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Assignment 2 – Designing Teaching and Learning Lesson Plan


Alexander Gramatkovski

Original Lesson Plan


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students background knowledge and prior learning are included. religious and social economic backgrounds.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities 1–2–3–4–5 Comments: Students have the option to work individually or in groups. Also. 3 Plan for and implement effective teaching and learning 3. 2. However. 1. 2. It is well highlighted through the lesson plan. 3. all of the lesson wold be on paper. this does not mean the other standards are irrelevant to lesson planning and evaluation more generally. there is potential for goals to be added. there is a room for potential to add an ICT component to the lesson. the content and summary of the text is highlighted in the text.2 Content selection and organisation 1–2–3–4–5 Comments: The content of the lesson plan is relevant to the unit area.6 Information and Communication Technology (ICT) 1–2–3–4–5 Comments: The lesson is mainly pen paper and whiteboard marker baker based. religious and socioeconomic backgrounds 1–2–3–4–5 Comments: No part of the lesson plan. However. describes students asking questions. However. cultural. it can be added to assist students especially in a school with a strong inclusion program. assessment and reporting 1–2–3–4–5 Comments: There is an example for informal assessment of the text through discussions of text as it is read.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1–2–3–4–5 Comments: It is not incorporated n the lesson plan. There is a lack of assessment both formal and informal in this ext.3 Curriculum.2 Plan. evidence for evaluation score (2 sentences) 1 Know students and how they learn 1. 1. can be added to the lesson plan. with the content building u from 6 . However. 2 Know the content and how to teach it 2. 1.1 Establish challenging learning goals 1–2–3–4–5 Comments: Goals are not defined in the text. No context and no assistance for students from diverse linguistic cultural. Only standards directly addressed in Designing Teaching & Learning that are relevant to this assignment have been included. Capable students can assist less capable ones or work individually. However. Evaluation score – 1 (poor) to 5 (excellent) Comments incl. Students who require assistance can benefit from groupwork.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. seems to be satisfactory. However. structure and sequence learning programs 1–2–3–4–5 Comments: The structure of the lesson.3 Students with diverse linguistic.6 Strategies to support full participation of students with disability 1–2–3–4–5 Comments: There is no mention of this in the lesson plan.

for the whole lesson the lesson is mainly conducted with a textbook.3 Use teaching strategies 1–2–3–4–5 Comments: The teaching strategies are mainly student lead with teachers assisting and directing minimally. with no mention of using technology. Evaluation score – refer to NSW QTM Classroom Practice Guide for each element Comments incl. There is a lack of direction in which the teacher has in assessing the content. evidence for evaluation score (2 sentences) 1 Intellectual quality 1.1 Deep knowledge 1 – 2 – 3 – 4 – 5 Comments: There is references given to proper learning and how this lesson fits into the curriculum. but there are no safety protocols. making students communicate with other students. 1. responsibly and ethically 1–2–3–4–5 Comments: There is absolutely no references to ICT in the lesson. The lesson states the text book that students will use only. There is student driven class room activities. The lesson focusses on the living world but does not focus too deeply into certain areas. 4 Create and maintain supportive and safe learning environments 4.1 Support student participation 1–2–3–4–5 Comments: Groupwork in the class can be helpful for some students. 1. 4. Section 2: NSW Quality Teaching Model Evaluate the lesson plan according to the following NSW Quality Teaching model elements. Groupwork. 3.5 Use ICT safely.2 Provide feedback to students on their learning 1–2–3–4–5 Comments: There is no discussion of results or answer from the teacher. however it is very programmed to achieve a set result. The assessment only highlights students on a class instead of individual assessments. however there is little scope for student to obtain a deep understanding. 4.3 Manage challenging behaviour 1–2–3–4–5 Comments: There is no direction given to addressing misbehaviour.1 Assess student learning 1–2–3–4–5 Comments: Informal assessment is used in the lesson plan.3 Problematic knowledge 1 – 2 – 3 – 4 – 5 Comments: The lesson allows for multiple perspectives from different individuals.2 Deep understanding 1 – 2 – 3 – 4 – 5 Comments: The lesson is mainly student lead.4 Maintain student safety 1–2–3–4–5 Comments: No student safety information is provided. 4. instead it focuses on the large number of topics. 4. 1. NO direction given to non- participating students.4 Higher-order thinking 7 . student’s previous knowledge and is relevant. 5 Assess. can escalate during differing views and different emotions.2 Manage classroom activities 1–2–3–4–5 Comments: There is a good flow of knowledge from previous leaning. 3. which are fairly well detailed. pen and paper. but other students may no be contributing to the work. 5. provide feedback and report on student learning 5. Group work is well integrated in the lesson plan.4 Select and use resources 1–2–3–4–5 Comments: No ICT integration for the lesson for the whole lesson. through the construction of notes from groups. to the reading note taking and joint construction.

