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102086 Designing Teaching & Learning

ASSIGNMENT 2: LESSON PLAN ANALYSIS

By My Y Lay Nguyen – 17644671

Table of Contents

PART A – LESSON PLAN .......................................................................................................................... 2

APPENDICES ............................................................................................................................................ 3

PART B – ANALYSING AND MODIFYING THE LESSON PLAN ..................................................... 4

MODIFIED LESSON PLAN ..................................................................................................................... 7

APPENDICES .......................................................................................................................................... 12

PART C – ACADEMIC JUSTIFICATION ............................................................................................. 13

References................................................................................................................................................. 16

E-PORTFOLIO WEEBLY LINK ............................................................................................................. 18


102086 - DESIGNING TEACHING & LEARNING My y lay Nguyen - 1764471

PART A – LESSON PLAN


Summary of Lesson Plan:
This lesson is aimed at introducing students into the geographical change the world is undergoing. It is an in
depth investigation into the rise of the mega-city, cities & their planning and the various techniques used to
manage them. It also explores the effects of 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.

Australian Curriculum Links:


Year 8 Geography
 Causes and consequences ofurbanisation, drawing on a study from Indonesia, or another country of the
Asia region (ACHGK054)
 Management and planning of Australia’s urban future(ACHGK059)
Lesson Plan Sequence:
*** The lesson sequence is also available in the notes section of the PowerPoint ***

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:

 When you reach slide 16 stop and distribute the worksheets


 Slide 18 discusses the Peel structure, however you scan skip this.
 The worksheet is sectioned so that you can have the class work through it together or let everyone work at their
individual pace & discuss the content.
Conclusion:

 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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PART B – ANALYSING AND MODIFYING THE LESSON PLAN


102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

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.

Evaluation score – 1 (poor) to 5 (excellent)


Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn


1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4–5 Comments: Does provide scaffolded worksheet and mentions, “work at their individual pace" suggest
time is provided to dissect the worksheet. Also mentions discuss to allow students to articulate their
understanding. Images are provided in the PowerPoint.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: Not mentioned although there scope to provide relevance with concepts by sharing and
linking with community.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: While lesson does not explicitly state the strategies for accommodating to different
learners, the worksheet is sequenced with different level of questioning. There should be more scope
for extended questions.
1.6 Strategies to support full participation of students with disability
1–2–3–4–5 Comments: Mentions response expectations by discussing “PEEL” and provides scaffolded
worksheets. There is a scope for this to create more inclusive learning approach.
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4–5 Comments: Overview of the content of the lesson plan is too generic and not specific enough. Lesson
content does have relevance to the outcome but improvements on the learning strategies could be
made.
2.3 Curriculum, assessment and reporting
1–2–3–4–5 Comments: Provide some assessment with the use of worksheet to align with the curriculum content.
Further scoping is required for a more effective lesson that would make it deep and meaningful
2.6 Information and Communication Technology (ICT)
1–2–3–4–5 Comments: Mentions the use of a digital device but does not integrate it into the lesson as it is mainly
pen and paper with the content taught from a PowerPoint. More scoping with the use of ICT like
interacting with the graph to visualise the change over time.
3 Plan for and implement effective teaching and learning***
3.1 Establish challenging learning goals
1–2–3–4–5 Comments: Expectations for creating a good response is mentioned to achieve high marks. Does not
provide sufficient challenging goals with connections to prior learning. Further scoping is for an
effective lesson.
3.2 Plan, structure and sequence learning programs
1–2–3–4–5 Comments: There are no flow to the structure of this lesson as it is very generic and not detailed
enough to grasp the overall lesson that is needed to execute an effective lesson. Further planning is
needed to address contingencies that may not address all learner’s needs.
3.3 Use teaching strategies
1–2–3–4–5 Comments: The lesson is mainly teacher centring approach with the students using pen and paper to
complete task. A cooperative learning approach can be used to allow the students to take ownership
of their learning. Possibly a case study could be integrated to correspond with the inquiry-based
subject of geography.

