DESIGNING TEACHING AND LEARNING

ASSIGNMENT 2

LESSON PLAN ANALYSIS

Contents

Original Lesson Plan……………………………………………………………………………. 2

Lesson Plan Analysis ………………………………………………………………………….. 4

Modified Lesson Plan ………………………………………………………………………… 7

Academic Justification ………………………………………………………………………..12

References.………………………………………………………………………………………….

Learning Portfolio Weblink ………………………………………………………………….

 Year 11 Legal Studies Lesson Plan

(Referred throughout this paper as Lesson Plan A)

Topic: Part 1 Human Rights Law – a
contemporary law reform issue –
Class: Stage 6 (year 11)
Time: 50-minute lesson – class of 24
Syllabus Outcomes:
P1. identifies and applies legal concepts and
terminology
P5. describes the role of law in encouraging
cooperation and resolving conflict, as well as
initiating and responding to change
P10. accounts for differing perspectives and
interpretations of legal information and issues
Students Learn About:
 The extent to which legal systems embody
human rights and promote them in practice.
 How human rights are incorporated into
Australian domestic law
 Evaluate the effectiveness of Australian
responses in promoting and enforcing
human rights
 Discuss the arguments for and against a
Charter of Rights for Australia
Time: Mon P5 1.30pm – 2.20pm
Teacher: XXXXXXXXXXXXXXXXXXXX
Lesson Outcomes:
 Students learn to identify and apply legal
concepts and terminology (eg the notion of
human rights);
 describe the operation of domestic and
international legal systems
Students Learn To:
 Define the notion of human right;
 Outline how human rights have changed and
developed over time
 Investigate the evolving recognition and
importance of universal human rights
 Assess the role of state sovereignty in
promoting and enforcing human rights

Resources Used:
 Textbook  News article on human rights violation
Teaching and Learning Strategies:
Human Rights Law
5 mins Introduction Mark the roll, What are Human Rights and how do we protect
them?
10 mins The idea of Human 1. Where do Human Rights come from?
Rights 2. Why are they important?
(News Article on Human Rights violation) (brief class
discussion)
 Students develop a list of human rights.
 Compile and categorise on board.
10 mins Developing recognition 1. Whose role is to ensure that people have equal
of human rights rights?
2. How should Human Rights be implemented?
(brief class discussion)
 Hand out the textbook, turn to pg. 144 (The Universal
Declaration of Human Rights)
 Go around the classroom, reading a paragraph each.
10 mins The Australian Law and 1. Does the Australian Constitution protect human
Human Rights rights?
2. How are Human Rights protected in Australia?
(brief class discussion)
  Hand out the textbook, turn to pg. 149 ( Human Rights
Protection in Australia)
 Go around the classroom, reading a paragraph each.
10 mins Questions Answer questions 2-7 on pg. 152.
5 mins Wrap-up Run through answers for Q2-7.
Extension Activities: Australia and the domestic protection of Human Rights – does the lack of a Bill
of Rights in the Australian Constitution represents a need for law reform? Explain your answer.
_________________________________________________________

LESSON PLAN ANALYSIS

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– Comments: Whilst the subject covered (Human Rights Law) provides ample discretion to
5 address students’ diversity, Lesson Plan A does not contain any element that shows
knowledge of students’ diverse background.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: Lesson Plan A does not contain any strategy for teaching Aboriginal and Torres
5 Strait Island students nor does it contain any acknowledgment of the potential impact the
lesson might have on students from the mentioned backgrounds.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: Lesson Plan A does not contain any differentiation to teach students with
5 specific learning needs.
1.6 Strategies to support full participation of students with disability
1–2–3–4– Comments: Lesson Plan A supports some degree of students’ participation, it does not
5 contain any specific strategy to assist the participation of students with disability.

