheet
Students will be divided into expert Teacher: Students will be divided to create expert group. S
5 mins group
Student: Students will be divided based on their expert
group. Students will then discuss based on their assigned
concept.
Resources: n/a
Students will return to their original Teacher: advise the students to return to their original S
5 mins group and discuss what was shared group and discuss their shared knowledge as an expert.
from other groups Also encourage the students to speak up.
Make comments for positive behaviour comments if class
are all working together.
Resources: n/a
Explain what a megacity is and then the Teacher: provide butcher paper and markers. advise each S
15 mins students will work in groups and select group to select a megacity of their choice. Research their
a megacity of their choice and explore population and the reasons for their rapid growth.
the reason why they are a megacity. Suggest to the students the tool from the economist site
Students will need to find an image that to see the growth of the country
illustrate the rapid growth. Provide feedback on response
Students will quickly present their Student: working in groups, the students will research the
findings to the class population and the reason for their growth. Then, each
group will find an image that represents the growth.
After, students will quickly explain what they found as
they will show the image to the class
Explain bloom’s taxonomy Student: student will be encouraged to answer what they
know and jot down notes from PowerPoint slide.
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Students will plan for their response Teacher: advise the students that the assessment is to see S
10 mins and utilise the time to ask questions if where they are at and that they do not want to fail them.
they have any concerns or unsure of Utilise the time to break down the question.
Students can work individually or in Student: Student will plan for the response. Students are
groups to discuss also encouraged to ask question if needed
Resources: N/A
Conclusion Wrap up class with reflecting Teacher: using 2 different coloured post it notes, get the T
students to write on one colour of what they did not
5 mins understand from today’s lesson, or another colour of
what they would like to see more in the future.
Resources: n/a
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
The original lesson needed a lot of scopes to create an effective lesson. Firstly, I had to create an
adequate lesson plan that would address all APST and QT model. I had to sequence the lesson so
that it would be clear and logical. It would flow from a revision of the previous lesson so that I could
make a connection from the two lessons. In modifying my lesson, I implemented strategies that
would address needs for all learners. The start of the lesson, I had to think about the structure of
my class and how it would affect the students learning needs. I had to anticipate whether if there
will be disruptions in the class or how the students can work together as a group. In the body of my
lesson, I’ve focused more of an active lesson where I could get all the student to participate by
getting them to take ownership of their learning so that it is more meaningful. This was to provide
an engaging lesson. I provided sufficient time to evaluate their response through discussion.
Throughout the lesson, I ensure that constant positive feedback. While I may not have the practical
knowledge, I will ensure that while teaching, I would share and seek assistance for effective
strategies for me to grow as an effective teacher.
Overall this was an informative assessment. I have learnt to evaluate a lesson plan and critique the
effective of it. While the lesson plan did take the time to create, it did allow me to be mindful of all
the APST and QT model that I need to consider when planning for an effective lesson for when for a
start as a pre-service teacher. -
How am I measuring the outcomes of this lesson?
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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?
The major risk for this lesson is the time constraint due to the overload of activities provided to the
students. If time is an issue, I would spread out my lessons to cover the following lesson.
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APPENDICES
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generic approach did not provide enough information to structure an effective class. Scope for
improvements will be in 3.2 Plan, structure and sequence learning programs and 4.1 Support student
participation against the Australian Professional Standards for Teachers (APST) (Australian Institute
for Teaching and School Leadership [AITSL], 2014) and 1.2 Deep understanding and 2.2
Engagement against the NSW quality teaching model (QT) (Ludwig & Gore, 2003).
Standards 3.2 of the APST model is about creating an adequate lesson. Planning provides a positive
learning environment, and it accommodates the learning needs for all students (Hall & Smith, 2006;
John, 2006). While effective planning does not always require a full scripted plan, good planning at
the start as a student teacher will allow for a better understanding of what an effective teacher
requires (Mutton, Hagger & Burn, 2011). As part of my modification, I have attempted to visualise
and anticipate the multifaceted consideration of classroom management to effectively teach the class
(Mutton, Hagger & Burn, 2011). It is important to consider not only the strategies in activities, but
also the ways that I may influence the student’s learning needs. I have attempted to address all
aspects of APST and QT model in my lesson with strategies that extend to positive behaviour that is
beyond just content lesson (Fenty, Miller & Lampi, 2008; Postholm, 2013). When lessons are
logical, students will maintain trust towards the teacher, creating a meaningful experience for the
students (Gore, 2007; Postholm, 2013). Essentially, the classroom dynamic will reflect on the
student’s identity.