personal stories or other narrative techniques.5 Connectedness 1 – 2 – 3 – 4 – 5 Comments: There is no connectedness. it is lacking in detail. through groupwork students are called to discuss and provide ideas about different topics.1–2–3–4–5 Comments: There is no higher order thinking concepts incorporated in the lesson. mater and nitrogen are examples where metalanguage is used. of the lesson.6 Substantive communication 1 – 2 – 3 – 4 – 5 Comments: The lesson is designed in a way in which communication is used.6 Information and Communication Technology (ICT) 8 .5 Metalanguage 1 – 2 – 3 – 4 – 5 Comments: Photosynthesis.2 Cultural knowledge 1 – 2 – 3 – 4 – 5 Comments: There is no refences made to other cultures or social groups. but student inclusivity has not been mentioned in the lesson plan at all.3 Knowledge integration 1 – 2 – 3 – 4 – 5 Comments: There is no attempt to brig cross circular focus into the lesson however there is scope for this.1 Explicit quality criteria 1 – 2 – 3 – 4 – 5 Comments: The lesson plan. 1. The groupwork will increase engagement. However there is a lack of direction for students who do not feel engaged. It is assumed that other students will assist other students. 3. Section 3: Identifying Areas for Improvement Identify the two APST standards and two NSW QT model elements you are targeting for improvement. however using traditional paper and books will not be so engaging of a practical activity 2. 3.5 Students’ self-regulation 1 – 2 – 3 – 4 – 5 Comments: Students are advised to work in groups however minimal scope is given to students self- regulation. 3. However. Quality learning environment 2. There is a small scope in which this can be included into the lesson. disuses the method of the distribution of content and the group work and discusses a expected result of the group work. The lesson seems to be a more in-depth. knowledge from previous learning foundations. Mainly reading and summarising work.6 Student direction 1 – 2 – 3 – 4 – 5 Comments: There is a scope for student to direct to their activities in the lesson. APST 1) 1. However. but no expectations in regards to the work ethic. The lesson plan is organised in a way that there is a set objective in mind. there is scope for this to occur. 3. There is no direction in which and how the groupwork should operate. The lesson builds on the student’s background knowledge. amount of wok or behaviour are set out.3 High expectations 1 – 2 – 3 – 4 – 5 Comments: Questions are set out for students.4 Inclusivity 1 – 2 – 3 – 4 – 5 Comments: Students are advised to work in groups. 2. energy. 2.4 Strategies for teaching Aboriginal and Torres Strait 2) 2.1 Background knowledge 1 – 2 – 3 – 4 – 5 Comments: There is a background knowledge component for a previous learning part. 3 Significance 3. 2. The metalanguage is mainly used in the format of questions.2 Engagement 1 – 2 – 3 – 4 – 5 Comments: The lesson seems to be somewhat engaging.4 Social support 1 – 2 – 3 – 4 – 5 Comments: Group work is incorporated heavily in the lesson. 1. 3. 2.6 Narrative 1 – 2 – 3 – 4 – 5 Comments: There is no mentioning of any case scenarios.