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3.4 Select and use resources


1–2–3–4–5 Comments: There are visual images used in the PowerPoint. However, no ICT integration within the
main body of the lesson. Mainly involves in teacher directing the lesson with a PowerPoint and the
students using pen and paper
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4–5 Comments: There are no group work mentioned. Only feedback and discussion are suggested.
Further scoping is needed for more active learning.
4.2 Manage classroom activities
1–2–3–4–5 Comments: There are flexibility and pacing for the activities. However, no flow within the lesson
that link with prior knowledge. Does not provide a detailed classroom activity.
4.3 Manage challenging behaviour
1–2–3–4–5 Comments: No specific mentions on addressing challenging behaviours. Scoping for this is require
creating a positive learning environment.
4.4 Maintain student safety
1–2–3–4–5 Comments: No specific mentions on maintaining student safety. Rules should be implemented at the
start of the lesson to ensure that the students understand the expectation and respect for others.
4.5 Use ICT safely, responsibly and ethically
1–2–3–4–5 Comments: Reference with the use of ICT are made in the assessment section. However, it is not
relevant to the main body of the lesson.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4–5 Comments: provide informal formative assessment at the start by asking a baseline question on the
preconceive understanding of “what they think a mega city might be”. A formative assessment with
peer feedback is used at the end. A reflection of the class should be used at the end of the lesson.
5.2 Provide feedback to students on their learning
1–2–3–4–5 Comments: Mentions peer feedback but do not provide feedback from teacher. Does mention
“discuss content” which allow feedback to be provided to the students.

Section 2: NSW Quality Teaching Model

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: No reference made with prior knowledge. However, lesson is based on urbanisation and
teaches the overall bigger picture of urbanisation.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: lesson is mainly teacher centring approach which lack room for students to demonstrate
deep understanding on key concepts. Further scoping is needed to make the lesson more effective.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Provides some problematic knowledge with the evaluation section of the worksheet.
Further scoping of lesson is needed.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: It appear that there might be some higher-order thinking through the discussion and
through the evaluation section. There is room for further scoping where the students can take
ownership of their learning in a more cooperative approach.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Uses metalanguages based on urbanisation and the characteristics and changes over time
throughout the lesson. Lesson is heavily scaffolded. Also mentions a breakdown of structuring
response.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: There are not enough to engage the students in a sustain conversation about the concept
and ideas as it is mainly teacher directed.

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Quality learning environment ***


2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Lesson does not provide enough explicit quality criteria for the students to work on.
Mainly, the students are lectured on the lesson and then they complete the exercise given.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: This lesson is not as engaging as it should be to allow student to connect with the content
in a deep and meaningful way because it is mainly a teacher directed lesson as content is taught in a
lecture style type lesson. Further scoping is needed for students to actively learn.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: Does state some expectation with the response structure for evaluation. Further scoping
is needed not only with content expectation but behaviour as well.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: some social support is provided with discussion and peer review. There are room for
further scoping needed where the students can work cooperatively.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: minimal scoping is given to students as they do not take ownership of their learning due
to the teacher centred approach.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: there is not scop given for students to direct their own activities as students are told to
complete worksheet.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Minimal background knowledge is mentioned in this lesson. Do provide a baseline
questioning on what the students think a mega city is
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: Does provide some cultural knowledge with the use of examples in the PowerPoints. The
negative and positive aspects of the worksheet would integrate cultural knowledge. The nature of this
lesson is about Indonesia so there are a lot of cultural information that needs to be absorbed.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: Does not make links with other subject areas. There is room for scoping with cross-
curricular.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: Discussion of answers does provide some inclusivity. Further scoping will be needed
where students can work cooperatively.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: the nature of the lesson in urbanisation does provide a connectedness with the world and
the classroom. Discussion of answers attempt to connect classroom learning with the world.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: no mentions of narrative or case study. There are room for scoping with narrative like
case study or image analysis with this lesson

Section 3: Identifying Areas for Improvement

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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MODIFIED LESSON PLAN

Topic area: Stage of Learner: Syllabus Pages:


Global geography Stage 4 Page 32-33
Date: Location Booked: b55 Lesson Number: 14/50
17/04/2017
Time: 90 minutes Total Number of students Printing/preparation
28 students  Paper to write numbers
 Container
 28 x worksheet
 Butcher paper
 Markers