2 Know the content and how to teach it

2.2 Content selection and organization
1–2–3–4– Comments: Lesson Plan A contains a coherent and well-sequenced selection of content.
5
2.3 Curriculum, assessment and reporting
1–2–3–4– Comments: Lesson Plan A is an introductory lesson on human rights law and appears
5 compliant with curriculum and syllabus requirements.

2.6 Information and Communication Technology (ICT)

1–2–3–4– Comments: Lesson Plan A does not implement teaching through any ICT.
5
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4– Comments: Lesson Plan A contains a number of outcomes and goals. However, it is
5 questionable whether the said goals can be reached through the basic in-class activities
described.

3.2 Plan, structure and sequence learning programs

1–2–3–4– Comments: Whilst Lesson Plan A is meant to provide an introduction to Human Rights Law,
5 no reference is made to Students’ previous legal knowledge. Individually taken, Lesson Plan
A contains a logical sequence of subjects but it over-compresses most of the syllabus within
1 lesson.

3.3 Use teaching strategies

1–2–3–4– Comments: Lesson Plan A is mostly built as a teacher-centered lesson. The strategies used
5 provide only limited space for group work and mostly revolve around a question/answer
structure.

3.4 Select and use resources

1–2–3–4– Comments: Lesson Plan A mostly relies on textbook. It does not use ICT and, despite its
5 mention, the role of the journal article within the lesson is unclear.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1–2–3–4– Comments: Lesson Plan A mostly relies on verbal communication strategies to support
5 student engagement and interaction. However, as there is no acknowledgment of students
with special needs, it is unclear whether the said strategies are in any way inclusive and/or
supportive to all students.

4.2 Manage classroom activities

1–2–3–4– Comments: Lesson Plan A contains a 5-minute cushion to mark the roll and introduce the
5 lesson. However, it would not be realistic, in a class of 24 (year 11) students, to consider the
classroom activities contained in Lesson Plan A as a successful strategy to maintain an
orderly and workable routine.

4.3 Manage challenging behavior

1–2–3–4– Comments: Lesson Plan A does not contain any preventive action or intervention to resolve
5 any kind of challenging behavior.

4.4 Maintain student safety

1–2–3–4– Comments: Lesson Plan A does not address student safety in any way.
5
4.5 Use ICT safely, responsibly and ethically
1–2–3–4– Comments: Lesson Plan A does not use ICT.
5
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4– Comments: The activities (reading/question time/list preparation) contained in Lesson Plan
5 A provide some data for the teacher to monitor and assess students’ learning. There is
significant room for improvement.

5.2 Provide feedback to students on their learning

1–2–3–4– Comments: Whilst some of the activities contained in Lesson Plan A might naturally lead to
5 the provision of feedback to students through in-class discussions. No specific mention of
feedback to students is made in Lesson Plan A.
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 – Comments: Notwithstanding the fact that Lesson Plan A is meant to be an introductory
5 lesson, it attempts to cover a large amount of material that requires time for students to
understand and apply. It follows, that the knowledge deriving from Lesson Plan A is mostly
superficial.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Lesson Plan A contains limited possibilities for students to experiment with
5 concepts and ideas. As a teacher centered lesson, shallow understanding characterizes most
of the lesson.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: it is hard to comment without knowing the content of the discussion and/or
5 readings. There is an attempt to contextualize knowledge by inserting a news article, but
Lesson Plan A is unclear how students can explore the human rights issues contained in the
article.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Lesson Plan A provides students with limited opportunities to manipulate
5 information and ideas. The questions contained in Lesson Plan A aim at higher order
thinking but it fails to provide the tools for students to rise above lower order thinking.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: the first part of Lesson Plan A contains some use of metalanguage as it
5 addresses some key terminology and requires students to compile lists of human rights.
Regrettably, the focus on key terminology occurs before legal documents are addressed in
the lesson.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: A teacher centered lesson it appears to follow the basic IRE pattern. However,
5 communication between teacher and students is invited at different stages in Lesson Plan A.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: no indication is contained in Lesson Plan A with respect to the quality of the
5 work expected to be produced by students.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: It is difficult to evaluate students’ engagement based on such a brief lesson plan.
5 However, expecting anything more than low level engagement in a teacher centered lesson
would be overly optimistic.