2 Engagement 2) 3. -Acceptable ICT policy for Students -24 Ipads for each student.Islander students QT model 1) 2.6 Narrative Modified Lesson Plan Topic area: Stage of Learner: Syllabus Pages: Science Stage 5 Ls A. -Student login and admin and passwords sheet.C Date: Location Booked: Lesson Number: 4 /6 18/05/2017 Science rooms Time: 60 minutes Total Number of students Printing/preparation 24 -Science quiz on previous learning for knowledge review on previous f subjects. -Group work agreement. Outcomes Assessment Students learn Students learn to about 9 .

proteins and 10 . so the teacher will practical demonstration of the plant matter. Time Teaching and Organisation Centred learning actions T/S Intro Student mediation Students have a 2-minute mediation. and ensures types of energy and the flow the students sign into the system. bacteria and prokaryotes. energy and making lists the game pin as 6284. in regards Literacy – Having a write up report of the lesson. The teacher .com/ 5 Recap of the living world. teacher reminds the class that the lesson . science. sustainability of the environment requires scientific understanding of interactions whin. . have to ground the rules and for the students. Define. Teacher: Teacher asks students to take Teacher minutes out their put there iPads. to groupwork and using ICT. on the screen Resources: Kahoot quiz https://getkahoot. the cycling of matter and the flow of energy through ecosystems. components and processes in biological systems. ecosystems biotic and abiotic food chains . including input and output through food webs. -Define organisms. ICT. The of energy. Define photosynthesis sugars. Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills Integrating aboriginal culture and history in the Students will be analysing the interaction between lesson components and process within biological systems. interactions between assessment via a components and kahoot quiz and LW2 Conserving and processes with biological homework at the maintaing the quality and systems end of class. integrating visual videos from websites such This will be one of the first group work oriented lessons as YouTube. is the revision of prior knowledge. Teacher 2 Whist meditation the teacher will put up minutes a Kahoot quiz. b) Describe how energy flows through ecosystems. a) Recall that ecosystems consist of communities of interdepend organism and abiotic components of the environment. and one of the first lessons students Critical and creative thinking – Adding a small will be using ICT in the classroom. The traditional aboriginal plants and plants Students have a background knowledge of the native to Australia.Syllabus outcomes Lesson assessment Students learn about biological systems in SC5 -LW Analyses the Informal particular. kingdoms.

Sets up the YouTube video and Student 10 plays it. Ask students to explain there which are required. organisms transform energy into other forms to Student: Completes reading and writing 11 . oxygen. Teacher: Waling around the groups Student Direct the students to work in groups ensuring every group is participating of message. Each group will complete the equally and fairly. ecosystems and matter is recycled. same time place the same information on the projector. in -Plants se solar energy for particular in which possible ways in which photosystems. The teacher would also reading and make notes on their be asking questions to students to asses iPads.Watches the video. Hand groupwork and ICT policy sheet at the worksheet to students. . Student: Reading and writing answers on an iPad. to more academically to the teacher. Once students are finished there understanding. Difficult questions they submit their notes electronically can also be asked. Read through the acceptable ICT and group work policy. . Recourses: YouTube will be on a projector screen and students viewing it. -Sugars contain energy. Recourses: Acceptable ICT use and groupwork policy for the class Viewing an informative science video Teacher. . energy from sun. What is the difference between chemical reactions.Select the correct images of the Earth’s crust. Describe to Student: Negotiating the behaviour of the students the importance of the students and labelling the expectations in policy. Resources: iPad and textbook. Questions will be asked to student’s. Ensuring the students vocally engage with the teacher on the importance of the policy. minutes Students will watch a video on the interactions on the interactions Link: https://www. cellulose. carbon dioxide. atmosphere. The visual representation will assist The teacher will stop at certain important in students understanding the sections of the video and reinforce the between concepts and processes v=lnAKICtJIA4 within biological systems. scenarios. gifted students to test their knowledge. animals get energy the content can relate to real world from plants. understanding of the policy. evaporation and precipitation. Student. Detailed reading and note making. nitrogen and phosphorus. 5 Negotiation of acceptable group Teacher: Hand out the acceptable Teacher minutes work and acceptable ICT use. Discussion of results questions: Teacher: Assists in guiding the Student 30 -Define energy and matter discussion and encouraging students to minutes -How energy moves through explore different ideas from the content.

