Designing Teaching and Learning

Student Name: Jessica Li

Student Number: 18026854
Assessment 2: Lesson plan

Contents
Lesson Plan Analysis .............................................................................................................................. 2
Lesson Plan (Simplified for DTL) ............................................................................................................ 6
Academic Justification ......................................................................................................................... 11
Bibliography ......................................................................................................................................... 13
Lesson Plan Analysis
102086 Designing Teaching & Learning 2H 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
1234 Comments: Lack of teacher assistance to guide students in the right direction for the topic
5 students have just started. More focus on guiding students rather than observing is needed
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1234 Comments: No mention on how to help Aboriginal and Torres Strait Islander students, but
5 the plan does have room open to connect to it
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1234 Comments: Only specifies students to work in pairs to identify concept words and use them
5 to fill out a work sheet. No mention on how to cater to more knowledgeable students
1.6 Strategies to support full participation of students with disability
1 2 3 4 Comments: No strategies noted/included in the plan, but there can be room to have such
5 assistance put in for students with disabilities
2 Know the content and how to teach it
2.2 Content selection and organization
1234 Comments: A good foundation topic to cover before advancing deeper into the topic. Can
5 be improved by having an extra question such as what would you like to learn from this
topic?
2.3 Curriculum, assessment and reporting
1234 Comments: The way of using the concept map to help students learn key terms is very
5 helpful. The worksheet provided can be used for future lessons
2.6 Information and Communication Technology (ICT)
1234 Comments: Only uses a YouTube video to introduce students to the topic of Ancient Egypt.
5 ICT can be used more efficiently such helping students find more words/terms they are not
familiar with

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1234 Comments: Forces students to think about the topic which challenges them but the use of
5 a dictionary, only focuses on what they know and does nothing to challenge them into
finding more unfamiliar terms
3.2 Plan, structure and sequence learning programs
1234 Comments: Good time management, switching between activities allows students to be
5 more engaged with the content rather disengaged with a long activity
3.3 Use teaching strategies
1234 Comments: Focuses more on the teacher giving out orders than guiding students in the right
5 direction. Can be improved by teacher going around and asking students of what they do
not know/want to find out about the topic
 3.4 Select and use resources
1234 Comments: Students are only using prior knowledge to do the task with no help from the
5 teacher or other external resource (i.e. internet search/encyclopedias). The plan can benefit
from the use of external sources to help students identify more unfamiliar terms/features
of the topic
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1234 Comments: Teacher asking what the students have come up with for the task set allows
5 them the chance to participate, room for student lead discussion can be integrated into the
plan
4.2 Manage classroom activities
1234 Comments: Very simple instructions to manage students, but does not have any additional
5 plans to manage students who are either more advanced/less advantaged in the class
4.3 Manage challenging behaviour
1234 Comments: Only listed tasks for students to do, but nothing on how to deal with challenging
5 behaviour from students
4.4 Maintain student safety
1234 Comments: Hazards and dangerous activity in this class are a minimal, plan makes note that
5 student movement around the class can be hazardous. The plan also suggests that vision
impaired students sit at the front to view the board clearly
4.5 Use ICT safely, responsibly and ethically
1234 Comments: There is minimal risk as students will not be using ICT, but the use of ICT by the
5 teacher can be assumed to be ethical and safe

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1234 Comments: Whilst using a glossary of terms is a good way to help students expand their
5 vocabulary on the topic it is not a good indicator to assess where students are in the Ancient
Egypt topic.
5.2 Provide feedback to students on their learning
1234 Comments: Not really mentioned, but the assumption that feedback will be given when
5 students can surprise the teacher on how much they know