2.3 High expectations

1–2–3–4– Comments: Lesson Plan A contains virtually no challenging work for students to participate
5 in. There might be some participation during questions and at the beginning of the class, but
that would not be because of the lesson being stimulating for students.

2.4 Social support

1 – 2 – 3 – 4 – Comments: Whilst Lesson Plan A does not explicitly set the tone for a mutually respectful
5 environment, some of the reading and discussion activities might lead to building consensus
and forming supportive behaviors amongst students.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: As a teacher centered lesson, there are only a few windows of opportunity for
5 students to show initiative and autonomy, namely: discussions and question time.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: Lesson Plan A does not give any decision making power to students as the entire
5 process is arbitrarily established by the teacher.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Again, Lesson Plan A does not specifically refer to students’ background
5 knowledge. However, some degree of background knowledge might be implicitly contained
in the first activity which requires students to generate ideas.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: Lesson Plan A provides no explicit recognition of any cultural knowledge other
5 than the dominant.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: Lesson Plan A does not specifically establish any meaningful connection
5 between students’ prior or background knowledge and the subject area. The presence of the
news article might (to a small extent) contribute in generating some degree of knowledge
integration.

3.4 Inclusivity
1–2–3–4– Comments: Lesson Plan A ignores any social or cultural background of the students in the
5 class. Whilst there might be some degree of participation from all students in the few
activities programmed, the lesson cannot be defined inclusive in any way.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: No connection is drawn by Lesson Plan A with an out- of-school context. Again,
5 the role of the news article might be expanded.

3.6 Narrative
1–2–3–4– Comments: Lesson Plan A succeeds in separating the human aspect from human rights law.
5 The approach to this subject is turned into a procedural ordeal.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 3.3 Use teaching strategies 2) 2.6 Information and Communication Technology (ICT)
QT model
1) 1.2 Deep Understanding 2) 2.2 Engagement
 MODIFIED LESSON PLAN

(Referred throughout this paper as Lesson Plan B)

Lesson Plan

Topic area: Stage of Learner: Syllabus Pages: 20-21

Legal Studies Stage 6
Date: Location Booked: Lesson Number: ¼
07/05/2017 P5
Time: 60 minutes Total Number of students Printing/preparation
24 Prepare 8 questions quiz on
Quizlet –2 copies of Universal
Declaration of Human Rights
(UDHR) and of the International
Covenant on Civil and Political
Rights (ICCPR) and flashcards.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes  Informal assessment  The definition of human  Recognise human rights;
throughout the lesson rights;  Outline how human rights
P1.(H1) identifies and applies  Quiz on revision of  Developing recognition of have changed and
legal concepts and human rights:
prior knowledge; developed over time;
terminology; - Abolition of slavery;
P6.(H6) explains the nature of  Informal assessment  Examine a major human
of students’ - Universal suffrage; rights document and
the interrelationship
between the legal system performance in Group  Formal Statement of discuss its contribution to
and society; Activity/Game human rights: the development of human
P9.(H9) communicates legal  Informal assessment - Universal Declaration rights.
information using well- of Human Rights.
of students’
structured responses;
performance during
Questioning