do work. 2) How the aboriginals explained living energy Resources: matter? 3) What food mater aboriginals YouTube clip: consumed that was in high https://www. However. -Matter flows through ecosystems as food and waste. IT incorporates ecosystem aboriginal history. geography and culture in the part of the quiz. The original lesson plan had no inclusion of this and I was required to go online and incorporate relevant examples to the amended lesson plan. I had found the context of aboriginal history. Resources: Discussion question sheets -Water cycle transfers water through evaporation and energy? v=QRBMdS4t36c 4) How do aboriginals use energy knowledge to their advantage? 5) Describe the traditional aboriginal use of solar energy and knowledge? Reflection What have I learned about the teaching and learning process when preparing this lesson? In the modification of the original lesson plan. as opposed to written content. 5 Reflection Teacher: Sets up YouTube clip on Teacher minutes aboriginal people using biological Aboriginal video on how aboriginal ecosystems. I had to incorporate the use of ICT and aboriginal culture in the lesson. 12 . complete a PowerPoint presentation on energy in the biological system. The original lesson plan lacked any use of ICT. The modification of the existing lesson plan was necessary to allow for all students from differing levels and styles of learning students might have. Additional activity: Student complete the activity. The original lesson plan lacked any use of ICT and aboriginal culture in the lesson. using solar energy to their advantage. in real world situations for homework. than the addition of aboriginal culture in the context of biological systems. Which make it lead u to people interact with the Australian important current events. It was helpful to find the 8 ways website that aboriginal and torris strait islander students are more visual learners and respond well to stories and visuals. Guide questions and encourage class participation: Student: Class reflects and discusses its 1) Define how aboriginals thoughts on how historically aboriginals obtained their energy? used their knowledge of energy. I have integrated this into the lesson plan. activates using the iPad. The addition of ICT in the classroom was more easily

or become violent.How am I measuring the outcomes of this lesson? Learning Outcome Method of measurement and recording SC5-14W -Informal assessment through the discussion of results. there is still large risks present. Students may not agree or disagree with certain topics of the content. Students where explained the ICT and group work requirements which are to be understood by the students. Students using technology also presents as tripping hazard. The major possible risks which may occur. care should be taken to prevent the tripping of any students in the class room. may occur during groupwork situations. 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. Academic justification The original lesson plan was not very comprehensive and scored poorly in regards to the Australian professional standards for teachers. there is a large scope and potential for improvement in the context.Outline the key WHS considerations that are to be applied in this lesson? Overall this lesson has minimal chances of risks in it. -Set homework activity which integrates ICT. (AITSL. However. 2017). due to not being a practical class. 13 . Care should be taken when advising students to work with difficult or anti social individuals so they do not have any outbursts. There has been an advantage of the use of information and communications technologies (ICT) and difference learning with the lesson for indigenous students and less capable students. 2017). with respect to the Australian professional standards for teachers (AITSL. However.

2017) Ensuring students only use websites such as YouTube. It has been researched that the use of ICT in the classroom has had great positive effects n students who are less capable (Galloway. According to Menekse (2013). In Gardiner’s (2005). It is our main priority to ensure that the changes to the lesson do not change the curriculum and outcomes. ICT integration in the Australian classroom has been many positive benefits in particular the science field (Plump. which was conducted early in the lesson. 1983). The use of ICT in the previous original lesson plan was not used. Aims and Objectives for Aboriginal Education in South Australia". that aboriginal and Torres strait islander students. It has been researched that aboriginal students respond well to visual representation. the science channel and Kahhot. adds the integration of two videos from the science channel ("How the Universe Works". There was also the integration of ICT in the classroom though a Kahoot quiz. Also adding in the viewing of a YouTube presentation. The 2 main areas which were altered was engagement and narrative. 14 . The new amended lesson plan. such as videos or animations ("Rationale. will ensure that the standards and strategies of teaching aboriginal and torries strait islander students and difference teachings met the specific learning needs of students across the full range of abilities. differentiated learning is a framework or philosophy for effective teaching that involves providing different students with different avenues to learning. 2002). 2013). According to Pui (2016). in the context of science allowed students to receive generally higher grades and knowledge. positivity respond to visual and illustrative images. & LaRosa. will ensure that the sites are used for educational purposes and ensuring the safety of the students. 2017) and YouTube (Bozeman Science. Studies revealed that the Kahoot quiz is a reliable in which to test students knowledge on topics. The previous lesson plan was changed in regards to the NSW quality teaching model. The question sheet also contains many graphical illustrations and content to further aid this. of the lesson on you tube. study he discovered that visual images. 2017).It has been researched by (Gordon. The use of ICT in completing notes will allow for students who are less capable (eg. This has been used in the lesson plan by the use of video before and towards the end. hand problems) to participate in these activities. differention in a classroom setting is often easily accidently for differentiated learning to provide a limited effective learning experience.