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: The topic covered will be processed by the students both in the classroom and
5 for homework. Key terms learnt in this lesson will no doubt be repeated throughout the
unit meaning that the content will be imbedded deeper into student knowledge
1.2 Deep understanding
1 2 3 4 Comments: The concepts and key terms learnt in this lesson will allow students to establish
5 foundations within the unit, accompanied with the repetition throughout the unit, students
are able to create a web of connections between topics within this unit just by learning the
key terms
1.3 Problematic knowledge
1 2 3 4 Comments: There is not much open room for questions or small research done by students
5 to find out more on the topic, the lesson is heavily reliant on what students already know
instead of having students additionally finding information on what they do not
know/would like to learn.
1.4 Higher-order thinking
1 2 3 4 Comments: The teacher mainly provides the answers for the students to write down,
5 perhaps asking the students what they think a certain term/concept means to them first
then provide the answer would promote more higher order thinking
1.5 Metalanguage
1 2 3 4 Comments: This whole lesson is designed to teach students the terms and historical
5 language associated with the topic. Students can utilize this language further on in the unit
1.6 Substantive communication
1 2 3 4 Comments: Student collaboration creates discussion of the topic; class discussion of what
5 students have found about the topic then putting it into a mind map helps students pinpoint
the key terms in the unit
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 Comments: Not clearly mentioned or specified, can be improved with teacher explaining
5 that the expectation is that what they have learnt this lesson will need to be applied to
anything else learnt in this topic, especially the use of the key terms
2.2 Engagement
1 2 3 4 Comments: Students are expected to engage well with other students when working
5 together. The class discussion is a good way to involve at least most of the students to
contribute their ideas
2.3 High expectations
1 2 3 4 Comments: Somewhat assumed but not noted. The teacher can encourage students to
5 have an attempt to explain what they think certain terms mean, praising both good tries
and correct answers. This action by the teacher will allow students to feel comfortable in
contributing their ideas
2.4 Social support
1 2 3 4 Comments: Not really mentioned but can be assumed that there is a positive environment
5 for students to learn in. Can be further improved by the teacher giving praise and
willingness to answer all questions students may have on the topic

2.5 Students self-regulation

1 2 3 4 Comments: The small student collaboration activity makes it so that accomplishing the task
5 is in the hands of the student. Perhaps some observance by walking around to each group
and listening in on their ideas can even further help regulate their behaviour
2.6 Student direction
1 2 3 4 Comments: Although student input is important for this lesson, the plan does not
5 accommodate for when students do/do not contribute enough to create discussion. Can be
improved by allowing them to freely choose what other interesting facts they found to
share with the class

3 Significance
3.1 Background knowledge
1 2 3 4 Comments: This lesson is designed to extend from what students already know/do not
5 know. Students can use old information they have and build upon that to establish new
knowledge to use
 3.2 Cultural knowledge
1 2 3 4 Comments: Students learn about the culture and life during Ancient Egypt. The teacher may
5 be able to link some ancient aspects of Egyptian society to what is like that in contemporary
terms, e.g. Irrigation then/now

3.3 Knowledge integration

1 2 3 4 Comments: Knowledge obtained during this lesson will allow students to understand more
5 on why history is an important subject to learn/teach

3.4 Inclusivity
1 2 3 4 Comments: The lesson benefits from student participation and their ideas
5
3.5 Connectedness
1 2 3 4 Comments: Whilst the lesson can teach students the importance of studying history, some
5 students may not make this connection.

3.6 Narrative
1234 Comments: The use of YouTube can provide a narrative style account to enrich student
5 understanding, could be improve by providing a resource that recounts what life would be
like in Ancient Egypt

Section 3: Identifying Areas for Improvement

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

APST
1) 2.6 Information and Communication Technology 2) 3.3 Use teaching strategies
(ICT)
QT model
1) 2.4 Social support 2) 1.4 Higher-order thinking
Lesson Plan (Simplified for DTL)

Topic area: Ancient Stage of Learner: 4 Syllabus Pages: 60

Egypt

Date: 29/09/17 Location Booked: Normal room Lesson Number: 1 /14

Time: 60 minutes Total Number of students: 24 Printing/preparation:

o Ancient Egypt leaflet [5 pages] x 24
(comes with
o Glossary worksheet
o Timeline of Ancient Egypt
o Map of Ancient Egypt
o Did you Know? fact sheet
o Blank page so students can glue the
leaflet into their books
o 3-2-1 Worksheet x 24
o Kahoot Quiz (a quick fun intro to
motivate students)
o Power-point presentation of the topic
o Laptop Trolley booked

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment - The geographical - Integrate the
3-2-1 Reflect Worksheet location of Ancient metalanguage and
HT4-2 describes major periods of
for students to Egypt select the appropriate
historical time and sequences
summarise - Basics of Ancient terms to use
events, people and societies from
- What they have Egypt - Importance and
the past
learnt in the lesson, - The key concepts and appreciation for past
HT4-9 uses a range of historical
- What they do not metalanguage and cultures
terms and concepts when
understand their meanings
communicating an understanding
- What they want to - What is special about
of the past
know Egypt

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- Literacy skills - Knowledge of Ancient Egypt
- Geographic skill - Understanding historical terms and themes
- Begin the process of historical inquiry
 Time Teaching and learning actions Organisation Centre
d
T/S
Intro Students are to come in and settle in to class. Teacher: T
No seating plan required Instructs students to come in and take a laptop
0-2 Teacher is to call out the Roll. from the laptop trolley before sitting down.
Calls out the Roll

