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102086 Designing Teaching & Learning

17577016 Greg Jeffery


Assignment 2
Lesson Plan Analysis
Contents
Contents .............................................................................................
....................... 1
Original Lesson
Plan................................................................................................2
Adapted Lesson
Plan...............................................................................................5
Lesson Plan
Analysis ..............................................................................................
9
Modified Lesson
Plan.............................................................................................12
Academic
Justification .........................................................................................
. 17
References ..........................................................................................
.................... 20
Learning Portfolio Web
Link.................................................................................. 22

Original Lesson Plan


Close look at speeches
Year 10 English
Australian curriculum Learning objectives
ACELY17501: Identify and explore the purposes and effects of
different text structures2 and language features3 of spoken
texts4 and use this knowledge to create5 purposeful texts that
inform, persuade and engage.
Resources required
Suitable facilities for showing captioned YouTube clips on
screen to class, including access to the Internet

Student computers

Student worksheets 16 and 27 x class set

Lesson outcome: Students learn about speeches as powerful spoken


texts by considering two speeches from different contexts.
Lesson outline:
Note: this lesson is best conducted over two periods.
1. Remind students of the range of text types they have studied
and indicate that this lesson will be focused on speeches as
powerful examples of spoken texts.
1 http://www.australiancurriculum.edu.au/Elements/3b341913-791e-4790a049-9e4600a2a3f9
2 http://www.australiancurriculum.edu.au/Glossary?
a=E&t=text+structures
3 http://www.australiancurriculum.edu.au/Glossary?
a=E&t=language+features
4 http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts
5 http://www.australiancurriculum.edu.au/Glossary?a=E&t=create
6 http://bit.ly/Muqgy5
7 http://bit.ly/NvnuTG
2

2. Provide students with a short amount of time to research


Martin Luther King Jr. and Richard Gill, ensuring that everyone
in the class has some knowledge of both people. Ask
volunteer students to share their findings so that the whole
class has a similar level of background knowledge.
3. Provide students with the I Have a Dream worksheet to look
over and the opportunity to ask questions before viewing
Martin Luther King Jrs speech8 (8 mins). Note: make sure your
students know that this is only half of the speech.
4. Students then write down their initial thoughts in answer to
the questions regarding Kings speech.
5. Facilitate small group discussions where students can share
their answers.
6. Show students Richard Gills The value of music education9
(13 mins).
7. Once again, students have time to write down their initial
thoughts in answer to the questions regarding Gills speech,
before discussing these answers in small groups.
8. As a class, construct a Venn diagram which identifies the
similarities and differences in the speeches of King and Gill
with a focus on the language features used. As more content
is added to the Venn diagram, continually highlight the vastly
different contexts of the speeches.
9. Facilitate a class discussion where students can contribute
their ideas about what it is they liked about either or both of
the speeches. This is another way of ensuring that students
are considering the effectiveness of the speeches.
10.
Further discussion can briefly explore the concept of
how written language when presented to an audience orally,
can affect the power of the written word.
11.
Students then commence writing their own short speech
using the Plan Your Own Speech worksheet. Emphasise the
importance of students demonstrating that they have a clear
understanding of audience and purpose.
Homework/extension
Students complete speeches. Be sure to indicate a time limit for
students to work toward.
Opportunity for further activity
Students present their speeches in class. An activity could then be
based around looking at what made the speeches different with
regard to language use, purpose and intended audience.

8 http://www.youtube.com/watch?v=_1zxq0TCjIg&cc=1
9 http://www.youtube.com/watch?v=HeRus3NVbwE&cc=1
3

Adapted Lesson Plan


Topic area:
http://www.capthat.com.au/resou
rces/close-look-speeches
Close look at speaches.

Stage of Learner: Syllabus Pages:


Year 10

Date: NA

Location Booked: Lesson


NA
Number:

Time: Two periods.

Total Number of Printing/preparation


4

1/

Outcomes
Students learn about
speeches as powerful
spoken texts by
considering two speeches
from different contexts.