2004). Its assists students to relate the concepts in which they have learnt in the classroom to the concepts outside the classroom (Gardiner. Evans. The video relates to concepts of history and geography which can help students. 15 . 2013). extra curriculum education has been found to further help students in all areas and the contexts of the curriculum (Ford. the interaction between components and process within biological systems. Story telling has also been shown to aid students.This was addressed by allowing students to use ICT in the classroom. The video provides a narrative. 2013). 1995). shows the cultural importance in Australia that biological systems play. which has been research to have positive effects in their engagement of the lesson and further aid there learning and concentration (Galloway. 1995). which is been seen as extremely useful in assisting aboriginal students (Gardiner. & Howell. This. The final modification in which is going to be made in the introduction of a narrative in the lesson plan. Evans. The use of ICT should allow students who have difficulties in reading and writing to also participate and engage with the lesson (Sutherland. & Howell. 2014) The inclusion of the video at the start of the lesson. in other curriculum areas outside of science. It aims to add and introduce culture in the lesson (Samuel.

http://dx.. Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms.. 346-374..20021 16 . 80-102. Evans. http://dx. D.sciencechannel.doi. http://dx. 3(02). & Howell.References Australian Institute of Aborginal Studies . J. (1975).org/10. The Aboriginal Child At School. (2017).com/watch?v=lnAKICtJIA4 Retrieved 12 May 2017.1108/17549451311313255 universe-works/ 16(1). http://dx. Retrieved from https://www.. (2013).2011. (1995). Suspension and Exclusion Rates for Aboriginal Students in Western Australia. K. M..1002/ Race Ethnicity And Education. M. Journal Of Engineering Education. Journal Of Assistive Technologies.1017/s0310582200005034 How the Universe Works. (2013). from http://www. G. 23(01). Discovery Galloway. Stump. Brilliant Ideas for Using ICT in the Inclusive Classroom. 14. (2013).doi. 7(1).1017/s1326011100601023 Bozeman Science. http://dx. 70-70. Achievement gaps in Australia: what NAPLAN reveals about education inequality in Australia. (2017). S. 102(3).doi.doi. J.request for manuscripts. & Chi. Krause. Energy Flow in Ecosystems. The Australian Journal Of Indigenous Education.1080/13613324. M.

21-37.compedu. Aims and Objectives for Aboriginal Education in South Australia. 11(04).12. Retrieved from https://www. http://dx. (2014). 31(4).org/10. Designs for learning: ICT and knowledge in the v=QRBMdS4t36c&t=1s Samuel.15694/mep. R.doi. 2(2). S. (2016).doi.12141 Rationale.. http://dx.New Atlantis Full Documentaries. (2017). C. Mededpublish. Differentiated Curriculum Design: Responding to the Individual and Group Needs of Students with Learning Difficulties with Self-regulated Learning How to design a comprehensive lesson plan.003. 5-16.doi. Management Teaching Review. The men of the Fifth World (full documentary).0032 Sutherland.017 17 . 151-158. 43(1-2). Computers & Education. http://dx. http://dx.doi. J. (2004).org/10. Support For Pui. http://dx. 329- 346. Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices. & LaRosa. The Aboriginal Child At School. (2017). (1983).2014.