Student:
Follow instructions

Resources:

Body Test your knowledge! - Kahoot quiz Teacher: I T

Teacher opens their computer and projects the
2-10 quiz
- Which continent is Egypt located?
- What is the name of the river in Egypt
- What is the Egyptian way of writing called?
- What is the Egyptian word for king?
- Why did the Egyptians build pyramids?
- What are the three major kingdoms that
make up the history of Ancient Egypt?
- What is a Mummy?
- Why is the Rosetta stone significant?
- Who was the first female Pharaoh?
- Do you think Ancient Egypt is interesting?
nstructs students to log into laptops provided
and go on kahoot, show the Pin on the
Smartboard/projector screen for students to
see.
Instruct them also to choose classroom
appropriate nicknames
Student:
Follows instructions
Resources:
Pin - 882711
https://play.kahoot.it/#/lobby?quizId=1045679
5-753f-40f2-9c98-3cfd8befb052

10 - 30 Introduce topic of Ancient Egypt Teacher: T/S

Teacher puts up the power-point presentation Talks about Ancient Egypt
of what they will be talking about includes: Asks students to take out their notebooks and
- Geography of Ancient Egypt take down some notes that will show up on the
- The significance of the Three Kingdoms power-point
(Old, Middle, New)
- A small introduction to next class topic of Student:
religion and society Takes down notes
Whilst teaching, the teacher involves some of
the key words and terms that is in the glossary Resources:
worksheet in the leaflet Teacher using their power-point presentation

YouTube Clip Teacher: T/S

30 - 35 Show students an introduction of Ancient Egypt Show YouTube clip and have students watch
Taking notes is optional and listen to the video
During the video hand out the leaflet Taking notes is optional but recommended to
https://www.youtube.com/watch?v=KdtgX9ORi students
W Hand out the leaflet during the video
4

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 Student:
Listens and optionally takes down notes if they
want to
Receive leaflet

Resources:
Leaflet
https://www.youtube.com/watch?v=KdtgX9OR
iW4

Leaflet glossary activity (Page 1 of leaflet) Part Teacher: S

1 Instructs students to attempt to complete the
35 - 40 Students are to work with the person next them glossary activity without the aid of looking it up
to complete the glossary activity without looking on the internet.
it up on the laptop (not yet) But by using what theyve learnt so far
Teacher is to walk around to monitor and Walk around and give out clues if students ask
supervise students as well as providing subtle the teacher to define a term/word
clues to the definitions of terms in the glossary Monitor students
(not giving them the answers!) Answer any other questions about the topic

Words that are included Student:

Mummification, Desert, Hieroglyphics, Follows the instructions
Domesticate, Egypt, Delta, Scribe, Embalming, Groups up
Inundation, Irrigation, Famine, After Life,
Dynasty, Resources:
Sarcophagus, Oasis, Deities, Papyrus, Pyramid, Glossary activity inside the leaflet
Ploughing, Pharaohs, The Nile River, Canopic
jars, Shadoof.

40 - 45 Leaflet glossary activity (Page 1 of leaflet) Part Teacher: S

2 Walks around monitor students
Students are now able to use the laptops again, Answer questions about the topic
this time to find the answers to the words they Hands out the 3-2-1 Reflect Worksheet
were stuck finding the meaning of
Teacher to monitor and answer questions as Student:
before Stay Grouped up
Follows instructions
Students that finish quickly can start on the 3-2-
1 Reflect worksheet Resources:
Glossary activity inside the leaflet

45 - 58 3-2-1 Reflect activity Teacher: S

To be done either on their own or with the Walks around and has a look at what students
people around them, to discuss and fill out the have written, paying attention to what they did
worksheet not understand
Uses the 3-2-1 worksheet with 3 questions

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 - What did you learn this lesson about
Ancient Egypt?
- What did you not understand?
- What did you want to learn more about?
Engage with what they did not understand and
attempt to explain to them in a better way for
them
Student:
Can discuss among themselves as well as ask
each other for help on what they do not
understand
Students that understand can also help those
who do not if the teacher cannot get around to
them on time

Resources:
3-2-1 Reflect Worksheet

Conclusio Pack up Teacher: T

n Ask the students to glue leaflet into their books
Put back the Laptops on the trolley, Student:
58-60 Pack up their desk,
When they are ready they stand behind their Resources:
desk with chairs tucked in
Teacher dismisses them when they are all
standing

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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 Through understanding student background knowledge students
can list what they already know about the topic using the Kahoot
quiz, as well as being able to complete the glossary task without
the help of an external resource
I will be using more interesting ways to deliver information to
maintain and encourage interest in the topic, especially when the
content becomes dry

HT4-9 Students gain an understanding of new concepts and vocabulary

through the glossary activity

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Academic Justification

This justification will discuss the reasonings behind the changes made to the original History lesson plan
provided. Four main changes have been made to improve and reflect on balancing out the APST/QTF
models due to the fact that they were not well represented in the original lesson plan.