Assessment

students

Plan Your Own Speech


worksheet,I Have a Dr
worksheet

Students learn
about

Students learn to

Lesson
assessment

Cross Curriculum themes & General


capabilities:
I.C.T.(using a computer). Music (Richard
Gill speech) History (MLK as a historical
figure in affirmative action)
Go to BOSTES to find teaching outcome
codes for music, history etc your
CrossCurriculum.

Speeches, spoken
texts, context,

Research, discuss,
construction of Venn
diagram, critical
analyse,

Explicit subject specific concepts and


skills:
Reading, writing, critical analysis,
language features,

Quality Teaching Elements (lesson focus) Highlight the appropriate areas


Intellectual Quality
This refers to pedagogy focused on producing deep understanding of
important, substantive concepts, skills and ideas. Such pedagogy treats
knowledge as something that requires active construction and requires
students to engage in higher-order thinking and to communicate
substantively about what they are learning.
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and
teachers work productively in an environment clearly focused on
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
Significance
This refers to pedagogy that helps make learning more meaningful and
important to students. Such pedagogy draws clear connections with
students prior knowledge and identities, with contexts outside of the
classroom, and with multiple ways of knowing all cultural perspective.

1.1 Deep knowledge


1.2 Deep
understanding
1.3 Problematic
knowledge

1.4 Higher-order
thinking
1.5 Metalanguage
1.6 Substantive
communication

2.1 Explicit quality


criteria
2.2 Engagement
2.3 High
Expectations

2.4 Social Support


2.5 Students self
regulation
2.6 Student direction

3.1 Background
knowledge
3.2 Cultural
knowledge
3.3 Knowledge
integration

3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How are the quality teaching elements you have identified


achieved within the lesson?
Teaching
Indicators of presence in the lesson
5

element

Time

Teaching and learning actions

Intro

Body
10
minute
s
5
minute
s

Conclus
ion

Organisation

1.
Remind students of the range of
text types they have studied and indicate
that this lesson will be focused on
speeches as powerful examples of
spoken texts

Teacher: Not mentioned

2.
Provide students with a short
amount of time to research Martin Luther
King Jr. and Richard Gill, ensuring that
everyone in the class has some
knowledge of both people. Ask volunteer
students to share their findings so that
the whole class has a similar level of
background knowledge.
3.
Provide students with the I Have
a Dream worksheet to look over and the
opportunity to ask questions before
viewing Martin Luther King Jrs speech
(8 mins). Note: make sure your students
know that this is only half of the speech.
4.
Students then write down their
initial thoughts in answer to the
questions regarding Kings speech.

Teacher: Not mentioned

5.
Facilitate small group discussions
where students can share their answers
6.
Facilitate a class discussion where
students can contribute their ideas about
what it is they liked about either or both
of the speeches. This is another way of
ensuring that students are considering
the effectiveness of the speeches.
7.
Further discussion can briefly
explore the concept of how written
language when presented to an audience
orally, can affect the power of the written
word.

Teacher: Not mentioned

8.
Students then commence writing
their own short speech using the Plan
Your Own Speech worksheet. Emphasise
the importance of students
demonstrating that they have a clear
understanding of audience and purpose.

Teacher: Not mentioned

Teache
r

Student: Not mentioned


Resources:
Studen
t

Student: Not mentioned


Resources: Not mentioned

Teacher: Not mentioned

Teache
r

Student: Not mentioned


Resources:
Teacher: Not mentioned

Studen
t

Student: Not mentioned


Resources: Not mentioned
Teache
r

Student: Not mentioned


Resources: Not mentioned

Studen
t

Studen
t

Studen
t

Student: Not mentioned


Resources: Not mentioned

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

How am I measuring the outcomes of this lesson?


Learning Outcome
ACELY175010

Centr
ed
T/S

Method of measurement and recording

Teache
r

Other considerations
Complete the table below by inserting the AISTL graduate
standards that you are demonstrating and indicates the evidence
from this lesson that should comply with the standard.
Graduate
Standards

Evidence within this lesson

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?

