102086 Designing Teaching & Learning Assignment 2

Lesson Plan Analysis

Vanessa Niccol
Student no. 15073105

Contents

Lesson Plan Analysis………………………………………………………….2

Modified Lesson Plan…………………………………………………………4
Academic Justification………………………………………………………..9
References…………………………………………………………………....11
Learning Portfolio Web Link………………………………………………...13

 Lesson Plan Analysis

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element.
Comments incl. evidence for evaluation score

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: Deep knowledge is shown through sustained focus on central content, the
lesson plan introduces information to be learnt throughout unit. Lesson plan focuses
mainly on the assessment design brief, however fails to assess or reference prior
knowledge of students.

1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Mostly teacher directed learning, it is difficult to assess the students deep
understanding, however informal assessment through observation and use of
collaborative cognitive organisers allow for demonstration of understanding.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Brainstorming activities have scope for demonstration of multiple
perspectives; it is possible for additional student contribution through the time set aside
for questions about content. Lesson plan heavily scaffolds assessment project
requirements.

1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: There is potential higher order thinking through a brainstorm activity with
questions that have multiple answer possibilities. The lesson is heavily scaffolded for
assessment project outlines with teacher expecting certain outcomes.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: There are mentions of terms at the beginning of the lesson, with reassurance
to students of learning throughout the length of the project. It makes reference to the
design brief, packaging, project throughout class and provides focus on key terms in the
marketing criteria and glossary terms.

1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: There is brief interactive communication seen through the lesson plan, with
two interactions for sustained communication with student collaboration through group
discussion.

Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: The marketing criteria for the design assessment are made explicit, with a
final class activity involving students applying the specific criteria to their work, for a
successful design project.

2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: While difficult to assess, there are multiple areas for the teacher to evaluate
engagement by checking in after set blocks of information and activities. Potential for
distraction and disengagement due to computers may occur; lesson plan notes state a
reminder to speak to the entire class not just those at the front throughout the lesson.

2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: Lesson goals and design project expectations are explicitly stated for
students to participate and work towards the challenging assessment.

2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: While there are no negative behaviours to observe from the students or
teacher, there are various notes in the lesson plan, which mention reminders to
encourage and reassure students.
2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: It is difficult to assess student’s self-regulation through the lesson plan.
Opportunities for students to display initiative and autonomy are few.

2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: Teacher directs the lesson activities and discussions explicitly with no
involvement of student directed activities. There is scope for group work and
discussions for the teacher to act as a moderator.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Lesson plan introduces new content with minimal to no reference of
students prior knowledge. No connection is made to any relevant subjects students may
have previously studied.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: There is no mention of any culture or social groups other then the generic
dominant culture. There is scope for this to be included and explored within the lesson
plan.

3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: Mentions of cross-curricular themes are made in the assessment task but not
expanded on. There is scope for connections, which could be made throughout the
lesson and demonstrated by the brainstorming activities.

3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: inclusivity is not mentioned specifically in the lesson plan.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: There is meaningful connection made with the relevance of the design brief
topics and the real world application. This is mentioned at the beginning of the lesson
for students thinking about design as a career path; there is scope for more connections
to be explored throughout the lesson.

3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: There is little mention of personal narrative within the lesson plan. We can
see this through the brief introduction of the teacher’s qualifications, hobbies and
interest.

Identifying Areas for Improvement

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

QT model
1) Student Direction 2) Background Knowledge
3) Cultural knowledge 4) Knowledge Integration

Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:
Design & Technology Stage 6, Preliminary 13-17
Date: Location Booked: Lesson Number:
Tuesday 27th January, 2017 Computer Lab 1 /16
Time: Total Number of students: Printing/preparation
60 minutes 20 -Student access to computers
(Computerlab)
-PowerPoint presentation
(printouts & digital)
-Assessment Task outline (printouts
& digital)
-Past student assessment examples
-Design brief analysis table (printouts
& digital)
- 5-6 thin design magazines/catalogues.