Standard 2.6 of using Information and Communication Technology (ICT) creates a more active learning
environment for students engage in. By being active in their learning, students are able to be more aware
of the information they need, how to obtain this information and why they need to use this information.
From the Quality Teaching Framework (QTF) the use of ICT promotes Higher-order thinking where students
are able to engage in thinking that requires them toanalyse, synthesise and evaluate knowledge and
information. (Quality teaching in NSW Public schools, p. 11) from this use of higher order thinking,
students motivated to become self-directed learners who are able to readily and efficiently respond to
quick changes of information (Suryani, 107). Because of the rapidly changing technological world, by
allowing students access to ICT during the lesson not only teaches them responsibly use of the device, but
also provides the opportunity for students to hone their skills to be productive and creative users of ICT
(NESA, 2012)

One of the significant changes made was the inclusion and use of laptops that are provided by the school,
they are obtained by having the teacher book them in as they would do for a IT room. The web quiz creator
Kahoot! Is used to help introduce students to the topic of Ancient Egypt, as well as having a small
assessment of where students are in their background knowledge of the topic. This assessment can help
the teacher gauge what extra activities or homework can be set to help students understand the topic
further. Plump and LaRosa (2017) explain that games like Kahoot! excel in the ability to add positivity to
the classroom, from this positivity, student comprehension and motivation to learn increases greatly,
which is a great way to start an introduction to the lesson.

The choice to include the use of a YouTube clip from the old lesson plan helps students understand further
into what the topic of Ancient Egypt involves. Students are also able to take down notes as well as search
up other videos about Egypt in their spare time if the interest and motivation persists. By sharing the video
clip onto the projector for students to view, it generates interest and potentially spark discussion (Burns,
2016) which is a good indicator of QTF 2.4 which is Social support. QTF 2.4 is the model that allows
students to interact and communicate with other students about the work, this not only helps the teacher
but also allows students to use the knowledge they have gained in the lesson to teach others, which
becomes also both QTF 2.5 Students self-regulation and 2.6 Student direction.

To help with APST 3.3 Use teaching strategies, the teacher is shown to teach some of the lesson through
the use of a power-point presentation. A power-point presentation is clean and well organised which
minimises the time writing on the board and deciphering bad teacher handwriting, it also allows for
students to take photos of the slides or teacher to email the power-point to students for them to review at
their leisure. A point to make about using power-points is that the information given on the slides can give
the impression that it is important (F.de Wet, 2006) this can be a double-edged sword in that whatever
information not in the slides, students may find unimportant to note down.

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Combining APST 3.3 with QTF 1.4 and 2.4, through the use of the Glossary worksheet in the leaflet and the
3-2-1 Reflect worksheet, students are able to lead their discussions and provide help for other students
where necessary with the supervision and guidance from the teacher. In the first five minutes of working
on the Glossary worksheet, students are to use the information gained from the YouTube video and the
power-point presentation by the teacher to answer what the terms mean, promoting Higher-order
thinking. In the 3-2-1 Reflect worksheet, the teacher is able to walk around the classroom freely to help
those in need as well as observing student driven mini lessons that help other peers on what they do not
understand.

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Bibliography
Burns, M. (2016, 5 3). Harnessing the Power of YouTube in the Classroom. Retrieved from Edutopia:
https://www.edutopia.org/blog/harnessing-power-youtube-in-classroom-monica-burns

NSW Department of Education and Training. (2003, 5). Quality teaching in NSW Public Schools. Retrieved
from http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf

NSW Education Standards Authority. (2012). Integrating ICT Capability. Retrieved from NSW Education
Standards Authority: https://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/

Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the Classroom to Create Engagement and Active
Learning: A Game-Based Technology Solution for eLearning Novices. Management Teaching
Review, 151-158.

Suryani , A. (2010). ICT in Education: Its Benefits, Difficulties, and Organizational Development Issues.
Jurnal Sosial Humaniora, 106-123.

Wet, C. F. (2006). Beyond Presentations: Using PowerPoint as an Effective Instructional Tool. Gifted Child
Today, 29-39.

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