References (In APA)


Resources Attached:
http://www.australiancurriculum.edu.au/Elements/3b341913-791e-4790-a0499e4600a2a3f9
http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+structures
http://www.australiancurriculum.edu.au/Glossary?a=E&t=language+features
http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts
http://www.australiancurriculum.edu.au/Glossary?a=E&t=create
http://bit.ly/Muqgy5
http://bit.ly/NvnuTG
http://www.youtube.com/watch?v=_1zxq0TCjIg&cc=1

http://www.youtube.com/watch?v=HeRus3NVbwE&cc=1

10 http://www.australiancurriculum.edu.au/Elements/3b341913-791e4790-a049-9e4600a2a3f9

Lesson Plan Analysis


Student name: Greg Jeffery
Student ID: 17577016
Section 1: Australian Professional Standards for Teachers Template

Standard
1 Know
students
and how
they learn

2 Know the
content and
how to
teach it

3 Plan for
an
implement
effective
teaching
and
learning

4 Create
and
maintain
supportive
and safe
learning

Evaluation score
Comments incl. evid
1 (poor) 5
maximum)
(excellent)
1.1 Physical, social and intellectual development and characteristics of students -3- Further acti
1.2 Understand how students learn -3- Lesson plan uses multiple learning platforms and directe
1.3 Students with diverse linguistic, cultural,
Not mentioned
1 2 3 4 5 NA
religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and
Not mentioned
1 2 3 4 5 NA
Torres Strait Islander students
1.5 Differentiate teaching to meet the specific
learning needs of students across the full
1 2 3 4 5 NA
range of abilities
1.6 Strategies to support full participation of
Not mentioned
1 2 3 4 5 NA
students with disability
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
1 2 3 4 5 NA
Respond to and comp

2.3 Curriculum, assessment and reporting


1 2 3 4 5 NA
Identifies curriculum o
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliatio
Australians. -1- Not mentioned
2.5 Literacy and numeracy strategies -3- Literacy intensive lesson.
2.6 Information and Communication
1 2 3 4 5 NA
Use of YouTube and co
Technology (ICT)
3.1 Establish challenging learning goals
1 2 3 4 5 NA
Identify and explore
structures and langua
knowledge to create p
engage.
3.2 Plan, structure and sequence learning
1 2 3 4 5 NA
Lineal structure of les
programs
teaching model (QTM)
students interests suc
which can then be dire
Additional notes to tea
Critical Race Theory. A
teacher must contin
and practice could pr
enhanced learning op
3.3 Use teaching strategies
1 2 3 4 5 NA
Focus on prior knowle
Professional Knowledg
requires further devel
The questionnaire hyp
3.4 Select and use resources
1 2 3 4 5 NA
Hyperlinks are invalid
devices.
3.5 Use effective classroom communication -4- Handouts, hyperlinks, assessment, discussion, a
3.6 Evaluate and improve teaching programs -1- Not mentioned
3.7 Engage parents/ carers in the educative process -1- Not mentioned
4.1 Support student participation
1 2 3 4 5 NA
Discussion, research o
may benefit from a ch
QT Quality learning En
learning activities, mo
the class could allow s
help in a cultural ende

environmen
ts

5 Assess,
provide
feedback
and report
on student
learning

4.2 Manage classroom activities

1 2 3 4 5 NA

4.3 Manage challenging behaviour


4.4 Maintain student safety

1 2 3 4 5 NA
1 2 3 4 5 NA

4.5 Use ICT safely, responsibly and ethically


5.1 Assess student learning

1 2 3 4 5 NA
1 2 3 4 5 NA

5.2 Provide feedback to students on their


learning

1 2 3 4 5 NA

meets sections
Teacher opportunities
assessments of class
assessments of quiz re
Not mentioned
Not mentioned. Cultur
open up opportunity f
would benefit from pro
based on previous les
No mention.
Teacher opportunities
assessments of group
assessments of quiz re
Not mentioned. Provid
provide teachers with
students may relate to
Teacher reflection on t
used to modify teachi
learning.

