Rima Ali 17789022

Designing Teaching and Learning (102086)

Assignment 2

2.2 Content selection and organisation

The lesson plan is an organised collaborative assessment whereby students are

expected to view relevant organised material prior and subsequent to the

assessment task. The lesson is structured and ordered with content creating an

“effective learning and teaching sequence” ("Standards | Australian Institute for

Teaching and School Leadership") as outlined in section 2.2 of the teaching

standards. The lesson also instructs the teacher to display a series of images of

identifiable international female idols and students are asked to discuss if the images

of women selected are of influence. The series of selected images are evidence of

organised selected content used in sequence over a series of lessons to create

effective learning.

2.3 Curriculum, assessment and reporting

The lesson plan instructs to assess the students in a collaborative group through a

one to two minute presentation. Students are asked to work in groups both inside

and outside classroom time to construct and present a presentation using various

media as well as submit their researched findings and answers to the series of

questions assigned. Students will then be formally assessed on their group

presentation. This lesson plan efficiently makes use of the 2.3 curriculums,
assessment and reporting standard in which teachers are advised to utilize

assessment and reporting within their desired lesson plans.

2.6 Information and Communication Technology (ICT)

The lesson plan is designed to allow students to integrate information and

communication technology to assist in their learning. The use of ICT is evident

through the students instructions to design and submit a presentation with the use of

various media including and not limited to the following “iMovie, Final Cut Pro,

Voicethread, Educreations, Prezi, Glogster, Animoto, Puppet Pals” ("Standards |

Australian Institute for Teaching and School Leadership"). The lesson plan efficiently

achieves 2.6 Australian professional standards through the use of ICT to create a

presentation which also enables and facilitates for students with diverse learner

needs who may have writing disabilities. This allows for students to make use of

various forms of media to present their work in order to be assessed.

3.4 Select and use resources

The lesson plan demonstrates application of the 3.4 Australian professional

standards which stipulates teachers to select and use a vast range of resources

when designing a lesson plan. This is evident through the lesson plans instruction to

make use of a variety of resources in the construction of the student’s presentation

including a vast range of information Communication Technology. The lesson plan

also utilizes a selected range of resources through the teachers’ instruction to

preview to the students a variety of photos of international idolised females at the

preliminary of the lesson. Students are encouraged to utilize internet resources when

obtaining their research information as well as utilize a variety of media and

formatting in order to present their information and findings as a presentation for

formal assessment. Students are also instructed to read several online articles prior

and subsequent to their task which they will need to utilize access to computers and

internets in order to view the online articles allocated.

Part b)

Lesson plans must both facilitate and accommodate to the diverse learner needs.

Student’s capabilities and requirements range and vary and educators must ensure

that their lesson plan equally facilitates for all students. Marsh suggested that “there

are different ways of knowing and different ways of learning, thus for any teaching

and learning task, students will differ in how they acquire the capability” (Marsh,

Clarke & Pittaway, 2014.). An educator’s ability and application of lesson plans which

promote and ensure facilitation of diverse learner needs can detrimentally impact a

student’s education forcing them to become marginalised. Educators must provide

equity access to education for all students. Therefore lesson plans must “Provide

individualized instruction for exceptional students, gifted, physically and intellectually

disabled and culturally different students”. (Marsh, Clarke & Pittaway, 2014.)

Learning capabilities that limit or affect a student’s access to education include the

student’s race and religion, social economic status, gender orientation and physical
and intellectual diversities. Educators must implement Australian professional

standards in order to proficiently facilitate for the diverse learner needs of students.

Australian Professional Standards for Teachers outlines and dictates the essential

standards of teaching that educators must uphold and implement when designing

and applying their lesson plans. The English lesson plan “going gaga” is an

appropriate example of efficient implementation of the Australian professional

standards and exemplifies facilitation of diverse learner needs. The task assigns

students to work in groups of five to create and submit a presentation. Due to the

vast range of resources available to complete the assignment students with linguistic

or physical learning disabilities can utilize ICT such as sound and voiceover to

produce and present the task. This is evident application of the Australian

professional teaching standards. The lesson plan integrates use of Information and

Communication Technology in order to cater for the diverse learner needs of the

students. Additionally the production of the presentation allows for various elements

of task that students may choose from allowing students to choose a task that best

suits their learning capabilities. The task lists a series of task students may choose

from, these tasks include “collecting and adding images for a presentation, writing

the scripts or voiceovers for a presentation, finding and adding the sound and music

for the presentation, managing the editing and sequencing of the presentation tool

and presenting to the class” ("Going Gaga Australian Curriculum Lessons"). This

extensive range of tasks allows students autonomy to choose a task or responsibility

that they feel comfortable and confident in completing. The use of voiceover

implemented within lesson plan task allows students who suffer from a linguistic

disability or who are not confident in public speaking due to their diverse learning

capabilities to utilize information and communication technology to complete their

task efficiently. Additionally the varying type’s format available to complete the

assignment such as images, videos allows students with diverse learning capabilities

in forms of literacy to present their work in a format accommodating to their needs.

It is evident through the assisting and facilitative nature of the lesson plan that

diverse learner needs are taken into consideration and integrated through the

implementation and production of the lesson plan. However the lesson plan does not

cater for all the diverse learner needs such as indigenous and culturally diverse

students. The lesson plan draws on dominant cultural knowledge of iconic female

artists therefore demanding prior knowledge of dominant western icons. This neglect

of cultural diverse learner needs can be addressed in order to assure the lesson plan

addresses all issues of diverse learner needs.