Outcomes Assessment Students learn about Students learn to
P3.1 investigates and experiments -(Observation)
with techniques in creative and Students’ ability to • project analysis • Formulate and
collaborative approaches in discuss & contribute to - design briefs analyse design
designing and producing. class - criteria for briefs
discussions/brainstorms evaluation and • Identify
P4.1 uses design processes in the factors to criteria for
development and production of consider. success of
design solutions to meet identified design
needs and opportunities projects.
• creative approaches • Identify the
including: factors that
- cognitive contribute to
organisers successful
- ideas generation work
collaboration
• Work
cooperatively

Time Teaching and learning actions
0 Pre-students entering classroom
- Ensure the classroom is tidy and hazard free.
NOTE: Turn on/load all computers ready for students to log on (reduces time wastage in the lesson for
computers to load)
RESOURCE: Teacher is to display PowerPoint presentation ‘welcome year 11 design & technology’ slide 1
ready for class upon arrival
RESOURCE: Teacher is to have the assessment task notification printed ready for distribution amongst
students
RESOURCE: Teacher is to have an assessment task completed by previous students as an example
RESOURCE: Design brief analysis table uploaded onto school server + hard copy printouts
- Teacher asks students to form two lines at the door of the classroom.
Address students as whole group whereby they must enter quietly.
5 Lesson introduction

- Students can now enter and choose a seat at a computer, clarify this will be the computer they remain on for
the unit. (Ensures classwork is saved to the computer if they don’t have or forget USB.)
- Teacher is then to immediately mark the roll and do a head count.
NOTE: Students are to be made verbally aware that they are about to learn new content.
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3 MINUTE ACTIVITY, TEACHER & SUBJECT INTRODUCTION,


RESOURCE: Teacher is to flick to slides 2, 3 & 4 on the PowerPoint (projected onto the whiteboard) and

spend 1 minute per slide.

- Teacher introduction including lesson goals, brief explanation of qualifications, contact information (email
address, staff room location), hobbies and interests. and favourite NRL team.
- Subject information about D&T and what students can expect to learn over the next year.
NOTE: Teacher is to ask to students if there are any questions
PLAN B If there is no access to a computer to present the PowerPoint have printed hardcopies of the
PowerPoint to distribute.

5-10 MINUTE ACTIVITY, COMPARISON TABLE

RESOURCE: teacher is to flick to slide 5 on the PowerPoint (projected onto the whiteboard) and spend 5
minutes on this slide.
Teacher asks students to name subjects they have previously or now studying. Students/teachers suggest how it
may be relevant to Design and Technology.
Possible responses include:
Art – colours, layout, perspective,
Sciences – materials, weight.
Maths – measurements, statistics,
English – communication,
History – social context.
Teacher sums up how design and technology is relevant to previous subjects learnt and how it all integrates and
relates to what they will be learning in this course.
NOTE: HOT, Teacher is to reassure students that if these terms don’t make sense they’ll become clearer
through the project & not to stress.
- The purpose of this table is to show students how & what they will learn during this project is identical to the
real-life design industry. This comparison is to make relevance & underline the importance of the learning,
particularly for students interested in potentially becoming designers.
NOTE: Teacher is to ask to students if there are any questions
TIME CHECK, Should be into 10 minutes of the lesson

15 Lesson body

15 MINUTE ACTIVITY, ASSESSMENT TASK

NOTE: Teacher is to reassure students that assessment may seem lengthy (at a first glance) but will be worked
20 on during class time.
RESOURCE: Teacher is to distribute hard copies of the assessment task notification
PLAN B As a secondary measure the teacher is to email all students a copy of the assessment task notification
due to the high chance most students will lose the paper form.
 NOTE: Ensure that Teacher whilst reading is addressing the entire classroom and not just students at the front.
NOTE: Encourage students to make any notes on the assessment task notification whilst the teacher is
explaining what is expected