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

 Historical overview of the development of Students have prior knowledge of the rule of law and the
human rights from Magna Carta to modern rights of the individual in the system. They completed
days; the core part on Criminal Law and will be building on
 ICT Capability use of interactive whiteboard that knowledge by learning about human rights, their
You Tube presentation and web tools 2.0
development and modern impact on societies.
(Quizlet and Coggle.);
 Literacy – writing quiz responses and mind-
mapping human rights;
 Time Teaching and learning actions
5 minutes Intro
 Manage transition and movement from
previous class smoothly.
 Mark the roll.
 Setup interactive whiteboard for quiz
(Quizlet) and (you tube) presentation.
10 minutes Routine Revision of Previous Knowledge
 Briefly introduce the lesson
 Recap last lessons on knowledge on the
rule of law in society.
 Start brief Quizlet quiz on Rule of Law
and the extent to which the law balances
the rights of victims, offenders and
society.
 Quiz outcome (electronical/hard copy) is
discussed by the class.
5 minutes What are Human Rights? (video)
Students will watch a short You Tube TED ED
Presentation on “What are Human Rights?”
by Benedetta Berti – introducing human
rights and providing an overview of the
historical development of human rights.
20 minutes Class Activity
Game – The Friendly Country
Divide the class in groups. Each group
represents a Country. Teacher distributes an
equal number of flashcards to each group.
Every flashcard contains an article of the
UDHR. Each Country can only enact half of
the cards received. In turn each Country is to
explain their choices to the classroom.
Organisation Centred
T/S
Teacher: Welcomes and invites everyone to take Teacher
their seats. Asks everyone (as per classroom
routine) to sit down and prepare for pre-lesson
quiz. Marks the roll.
Student: Students sit down and prepare their
notebooks and electronic devices.
Resources: Setting up interactive whiteboard.
Teacher: “In the last lessons we spoke about the Student
rule of law and the balancing of rights and today
we will look at Human Rights - what they are –
where they come from and why they are
important.” – “ the two subjects have several
correlations” – “As per our routine, before we
speak about Human Rights we will undergo a
brief quiz on the last lesson as per routine
revision of prior knowledge”
Student: Log in to Quizlet and undertake the 8
question quiz. (Students with no device can read
the quiz from the interactive whiteboard and
write their answers on paper)
Resources: Classroom computer-interactive
whiteboard, school internet connection, prepared
Quizlet quiz.
Teacher: Setup the Youtube video Student
Student: Watch the video
Resources: interactive whiteboard/Youtube
https://www.youtube.com/watch?v=nDgIVseTku
E (ED TED Presentation on Human Rights)
Teacher: Divides the class in groups, distributes Student
the flashcards and observes the students
debating which human right should be enacted
and why.
Student: Choose amongst different human rights
by debating their respective importance. Interact
to create a mind map of human rights.
Resources: Flashcards, Interactive whiteboard.
 Alternative Activity [Contingency Plan]
If class becomes unwilling or unable to
engage in high level cognitive tasks through
group work –the following additional low
level cognitive activity might be included
Watching Youtube video – Ali G talks about
Human Rights.
5 minutes Question Time [A] - Students previous
knowledge on human rights
Invite students to apply their understanding
of basic human rights and identify events in
their life or within their knowledge in which
human rights were violated. This is also a
platform for students from different cultural
backgrounds, religion or language and/or
students with disabilities to share their view/
experience with respect to human rights.
Question Time[B] Human Rights in a legal
system :
10 minutes
 Whose role is to ensure that people
have equal rights?
 How should Human Rights be
implemented?
 Do you feel human rights are
sufficiently protected in your
community?
5 minutes Conclusion
Recap of definition of human rights. Major
international Human Rights Documents
(UDHR). Next lesson we will look more
closely at how Australia enacts human rights.
Teacher: Setup the interactive whiteboard and
Youtube video
Student: Watch the video
Resources: Ali G talks about Human Rights.
https://www.youtube.com/watch?v=uSkkE5Wbu
WM
Teacher: “Does anybody know anything about Student
human rights - and if so – would you like to share
it with us?”
Student: take turn in sharing their knowledge,
experience and opinions.
Resources: None.
Teacher: Guides the question time and monitors Student
that each student has an opportunity to
contribute, by encouraging students to share
their views and opinions. Logs into Coggle on
interactive whiteboard. Assist students
generating a mind-map of human rights on
interactive whiteboard
Student: Engage in a guided debate in answering
the questions. Each student logs in and contribute
to generate a mind map.
Resources: Interactive whiteboard – Coggle
(webtool for mind mapping)
Teacher: Teacher uses interactive whiteboard Teacher
(Coggle) to assist students in recapping the
lesson.
Student: Engage in a summarising the main
points of the lesson.
Resources: Interactive whiteboard
Reflection

What have I learned about the teaching and learning process when preparing this lesson?