My draft submission originally identified standard 3. 2 “plan, structure and sequence

learning programs”. I choose to identify this standard due to the sequential nature of

the lesson and the presentation of assessment tasks as well as online readings prior

and subsequent to the lesson. However my peers suggested I change standard 3.2

to standard 3.4 “Select and use resource”. My peers suggested that due to the

nature of the tasks assigned and the various forms of resources needed to complete

the lesson standard 3.4 would be a more applicable standard to discuss. I

implemented these changes and modified the assignment according to my peers

suggestions as there was clear and evident indication that the task was produced to

incorporate a variety of resources in order to aid and assists diverse students

learning abilities. Additionally for standard 2.2 Content selections and organisation

my peers suggested I include the readings that are suggested through the lesson

plan. My peers recommended that the standard would be more efficiently

exemplified through the lesson plan if I cited this additional section or task of the

lesson plan.
Reference list

"Standards | Australian Institute For Teaching And School Leadership". Aitsl.edu.au.

N.p., 2016. Web. 1 May 2016.

Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs

Forest, Australia: Pearson.

"Going Gagaaustralian Curriculum Lessons". Australian Curriculum Lessons. N.p.,

2012. Web. 4 May 2016.
Going Gaga
By MelanieSpencer -
Oct 14, 2012
1
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Summary:
This is a 1 hour introductory lesson in an 8 week Year 10 unit of work
entitled Eve to Lady Gaga: Woman’s Voice in Literature, Film and Song. It is
designed for a mixed ability class of both male and female students in a 1:1
learning environment. Students have wireless access to the internet and to
the College intranet where they are able to post blogs and to ‘meet’ virtually
outside school hours. They are already familiar with the Web 2.0 tools used
in this lesson.

Australian Curriculum Links:

 ACELA1564 – understand how language use can have inclusive and
exclusive social effects, and can empower or disempower people

 ACELA1565 – understand that people’s evaluations of texts are

influenced by their value systems, the context and the purpose and
mode of communication

 ACELT1639 – compare and evaluate a range of representations of

individuals and groups in different historical, social and cultural
contexts

 ACELT1640 – reflect on, extend, endorse or refute others’

interpretations of and responses to literature

 ACELY1813 – use organisation patterns, voice and langugage

conventions to present a point of view, speaking clearly, coherently
and with effect, using logic, imagery and rhetorical devices to
engage audiences

 ACELY1752 – identify and analyse implicit or explicit values, beliefs

and assumptions in texts and how these are influenced by purposes
and likely audiences

Lesson 2.2 Content selection and organisation

Introduction

Bring up a series of images of recognisable national and international female

public figures, asking students to raise their hands when they agree this
person is a person of influence. Finish with a picture of Lady Gaga. Refer to
the 2010 Times article which lists her as one of the top influential people of
2010. http://tinyurl.com/35w4jp8 Facilitate a discussion on why this
may have been so and whether this is still the case.
2.6 Information and Communication
3.4 Select and use resources
Body Technology (ICT)

Students will be asked to move into their collaboration groups. (Collaboration

groups consist of 5 students each of whom is directly responsible for an
element of a task – roles may include collecting and adding images for a
presentation, writing the script/voiceover for a presentation, finding and
adding the sound/music for a presentation, managing the editing and
sequencing of the presentation tool, presenting to the class. Students will
work in their area of strength) Their task is to use their devices to discover
the controversy surrounding Gaga’s song “Born This Way”. Using one of the
following tools (iMovie, Final Cut Pro, Voicethread, Educreations, Prezi,
Glogster, Animoto, Puppet Pals) they have the remainder of the lesson to
develop a 1-2 minute presentation about the controversy

a) speculating how differing responses reveal values systems or worldviews

b) whether these responses might empower or disempower individuals

c) how social, cultural and historical contexts may influence responses to the
song and

d) delivering the group interpretation and response to the song

Conclusion
Students are advised they will have 10 minutes at the beginning of the next
lesson to organise themselves before presenting. They may have an online
meeting in the evening to manage organisation if necessary. They may use
the College Intranet or Facebook to collaborate. Students are also advised
that the following viewing is necessary for the lesson after next.
2.3 Curriculum, assessment and

http://tinyurl.com/9fm28wt Alice Walker Reads Sojourner Truth

reporting

http://tinyurl.com/9xm9bhh Helen Reddy sings ‘I am Woman’

http://tinyurl.com/8c9y9c2 Tracy Chapman sings ‘Talkin bout a

Revolution’

http://tinyurl.com/9lzyznr Julia Gillard’s October 9, 2012 response to

the Oppositions movement to remove Peter Slipper
2.3 Curriculum, assessment and

Assessment: reporting

Individual contributions to class discussion and collaborative tasks.

Group presentation 2.2 Content selection and

organisation
Resources:
http://tinyurl.com/9fm28wtAlice Walker Reads Sojourner Truth

http://tinyurl.com/9xm9bhh Helen Reddy sings ‘I am Woman’

http://tinyurl.com/8c9y9c2 Tracy Chapman sings ‘Talkin bout a

Revolution’

http://tinyurl.com/9lzyznr Julia Gillard’s October 9, 2012 response to

the Oppositions movement to remove Peter Slipper