25 Teacher is to now read through the below headings of the assessment task notification:
- ‘Due date’, make reference to week & day
-‘Design brief’, explain this is the core of the assessment & student should constantly refer back to it at every
stage & decision of the design process. (include mention of target audience/customer requirements; discuss how
it a design brief is the core motivator of a designers role)
30 - ‘Assessment description’, what students will be doing
- ‘Part 1 PowerPoint’, scaffolded heading which must be in the assessment,
- ‘Part 2 Concept model’, physical model of the developed idea
- ‘Part 3 presentation’, summing up all the above/the overall design process.
35 - ‘Submission details’, when, what & how to submit. (Establish a timeline with goals for completion of tasks to
build to the final due date, similar to real world application of a design project.)
- ‘Marking criteria’, focus on key terms which differentiate possible marks.
- Cross curricular themes, literacy, the use & understanding of NESA key glossary terms (i.e. elaborate, reflect,
evaluate)
40 RESOURCE: teacher is to flick to slide 6 on the PowerPoint to show students previously completed
assessment task examples (SCAFFOLDING)
NOTE: Teacher is to ask to students if there are any questions
TIME CHECK, Should be into 25-30 minutes of the lesson.
45
5 MINUTE ACTIVITY, BRAINSTORM-PACKAGING IDEAS

RESOURCE: teacher is to flick to slide 7 on the PowerPoint

- Now that the design brief has been made clear, the teacher is to ask students:
50 What is a product?
Possible student responses:
a want or need,
an item for sale,
an object,
an accessory.

What is the purpose of packaging?

Make reference to students experience and interactions with items, shopping, activities.
Possible student responses:
to contain,
to protect,
to carry,
to communicate,
to sell.
and what may be some possible packaging ideas students can choose to do.
- Teacher is to map student responses on the white board branching off the centre of the PowerPoint slide.
- Possible student responses include:
- a box
- a case
- a carton
- plastic wrapping
- cd insert design.
- a container
Teacher to inform students that the way they have just collaborated is a creative approach to the way designers
can generate ideas.
NOTE: Teacher is to photograph the brainstorm (for next lesson & in case of student that were absent)
NOTE: Teacher is to remind students that any one of these ideas could be chosen for their assessment.
TIME CHECK, Should be into 30-35minutes of the lesson

20 MINUTE ACTIVITY, GROUP WORK/BRAINSTORM-DESIGN BRIEF

RESOURCES: teacher is to flick to slide 8 on the PowerPoint.

The teacher is to re-read the design brief.

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 Students are to collaborate in groups and create a mind map of a product (of their choice) by identifying
important aspects, which may be relevant to their project, & customer needs.
Think about ways in which they could involve sustainability or how different cultures may vary their packaging
design. For example Japanese origami packaging. Also consider different cultural groups and how the product
itself may affect them for example use of colour in different cultures or how it may function among different
cultures.
Teacher is to give the students an example of a product (sunglasses) and suggest a few aspects:
-an array of colours
-new material (bamboo frame)
-even greater properties (U.V protection)
-make customer aware of new features etc.
Teacher is to get the students to gather into groups of 2-3 and log on to computers.
(have the following information on a slide for students reference during group work)
Students are to use Google.com.au, Pinterest.com.au or the Dieline https://beta.thedieline.com for research.
Consider including search terms like sustainability, eco friendly, renewable resources, origami packaging, in
their internet search
NOTE: Teacher is to walk around the room and guide student’s research where necessary.
PLAN B: if access to wifi is unavailable use design magazines and catalogues to identify products and ways
they are being marketed/packaged.
In the last 5 minutes of activity teacher is to ask students to demonstrate their research by showing which
aspects they may think relevant to their project, & customer needs.
- Teacher is to map student responses on the white board branching off the centre of the PowerPoint slide.
NOTE: Teacher is to ask to students if there are any questions
NOTE: Teacher is to photograph the brainstorm (for next lesson & in case of student that were absent)
TIME CHECK, Should be into 45-50 minutes of the lesson

5-10 MINUTE ACTIVITY, DESIGN BRIEF ANALYSIS TABLE

Students are to return to their computer and work on their own.