First and foremost, the preparation of this lesson taught me that there is an awful lot more planning and
programming in teaching than I originally expected. The most challenging part of this assignment turned
out to be the locating of a lesson plan in my KLA. I found that there is a general reluctance by the NSW
secondary school teaching community to share their work and experience. Eventually, after I spent an
unreasonable amount of time scavenging the internet, I came across a lesson plan (lesson Plan A) that was
either forgotten or intentionally left in the public domain.

I found Lesson Plan A extremely deficient from in most parts of my evaluation. It was not difficult to find
areas that could be improved. The real task was finding ways to “recycle” the elements of a teacher-
centred, unengaging procedural lesson on human rights and revamp them in a Quality Teaching
Model/APTS compliant lesson.

As a mature age student from a different educational background, I could clearly trace parallels between
the methodology used in Lesson Plan A and most of my high-school experience. Virtually all (Quality
Teaching Model/APTS ) assessment criteria were not met by Lesson Plan A, so, in order to choose four (4)
aspects worth improving – in addition to ICT - I selected those aspects that I, as a student, would have
loved to see implemented in my own lessons, namely: the use of teaching strategies aimed at enhancing
students’ engagement and interaction with the object of the lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P1. identifies and applies legal Assessment through Quiz, informal assessment of student
concepts and terminology interaction in flashcard game activities, mind-mapping and
discussion.

P5. describes the role of law
in encouraging cooperation
and resolving conflict, as well
as initiating and responding to
change.
Assessment through informal assessment of student
interaction in flashcard game activities, mind-mapping and
discussion.

P8. locates, selects and Assessment through informal assessment of student

organises legal information interaction in flashcard game activities, mind-mapping and
from a variety of sources discussion.
including legislation, cases,
media, international
instruments and documents
P10. accounts for differing Assessment through informal assessment of student
perspectives and interaction in flashcard game activities, mind-mapping and
interpretations of legal discussion.
information and issues.
 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?

I found Lesson Plan A extremely deficient from in most parts of my evaluation. It was
not difficult to find areas that could be improved. The real task was finding a way to
“recycle” the elements of a teacher-There are no major work health and safety
(WHS) risks can be found with the activities of Lesson Plan A other than those
associated with the positioning of desks within the classroom and the exit to make
sure that in case of emergency, evacuation procedures can be implemented without

In addition to the above, as Lesson Plan B uses an interactive whiteboard and

multiple students’ digital devices, caution should be used with respect to cables,
power points, and electrical devices.
_________________________________________________________

ACADEMIC JUSTIFICATION

Other than being structurally sound, in the writer’s view, Lesson Plan A failed to meet most
of the standards set by the Australian Professional Standards for Teachers (AITSL, 2016).
The aim of Lesson Plan B is to turn a non compliant lesson into a meets most of the said
standards. Two standards have been given a particular importance in the overhauling
process, namely: Standard 3.3 Use teaching strategies and Standard 2.6 Information and
communication Technology (ICT).

Compliance with Standard 2.6 and Standard 3.4 is clearly demonstrated by the use of
interactive whiteboard and web based tools such Youtube, Quizlet and Coggle. The benefits
of using ICT in the teaching in general (Livingstone, 2012)- and human rights in particular -
has been strongly advocated both in the political (Triggs, 2013), academic (Brett et al 2009)
and judicial arena ( Finney v The Hills Grammar School). Whilst concerns have been raised
as to the potential risks of using ICT in Secondary schools (Mykhnenko,587) and (Meabon
Bartow, 2014) and by pragmatists who saw ICT as a limitation of the learning in a social
context (Dewey, 1986). Ultimately, as clearly discussed by Bereiter in his lengthy analysis, it
appears quite clear that the vast majority of the literature appears in favour of a constructivist
approach that accepts ICT as a mean for building knowledge (Bereiter, C. & Scordamalia, M.
2014).