The next modification made to my lesson was standard 4.1 of the APST model. Student participation
creates life-long learners as it promotes pro-social skills (Fenty, Miller & Lampi, 2008; Tillery,
Varjas, Roach, Kuperminc, & Meyers, 2013). It is about supporting active participation where all
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students get the opportunity to express their opinions in a safe environment (Arum, 2011). Major
modifications were made by introducing a cooperative learning strategy as the main body of the
lesson and a reflective exercise concluding the lesson. A cooperative learning strategy, like the
expert group, promotes critical thinking and encourages students to build trust for one another as
ideas are shared within a group (Fernandez-Rio, 2016; Winschel, Everett, Coppola, Shultz, & Lonn,
2015). This strategy encourages students to take responsibility for their own actions by being an
expert to promote participation. The reflective exercise with the post it notes at the end of the lesson
allows student’s voices to be heard so that I can meet their learning needs for future lessons (Greene,
2011).
The third modification that was made was with 1.2 with deep understanding. Deep understanding for
students makes the lesson valuable because it creates long-life learners in a meaningful way (Gore,
2007; Tillery, Varjas, Roach, Kuperminc, & Meyers, 2013). To effectively create deep
understanding, an active learning environment must be provided. This creates responsibility for the
student’s own learning outcome rather than simply listening to the teacher where it is rote learning
(Mwangi, 2010; Azevedo, 2006; Steinbrenner & Watson, 2015). A reflective exercise is added at the
end of the lesson where the students create an effective approach to a deep understanding of the
lesson (Phan, 2009; Smith, & Jack, 2005). It encourages students to express their learning needs.
Deep understanding ensures that students understand their expectations within a classroom setting
and enabling them to think critically of the concepts being taught and making connection with the
The last modification that was made with my lesson was standard 2.2 in engagement. Engagement in
a lesson is pivotal for creating an effective lesson because it creates enthusiasm for students so that
they genuinely want to learn (Ladwig & Gore, 2009). This enables students to critically think about
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the world around them (Cavanagh, 2015). Simply getting the students to rote learn in a passive way,
where it is teacher centred does not provide engagement in class (Steinbrenner & Watson, 2015).
Active learning is the main approach to my lesson as I have implemented a more cooperative
learning where students can take initiative with their learning outcome (Azevedo & Sherin, 2012).
The overall lesson is about providing guidelines, allowing the students to evaluate their own
responses through discussions and providing feedback where the students can feel like there is a
sense of interaction with all the students and teachers (Mwangi, 2010).
Critiquing a lesson plan demonstrates the ability to implement effective strategies that can create
long-life learners. While lesson planning is a gruelling process for student teachers, it is important
that pre-service teachers must plan adequate lessons so knowledge can be accumulated to creating
effective lesson strategies. Overall, lesson planning is essential to becoming an effective teacher
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References
Arum, R. (2011). Improve relationships to improve student performance. Phi Delta Kappan, 93(2),
8-13.
Azevedo, F. S., & Sherin, B. L. (2012). An evolving framework for describing student engagement
classroom learning environment: one measure and one underlying construct. Learning
Fenty, N. S., Miller, M. A., & Lampi, A. (2008). Embed social skills instruction in inclusive
Gore, J. (2007). Improving pedagogy: The challenges of moving teachers toward higher levels of
quality teaching. In J. Butcher & L. McDonald (Eds.), Making a difference: Challenges for
teachers, teaching, and teacher education (pp. 15-33). Rotterdam, The Netherlands: Sense
Publishers
Greene, R. W. (2011). Collaborative problem solving can transform school discipline: Adults,
students, and schools benefit when behavioral challenges are viewed through accurate lenses
and students participate in resolving them. Phi Delta Kappan, 93(2), 25.
Hall, T. J., & Smith, M. A. (2006). Teacher Planning, Instruction and Reflection: What we know
John, P. D. (2006). Lesson planning and the student teacher: Re‐thinking the dominant
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Ladwig, J. G., & Gore, J. (2009). Quality teaching in NSW public schools: A classroom practice
guide (3rd ed.). Sydney, Australia: NSW Department of Education and Training.
Mutton, T., Hagger, H., & Burn, K. (2011). Learning to plan, planning to learn: The developing
Phan, H. P. (2009). Exploring students’ reflective thinking practice, deep processing strategies,
Postholm, M. B. (2013). Classroom Management: What does research tell us?. European
Smith, A., & Jack, K. (2005). Reflective practice: A meaningful task for students. Nursing
Steinbrenner, J. R. D., & Watson, L. R. (2015). Student engagement in the classroom: The impact of
The Australian Institute for Teaching and School Leadership. (2014). Australian Professional
standards-for-teachers/standards/list
Tillery, A. D., Varjas, K., Roach, A. T., Kuperminc, G. P., & Meyers, J. (2013). The importance of
adult connections in adolescents' sense of school belonging: Implications for schools and
Winschel, G. A., Everett, R. K., Coppola, B. P., Shultz, G. V., & Lonn, S. (2015). Using jigsaw-style
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http://mylaynguyen.weebly.com/
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