RESOURCES: Students access the school server to download the ‘design brief analysis’ table from the D&T
subject folder.
PLAN B If experiencing technical difficulties or limited time have printed hardcopy of the design brief analysis
table
- Student simply place information from the brainstorm (on the whiteboard) into the table which helps address
Section 1 of their assessment.
NOTE: Students are prompted to save work (will be continued next lesson) & log off
TIME CHECK: Should be into 60 minutes of the lesson

60 Lesson conclusion
- Students are prompted to recall new information they’ve learn this lesson (assessment task + design brief)
- Additionally students are informed that next lesson they will be using the design brief (from this lesson) to
develop a design criteria.
- Students can ask any general questions
-Students are to pack up and leave upon the end of period signalling.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Brainstorm-Packaging ideas
Group work/Brainstorm-
Design brief
Design brief analysis table
Student contribution to class discussion, photographed as evidence
of completion.
Student contribution to group work and class discussion,
photographed as evidence of completion.
Students ability to take concepts from the class discussion & apply
them into the table, forming part of the criteria necessary for
successful design

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Design brief analysis table (worksheet)

Design Brief Analysis Table

Using the brainstorm on the design brief done in-class, complete the table below:


Identified aspects of the How I plan to meet these
design brief relevant to aspects /
my design What will I do in my design
to ensure these aspects are
met

1) e.g. Available in an array of 1) Include available colour range
colours on packaging
2) 2)
3) 3)
4) 4)
Add more rows if needed Add more rows if needed

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Academic Justification

As an introductory class to Design and Technology (D&T), this lesson plan is extensive in
its application. However when utilising the Quality Teaching Framework (Ladwig & Gore,
2006) to analyse its structure, it conveys a lack of depth, with scope for improvement in the
areas of student direction, cultural knowledge, background knowledge and knowledge
integration.

As a predominantly teacher directed lesson where content is broken into basic information
and facts (Woodfolk, 1998) giving certain freedoms like choosing where they want to sit to
the self direction in which they research a project allows them “a sense of control of one’s
school experience” (Lang, McBeath & Hebert, 1995, p.335). By evolving the teacher’s role
from a dominant position to that of a facilitator, moderator and resource person, a teacher
may obtain more thoughtful responses and share the management responsibility of the
lesson with the students (Woodfolk 1998; Lang, McBeath & Hebert, 1995; Frieberg &
Lamb, 2009).
Introducing a group activity element into the lesson plan permits social discussion,
networking and collaboration, enabling students to stimulate ideas, ask for clarification,
observe their own thoughts, build on group efforts and assume responsibility (Faultley &
Savage, 2011; Lang, McBeath & Hebert, 1995; Spendlove, 2008; Woodfolk, 1998).
When devising the best way to split the class of twenty into groups, Woodfolk (1998)
suggests that the best practice “if the goal is to encourage each student to participate in
discussion, problem solving or computer learning, then groups of 2-4 members work best”
(p.352). Incorporating group work into lessons have significant benefits, it nurtures their
aspirations to do well, encourages positive attitudes towards school, gains in their academic
performance, a greater appreciation and understanding of their peers (Lang, McBeath &
Hebert, 1995).

In the field of D&T it is vital that there is significance placed on understanding, valuing and
accepting different cultures and social groups (Ladwig & Gore, 2006), Rutland (2002) states
that the “values they have are a critical part of the role of the designer” (p.58). Technology
consists of several aspects, which includes cultural; this aspect incorporates beliefs, ethics,
values and creativity, people will instinctively interact with technology within their culture
(Faultley & Savage, 2011; Rutland, 2002). Including cultural knowledge into the lesson plan

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where students explore the product and its effects within diverse cultures develops their
understanding and acceptance of differing societies which acts as a starting point for
designing, making and appraising projects (Ladwig & Gore, 2006; Robsin, 2007).
Introducing multiple perspectives, exploring how different cultures may interact with a
product and reflecting on its purpose and outcome enables students to develop skills
required to “explore the full human and environmental context” (Conway, 2002, p.260).
Neglecting to include culture into a lesson where possible would be unfortunate, it is
important for students to consider the cultural and ethical implications of a product as this
will help inform future decisions they make as a consumer and potential designer
(Spendlove, 2008).