5.3 Make consistent and comparable judgements


5.4 Interpret student data
5.5 Report on student achievement
6 Engage in
professiona
l learning

6.1 Identify and plan professional learning needs

7 Engage
professiona
lly with
colleagues,
parents/car
ers and the
community

7.1 Meet professional ethics and responsibilities


7.2 Comply with legislative, administrative and organisational requirements

6.2 Engage in professional learning and improve practice.


6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning

7.3 Engage with the parents/carers


7.4 Engage with professional teaching networks and broader communities

Section 2: NSW Quality Teaching Model


Dimension

Element

Intellectu
al quality

Deep knowledge

Deep understanding
Problematic knowledge

Quality
learning
environm
ent

12345
NA
12345
NA

Higher-order thinking

12345
NA

Metalanguage

12345
NA

Substantive communication

12345
NA

Explicit quality criteria

12345
NA
12345
NA

Engagement
High expectations
Social support
Students self-regulation

Student direction
Significan
ce

Code
(refer to QT
model
documentation
for criteria for
each number)
12345
NA

Background knowledge
Cultural knowledge
Knowledge integration
Inclusivity

12345
NA
12345
NA
12345
NA
12345
NA
12345
NA
12345
NA
12345
NA
12345

Comments incl. e
maximum)

Lesson offers rich c


Guidelines however
Between outline 3 a
direction should ide
concepts and encou
ideas.
Discussion and form

Cultural identity, hi
would benefit from
involve specific foc
thinking strategies
Lesson plan does m
Pittaway, 2014. p. 1
and evaluation and
contexts to develop
Lesson plan instruc
English metalangua
features and texts.
Reading the speech
Communication ma
of topic between, te
Teacher must focus
retaining lesson foc
learning, reciprocat
toward the key con
cultural relevance.
.
Not mentioned

Mention of identifyi
to past lessons, als
for volunteers to sh
Lesson plan offers a
Not mentioned.

Lesson plan outline


based on what they
to Clarke and Pittaw
encourage self-regu
Not mentioned.

Research time to cr
background knowle
A degree of cultura
research and scaffo
MLKs context will r
Meaningful connect
context, literacy an
Students are requir

NA
Connectedness

12345
NA

Narrative

12345
NA

conversations, deve
parallels between M
The Venn diagram p
connectedness. Apa
connectedness defi
Narrative is found i
speeches, and clas

Modified Lesson Plan


Topic area:
http://www.capthat.com.au/resou
rces/close-look-speeches
Close look at speaches.

Stage of Learner: Syllabus Pages:


Year 10

Date: NA

Location Booked: Lesson


NA
Number:

Time: Two periods.

Total Number of Printing/preparation


students
Plan Your Own Speech
worksheet,I Have a Dr
worksheet

Outcomes
Students learn about
speeches as powerful
spoken texts by
considering two speeches
from different contexts.

Assessment
Diagnostic
Formative
TAP

Cross Curriculum themes & General


capabilities:
I.C.T.(using a computer). Music (Richard
Gill speech) History (MLK as a historical
figure in affirmative action)
Go to BOSTES to find teaching outcome
codes for music, history etc. your Cross
Curriculum.

Students learn
about

Students learn to

Speeches, spoken
texts, context,
Culture, self-awareness,
Indiginous Australian
culture.

Research, discuss,
construction of Venn
diagram, critical
analyse,

Explicit subject specific concepts and


skills:
Reading, writing, critical analysis,
language features,

1/

Quality Teaching Elements (lesson focus) Highlight the appropriate areas


Intellectual Quality
This refers to pedagogy focused on producing deep understanding of
important, substantive concepts, skills and ideas. Such pedagogy treats
knowledge as something that requires active construction and requires
students to engage in higher-order thinking and to communicate
substantively about what they are learning.
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and
teachers work productively in an environment clearly focused on
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
Significance
This refers to pedagogy that helps make learning more meaningful and
important to students. Such pedagogy draws clear connections with
students prior knowledge and identities, with contexts outside of the
classroom, and with multiple ways of knowing all cultural perspective.