Outcomes Assessment Students learn Students learn to


about
Causes and consequences of Baseline assessment with urbanisation as a shift in  Navigate, read and view
urbanisation, drawing on a image. where, how and why learning area texts
study from Indonesia, or people live where they  Interpret and analyse
Questioning throughout the
another country of the do learning area texts
lesson for engagement
Asia region (ACHGK054)  Express opinion and point
Positive Behaviour connections between of view
Management and planning assessment by urbanisation and  Understand how visual
of Australia’s urban acknowledgment economic and social elements create meaning
future(ACHGK059) opportunities  Understand learning area
Response assessment vocabulary
 Compose spoken, written,
Extension question:
What are the causes of visual and multimodal
urbanisation in Pyrmont? learning area texts
 Use language to interact
What are the consequence with others
cause by urban renewal for  Interpret maps and
the local people in Pyrmont? diagrams
 Interpret data displays

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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Time Teaching and learning actions Organisation Centre


Intro Seating arrangements are in groups of 6 Teacher: Do seating arranging of 6 and then put numbers T
as there will be group work. The tables in a hat or container where the student can pick out from.
5 mins will be numbered. Before the lesson Advise the students to sit according to the number that
start and the students settling down, at they picked.
the door with a hat or a container, the Advise the students that they will be working in groups
students will be divided according to that they will need to respect other students if presenting
the number that they pick. Advise the in class.
student to sit according to their - Organising the physical space to make
number. it comfortable for the students to
learn
Ensure that PowerPoint is ready.
Student: Before the students’ head into class, they will
Roll will be marked once settled need to pick a number and then sit on the right group
table

Resources: a container, numbers on pieces of paper.


Body Kahoot revision for previous lesson Teacher: Set up kahoot lesson from previous lesson T

5 mins Student: Students will play kahoot

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.

Resources: White board


Lecture the students on mega cities and Teacher: lecture the students on mega cities and the 5 T
allow the students to play with the major characteristics of a city. Then, using the tool, show
10 mins global population tool by advising the or allow student play with the tool and the changes over
students to go on the website. time

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

Resources: work sheet, Internet


Decentralisation https://goo.gl/images/qGtCTY
Suburbanisation https://goo.gl/images/we7DjS
Urban renewal https://goo.gl/images/BR62af

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.

Student: Students will return to their original group and


discuss what they found.

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

Resources: internet, butcher paper and markers.


Discuss how to write an effective Teacher: Ask the student on what they think a good T
5 mins response with PEEL. First use a baseline response to an evaluation would be. Then, explain what a
questioning on what they think an good response structure would be with the use of
excellent response would entail. PowerPoint.

Explain bloom’s taxonomy Student: student will be encouraged to answer what they
know and jot down notes from PowerPoint slide.

Resources: White board and 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.

Student: each student will say one thing they learnt or


enjoyed about the class

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?

Learning Outcome Method of measurement and recording


(ACHGK054) Formal Formative assessment during discussion and response
(ACHGK059) Formal Formative assessment during discussion and response

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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

Changes to the worksheet

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PART C – ACADEMIC JUSTIFICATION


Lesson planning is pivotal for teachers to create effective classes. Upon analysing the lesson, the

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

world around them.

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

where they can make a difference in the student’s learning outcome.

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References

Arum, R. (2011). Improve relationships to improve student performance. Phi Delta Kappan, 93(2),

8-13.

Azevedo, F. S. (2006). Personal excursions: Investigating the dynamics of student

engagement. International journal of computers for mathematical learning, 11(1), 57-98.

Azevedo, F. S., & Sherin, B. L. (2012). An evolving framework for describing student engagement

in classroom activities. The Journal of Mathematical Behavior, 31(2), 270-289.

Cavanagh, R. F. (2015). A unified model of student engagement in classroom learning and

classroom learning environment: one measure and one underlying construct. Learning

Environments Research, 18(3), 349-361.

Fenty, N. S., Miller, M. A., & Lampi, A. (2008). Embed social skills instruction in inclusive

settings. Intervention in School and Clinic, 43(3), 186-192.

Fernandez-Rio, J. (2016). Implementing cooperative learning: A proposal. Journal of Physical

Education, Recreation & Dance, 87(5), 5-6.

Gore, J. (2007). Improving pedagogy: The challenges of moving teachers toward higher levels of

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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,

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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

about teacher cognitive processes. Quest, 58(4), 424-442.

John, P. D. (2006). Lesson planning and the student teacher: Re‐thinking the dominant

model. Journal of Curriculum Studies, 38(4), 483-498.

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