For an introductory lesson to D&T it is imperative that there is assessment and

acknowledgement of the students’ background knowledge, as the teacher must discover
what is already understood about the subject and thus know what is needed for students to
complete the tasks (Woodfolk, 1998). Ladwig & Gore (2006) suggests teachers “provide
students with opportunities (or they take opportunities) to make connections between their
knowledge and experience and the substance of the lesson” (p.40). Using divergent
questioning to access their prior knowledge, teachers can create authentic tasks with real life
application and relevance by offering not only multiple perspectives but also opportunities
for diverse solutions (Nicholl, Flutter, Hosking & Clarkson, 2013; Woodfolk 1998).
Making reference to the student’s experiences and interactions within and outside of the
school environment not only acts as a motivator, it informs the student about the personal
relevance of the unit and how their previous knowledge relates to what they will be learning
in the lesson (Woodfolk, 1998).

D&T is a multidisciplinary subject, similar to background knowledge, integration requires

the students to make connections with cross-curricular content, utilising what they already
know with a broad range of skills and understanding that they have developed over time
(Faultley & Savage, 2011). Looking at cross-curricular themes and what is required by the
Australian Curriculum there is an emphasis on students developing “knowledge, skills,
values and world views necessary to contribute to more sustainable patterns of living.”
(Australian Curriculum Assessment Reporting Authority, 2014) Through focusing
particularly on sustainability, it is important for students to understand how design and
technology contributes and impacts different cultures and environments (NSW Education
Standards Authority, 2013). Spendlove (2008) suggests students be made “aware of the
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made world and how decisions relating to new products, systems and environments have
considerable impact on the earths resources.” (p.62) this will help students make informed,
critical and active decisions.

Although this lesson plan is structured well, increasing the depth and focus of student
direction, cultural knowledge, background knowledge and knowledge integration will
enhance the lesson plan.

References

Australian Curriculum Assessment Reporting Authority (2014) Sustainability. Retrieved

from https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-
priorities/sustainability/

Conway, R. (2002). Learning in and for community: Values in Design and

Technology. Owen-Jackson, G. (Ed), Teaching design and technology in
secondary schools: A reader. (1st Ed., pp.257-266) London ; New York:
Routledge.

Fautley, M., & Savage, Jonathan. (2011). Cross-curricular teaching and learning in
the secondary school-- the arts : Drama, visual art, music, and design (Cross-
curricular teaching and learning in-). London ; New York: Routledge.

Freiberg, H., & Lamb, S. (2009). Dimensions of Person-Centered Classroom

Management. Theory Into Practice, 48(2), 99-105.
DOI:10.1080/00405840902776228

Ladwig, J. G., & Gore, J. (2006). Quality teaching in NSW public schools: A
classroom practice guide (2nd Ed.) Retrieved from
https://app.education.nsw.gov.au/quality-teaching-
rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

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Lang, H. R., McBeath, A., Hebert, J. (1995) Teaching: Strategies and Methods for
Student–Centred Instruction. Ontario, Canada: Harcourt Brace.

Nicholl, B., Flutter, J., Hosking, I., & Clarkson, P. (2013). Joining up the DOTs:
Authentic teaching and learning in Design and Technology
education. Cambridge Journal of Education, 43(4), 435-450. DOI: https://doi-
org.ezproxy.uws.edu.au/10.1080/0305764X.2013.811219

NSW Education Standards Authority, (2013). Design and Technology Stage 6 Syllabus.
Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-
learning-areas/technologies/design-and-technology-syllabus.

Robsin, J. (2007). Cross-curricular teaching and learning. Owen-Jackson, G. (Ed), A

practical guide to teaching design and technology in the secondary school. (1st
Ed., 76-84) London ; New York: Routledge.

Rutland, M. (2002). Links across Design and Technology. Owen-Jackson, G. (Ed),

Teaching design and technology in secondary schools: A reader. (1st Ed., 48-
63) London ; New York: Routledge.

Spendlove, D. (2008). 100 ideas for teaching design and technology. New York, NY:
Continuum International Pub. Group.

Woodfolk, A.E. (1998). Education Psychology (7th ed.) Needham Heights, MA, USA: Allyn
and Bacon.

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Learning Portfolio Web Link
https://vanessaniccol.weebly.com/

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