1.1 Deep knowledge


1.2 Deep
understanding
1.3 Problematic
knowledge

1.4 Higher-order
thinking
1.5 Metalanguage
1.6 Substantive
communication

2.1 Explicit quality


criteria
2.2 Engagement
2.3 High
Expectations

2.4 Social Support


2.5 Students self
regulation
2.6 Student direction

3.1 Background
knowledge
3.2 Cultural
knowledge
3.3 Knowledge
integration

3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How are the quality teaching elements you have identified


achieved within the lesson?
Teaching
Indicators of presence in the lesson
element

Time
Intro

Body
10
minute
s

5
minute
s

Teaching and learning


actions
1.
Apply self-reflection
and critical race theory.
Diagnostic assessment using
Kahoot
Implement discourse that
promotes inclusion.
Remind students of the
range of text types they
have studied and indicate
that this lesson will be
focused on speeches as
powerful examples of spoken
texts. If teacher believes
class has potential to show
cultural discrimination
arrange viewing of I Am
Human video.
2.
Provide students with
directive instruction to parts
in MLK speech in handout,
which relate to each
individual students personal
identity.
Supply a short amount of
time to research Martin
Luther King Jr. Ask volunteer
students to share their
findings so that the whole
class
Use a varying degree of
complexities to assess the
level of 1.2 DEEP
UNDERSTANDING students
can then can share and learn
about cultural diversity.
3.
Provide students with
the I Have a Dream
worksheet to look over and
the opportunity to ask
questions before viewing
Martin Luther King Jrs
speech (8 mins). Note: make
sure your students know
that this is only half of the
speech.
4.
Students then write down
their initial thoughts in
answer to the questions
regarding Kings speech.
Formative assessment
opportunity.
5.
Facilitate small group
discussions. Directed
discussions toward the parallels
existing between MLKs crusade
and its reliability to
contemporary figures of equal
rights movements and social
injustice issues worldwide such
as Eddie Mabo, Sting or Ghandi.
Where students can share

Organisation

Centred
T/S

Teacher: unofficial assessment

Teacher

Student: Not mentioned

Student

Resources: I Am Human
https://www.youtube.com/watch?
v=4iZc8SuWML8

Teacher: Not mentioned

Student

Student: Not mentioned


Resources: tablet or speech handout

Teacher: Not mentioned

Teacher

Student: Not mentioned


Resources: I Had A Dream Speaks
https://www.youtube.com/watch?
v=3vDWWy4CMhE

Teacher: Not mentioned

Student

Student: Not mentioned


Resources: Not mentioned

Teacher: directing class discussions,


summative assessments,

Teacher
Student

Student: Not mentioned


Resources: Not mentioned
Student

their answers
Students then write A letter to
MLK addressing a culture
students choose to identify
with. This task must combines
Australian curriculum objectives
#1 which responds to and
composes increasingly
sophisticated and sustained
texts for understanding,
interpretation, critical analysis,
imaginative expression and
pleasure
7.
Further discussion
can briefly explore the
concept of how written
language when presented to
an audience orally, can affect
the power of the written
word. Apply TAP here to
assess and identify
discrepancies between ideas
and application.
Conclus
ion

8.
Students then
commence writing their own
short speech using the Plan
Your Own Speech
worksheet. Emphasise the
importance of students
demonstrating that they
have a clear understanding
of audience and purpose.
Evaluate 1.1 Deep Learning,
1.2 Deep Understanding

Teacher: Apply TAP

Student

Student: Thinking aloud protocol

Teacher

Resources: Not mentioned

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

How am I measuring the outcomes of this lesson?


Learning Outcome
ACELY175011
Learning objective 1

Method of measurement and recording

Other considerations
Complete the table below by inserting the AISTL graduate
standards that you are demonstrating and indicates the evidence
from this lesson that should comply with the standard.