In addition to the use of ICT, the use of flashcards, a game environment and an oral
presentation by students is aimed at meeting Standard 3.3 Use of Teaching Strategies. The
diverse levels of interaction generated by the game stimulate problem solving, knowledge
retention and critical thinking in students (Wankel, & Blessinger, 2013). The variety of
activities (Quiz, Youtube Video, Game, Mindmapping) not only meets Standard 3.4 but in the
case of the Ali G video shows effective classroom planning for management of challenging
behaviour 4.3 (Randall, 2013).

A significant amount of work was carried out on Lesson Plan B to include the pedagogy from
the NSW Quality Teaching Model (Gore 2007, Ludwig & Gore 2003) into the classroom
practice. Once again, the restructure of Lesson Plan A was aimed at capturing most of the
spectrum of pedagogical practices contained in the NSW Quality Teaching Model. The two
aspects of the NSW Quality Teaching Model that were specifically addressed by Lesson
Plan B are 2.2 Engagement and 1.2 Deep Understanding.

The transition from the passive/compliant classroom of Lesson Plan A to the active
classroom where students are in control of their own learning of Lesson Plan B is a clear
step towards an engaging pedagogy. Lesson Plan B moves away from the “going through
the motions” approach (Gore 2007) and by using interactive tools (Coggle, game, personal
experience analysis) increases the demands on students hoping to enhance their
performance (Oaks, Gamoran & Page 1992). The identification of human rights violation
experienced by students and/or their families promotes engagement by creating ownership
of the subject matter and linking human rights to the students’ background and cultural
knowledge (Gore & Ludwig 2003).

The extent of the syllabus covered by Lesson Plan B is approximately 50% of the materials
contained in Lesson Plan A. The decision of moving half of Lesson Plan A to the following
lesson is justified by the pursue of deep understanding through planning to do less but better
(Gore 2007). Unlike Lesson Plan A the game contained in Lesson Plan B forces students to

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demonstrate deep understanding by arguing and justifying their choices (Gore & Ludwig
2003).

In addition to Engagement and Deep Knowledge, the role-play in the game and the self
analysis activities in Lesson Plan B generate 1.4 Higher- Order Thinking by turning human
rights into knowledge which is relevant not only for the purpose of the lesson but also that is
of relevance in the students’ personal world (Gore & Ludwig 2003). In the role-play game
Students are given the opportunity to manipulate the information and transform them to best
fit their role in the game (Gore & Ludwig 2003).

In short, the most relevant change of Lesson Plan B is the shift from a teacher- centred
lesson into a student centred one. This assignment gave the writer a chance to observe the
differences between the two opposite models with a magnifying glass.

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 ________________________________________________________

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Susan Meabon Bartow. (2014) Teaching with Social Media: Disrupting Present Day Public
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Vlad Mykhnenko. (2016) Cui bono? On the relative merits of technology-enhanced learning
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Dewey, J. (MW 9 / 1985) [1916]. Democracy and education. In J. A. Boydston (ed.), The
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Livingstone S. (2012) Critical reflections on the benefits of ICT in education Oxford Review of
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Bereiter, C., & Scardamalia, M. (2014). Knowledge building and knowledge creation: One
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Wankel, C., & Blessinger, Patrick. (2013). Increasing Student Engagement and Retention
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Randall S. Sprick : (2013) Discipline in the Secondary Classroom : A Positive Approach to

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Vaille Dawson (2007) Use of Information Communication Technology by Early Career

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Gore J (2003) Improving Pedagogy

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