11 http://www.australiancurriculum.edu.au/Elements/3b341913-791e4790-a049-9e4600a2a3f9

Graduate
Standards

Evidence within this lesson

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?

References (In APA)


Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher
(6th ed.). Frenchs Forest, Australia: Pearson.
Resources Attached:
http://www.australiancurriculum.edu.au/Elements/3b341913-791e-4790-a0499e4600a2a3f9
http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+structures
http://www.australiancurriculum.edu.au/Glossary?a=E&t=language+features
http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts
http://www.australiancurriculum.edu.au/Glossary?a=E&t=create
http://bit.ly/Muqgy5
http://bit.ly/NvnuTG
http://www.youtube.com/watch?v=_1zxq0TCjIg&cc=1

http://www.youtube.com/watch?v=HeRus3NVbwE&cc=1
I Had A Dream Speaks
https://www.youtube.com/watch?v=3vDWWy4CMhE
Indigenous Role Models.
https://www.humanrights.gov.au/publications/face-facts-2012/2012-facefacts-chapter-1
Kahoot (2016) Martin Luther King speech
https://create.kahoot.it/?
_ga=1.227905241.556042965.1475226097&deviceId=1127a0edbd82-4de9-99fb-08d580af4705R#public/kahoots?
filter=1&tags=Martin%20Luther%20King&audience=All
%20audiences&kahoots=all-kahoots&cursor=
I Am Human, So I Must Be Stereotyped. (2016).

https://www.youtube.com/watch?v=4iZc8SuWML8

Academicjustification.
APST 5.1: Assess, provide feedback and report on student learning.
APST 3.3: Use teaching strategies. I will begin adaptation of the
lesson by incorporating diagnostic assessment (Clark, Pitaway,
2014) to assess students prior knowledge and abilities relating to
lesson outcomes via public Kahoot quiz on Martin Luther Kings
Dream speech. Quiz results are of informal consequence therefore
no records need to be kept. Throughout the lesson I will use
formative assessments (Clark, Pitaway, 2014) observing students
participation and facial registry while encouraging questioning and
discussion of key concepts to evaluate the degree of knowledge and
learning being done. This approach will aid in the application of
Quality Teaching 1.1 Deep Knowledge and 1.2 Deep Understanding.
During the lessons writing task I will apply a new strategy called the
Think aloud Protocol or TAP. The TAP assessment is reported to be
especially efficient to gauge audience awareness, which addresses
APST 5.1 also assess student learning, interpretation of the task,
and self-evaluation which both address 1.6 Strategies to support full
participation of students with disability (Beck, S. W., Llosa, L., Black,
K., & Trzeszkowski-Giese, A. 2015).

APST 1.3:Demonstrateknowledgeofteachingstrategiesthatareresponsivetothe
learningstrengthsandneedsofstudentsfromdiverselinguistic,cultural,religiousand
socioeconomicbackgrounds.Strategiesforteachingculturallydiverseand
marginalisedstudentsincludepedagogypracticesthatencourageinclusion.Ullman
(2014)stateslanguageanddiscourseplaysabigpartincreatinganinclusivelearning
environment,whichleadsmetoincludeinclusivediscourseandselfreflectionand
applyCriticalRaceTheorytocriticallyexamineeducationalopportunities,school
climate,representation,andpedagogy(Parker,Ledesma&Caldern,D.2015)asa
modificationofthelessonplan.Teachermustbeawareofexistingstereotypesand
culturalbiasexistingintheclassroomandinselfasaresultofculturalprivilegeand
inandbereadytodeconstructitifitcomesup.Furtherlessonplanmodificationto
accommodateanddealwithsuchissueshasbeenaddedintheformofinstructionfor
teacherstoselfassess.IhaveincludedanantidiscriminationYouTubevideocreated
byyoungAustralianstudentschallengingculturalstereotypesfortheteachertohave
onhand.Ifteacherbelievesaclasshaspotentialtoshowculturaldiscriminationorit
arisesduringthelessonIhaveincludedinstructiontoshowthevideo.
Direct referral to the connections present between the 2007
Northern Territory National Emergency Response (The Intervention)
drawing on Indigenous issues, and the teachings of Martin Luther
King (MLK) will build on prior knowledge of global interconnectivity.
This directly responds to APTS Professional Competence 2.2.5: How
is learning designed to regularly and explicitly (built) from students
background and cultural knowledge, and APST 1.4 Strategies for
teaching Aboriginal and Torres Strait Islander students.
APST 1.4: Strategies for teaching Aboriginal and Torres Strait
Islander students, I will further modify the original lesson plan
toregularly and explicitly build from students background and
cultural knowledge by imparting knowledge of Martin Luther Kings
historic sociocultural relevance in the continuing global movement
toward equality by unpacking segments of his Dream speech.
Instead of the original facilitation of a class discussion where

students can contribute their ideas about what it is they liked about
either or both of the speeches I employ changes to invite class
discussions directed toward the parallels existing between MLKs
crusade and its reliability to contemporary figures who stand
culturally significant to my classs student diversity. From that
discussion I will set a short creative writing task titled A letter to
MLK about a culture my students choose to identify with where
students apply creative writing skills, and negotiate contextual
differences throughout time in a letter to MLK asking for his help in
an issue the student themselves identify with promoting diversity
and indigenous inclusion.
QualityTeachingModel1.2DeepUnderstanding I will be looking for such
responses from students that illustrate deep understanding of
cultural significance within the lesson. Signs of understanding
complex relationships between concepts may be made visible by a
students inclusion and explanations of concepts. In the lesson plan I
have added the use of prompt questions and reminders to identify
and record students demonstration of how much they are learning
during the lesson. If the learning outcomes are too high, it is
possible the information delivered is too simple and needs to be
more demanding for students before they become restless and
bored. If the majority of the students are only showing signs of
shallow or superficial knowledge then the lesson may need clearer
delivery or clearer explanations
Students achieving deep knowledge and understanding will be given
extension work and encouraged to work in groups with their peers
who may benefit from a different mode of teaching. I will set
autonomous research extension work, on smart devices, offering
students the opportunity to develope Deep Knowledge (1.1) and
Deep Understanding (1.2,). Additional element of the QTM (Quality
Teaching Model) directly relatable to this additional learning is 1.3,
1.5, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4 and 3.3

References

Beck, S. W., Llosa, L., Black, K., & Trzeszkowski-Giese, A. (2015).


Beyond the rubric: Think-alouds as a diagnostic assessment tool for
high school writing teachers. Journal of Adolescent and Adult
Literacy, 58(8), 670-681.

Department of Education. (DET) (2006) Department of education


and Training, Professional Support and Curriculum Directorate.
(2003) A classroom practice guide.
http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003Quality_Teaching_Guide.pdf.
http://www.curriculumsupport.education.nsw.gov.au/comp/qt_subco
m.html
I Am Human, So I Must Be Stereotyped. (2016).
https://www.youtube.com/watch?v=4iZc8SuWML8
I Had A Dream Speech
https://www.youtube.com/watch?v=3vDWWy4CMhE
Indigenous Role Models.
https://www.humanrights.gov.au/publications/face-facts-2012/2012face-facts-chapter-1
Kahoot. (2016). Martin Luther King speech
https://create.kahoot.it/?
_ga=1.227905241.556042965.1475226097&deviceId=1127a0edbd82-4de9-99fb-08d580af4705R#public/kahoots?
filter=1&tags=Martin%20Luther%20King&audience=All
%20audiences&kahoots=all-kahoots&cursor=

Ullman, J. (2014). Ladylike/ butch, sporty/ dapper: Exploring gender


climate with Australian LGBTQ students using stage environment
fit theory. Sex Education; Sexuality, Society and Learning, 14(4),
430-443. doi:10.1080/14681811.2014.919912

Parker, L., Ledesma, M. C., & Caldern, D. (2015). Critical race


theory in education.21(1), 206-222.
doi:10.1177/1077800414557825

Learning Portfolio Web Link