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102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis

Contents
Lesson Plan Analysis 2
Modified Lesson Plan 5
Academic Justification 9
References 12
Learning Portfolio Web Link 14

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In this assignment, I will analyse and modify the History lesson plan.

Section 1: Australian Professional Standards for Teachers

1 Know students and how they learn


1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1234 Comments: Brief mention of word bank for students who need extra assistance. Allowance of
5 dictionary to check spelling.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1234 Comments: Nothing explicitly mentioned although the lesson plan allows for it.
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1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1234 Comments: Lesson plan involves students brainstorming individual ideas and collaborating with a
5 partner.
1.6 Strategies to support full participation of students with disability
1 2 3 4 Comments: Brief mention of hard of sight students being seated in the front of the classroom.
5
2 Know the content and how to teach it
2.2 Content selection and organisation
1234 Comments: Lesson plan provides a baseline as the introduction to a new unit. It builds on some
5 students prior knowledge while providing an introduction to those unfamiliar.
2.3 Curriculum, assessment and reporting
1234 Comments: Student contribution of related topic words through the class concept map is an
5 example of informal diagnostic assessment. Glossary worksheet is an example of formal formative
assessment.
2.6 Information and Communication Technology (ICT)
1 2 3 4 Comments: Students are shown a four minute YouTube video as an introduction to Ancient Egypt.
5
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1234 Comments: The content map and glossary task constitute two goals. Though their level of
5 challenge is quite low, it sets a good base for future assessment.
3.2 Plan, structure and sequence learning programs
1234 Comments: Well-structured sequence and flow of lesson that allows students to brainstorm ideas,
5 then discuss and finally assess knowledge. Introductory video better served at the start of the
lesson rather than the end.
3.3 Use teaching strategies
1234 Comments: Teaching strategies are mostly teacher led but students are given the opportunity to
5 think, pair, share knowledge and ideas.
3.4 Select and use resources
1234 Comments: Small range of resources used in teaching; learning is primarily pen and paper based
5 in student workbook and glossary worksheet. Minimal ICT integration with a YouTube video.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1234 Comments: Good mix of paired and individual learning to help student participation though lesson
5 plan could allow for larger group work.
4.2 Manage classroom activities
1234 Comments: Activities flow from diagnostic assessment to the introduction of new terms and
5 knowledge. Classroom activities are mostly teacher led but they are clearly detailed.
4.3 Manage challenging behavior
1234 Comments: Brief mention of classroom management regarding student movement.
5
4.4 Maintain student safety
1234 Comments: No explicit mention of student safety.
5
4.5 Use ICT safely, responsibly and ethically

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1234 Comments: Use of YouTube video is ethical, responsible and relevant to class content.
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5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1234 Comments: Informal oral diagnostic assessment used at start of lesson, formal summative
5 assessment used at end of lesson.
5.2 Provide feedback to students on their learning
1234 Comments: No explicit mention of student feedback is made though feedback can be given
5 through end of class discussion and reflection.

Section 2: NSW Quality Teaching Model

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 Comments: Reference is made to learning of prior concepts. Presents a broad deal of topics as an
5 introduction to the unit.
1.2 Deep understanding
1 2 3 4 Comments: Learning is mostly teacher led and the level of understanding is moderate as students
5 either recall or are introduced to new ideas that they place within a glossary.
1.3 Problematic knowledge
1 2 3 4 Comments: Lesson plan is highly scaffolded though end of class discussion allows for multiple
5 points of view.
1.4 Higher-order thinking
1 2 3 4 Comments: Potential for higher order thinking during discussion but lesson is quite basic as an
5 introduction.
1.5 Metalanguage
1 2 3 4 Comments: The lesson plan focuses on the introduction to key terms and concepts. However, no
5 metalanguage is used in the lesson plan.
1.6 Substantive communication
1 2 3 4 Comments: Substantive communication only through the contribution to class content map and
5 end of class discussion.
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 Comments: No explicit quality criteria given, scope of lesson plan does allow for it though.
5
2.2 Engagement
1 2 3 4 Comments: Potential for disengagement during group based activity; most of the plan involves
5 interaction with the teacher requiring engagement.
2.3 High expectations
1 2 3 4 Comments: No explicit mention of classroom or assessment expectations.
5
2.4 Social support
1 2 3 4 Comments: Paired work and class discussion is part of the lesson. Lesson plan allow for equal
5 footing between students regardless of prior knowledge.
2.5 Students self-regulation
1 2 3 4 Comments: Minimal student self-regulation in lesson plan, most activities include teacher input
5 and supervision.
2.6 Student direction
1 2 3 4 Comments: No scope given for student self-direction, all activities are scaffolded to the teacher
5 with no mention of self-guidance.
3 Significance
3.1 Background knowledge
1 2 3 4 Comments: Overview mentions basic knowledge of Ancient Egypt but lesson plan mainly focuses
5 on the introduction to new terms and ideas. This allows students with prior knowledge to build
on that and new students to be introduced to these new concepts.

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3.2 Cultural knowledge
1 2 3 4 Comments: Lesson plan focuses on Ancient Egyptian culture but does not delve too deep into
5 demographics or class/sex/race structures.
3.3 Knowledge integration
1 2 3 4 Comments: Briefly integrates dictionary knowledge from English class though there is a scope to
5 include larger cross curricular focus.
3.4 Inclusivity
1 2 3 4 Comments: No specific mention of inclusivity in the lesson plan at all.
5
3.5 Connectedness
1 2 3 4 Comments: No scope for application of lesson plan knowledge into real world concepts. Lesson
5 plan does have room to allow students to share their work beyond the classroom though.
3.6 Narrative
1 2 3 4 Comments: Lesson plan is mainly concerned with key words and concepts. YouTube video does
5 provide a narrative account of ancient Egyptian history but scope does allow for more.

Section 3: Identifying Areas for Improvement


APST
1) 4.1 Support student participation 2) 2.6 Information and Communication Technology (ICT)
QT model
1) Student direction 2) Narrative

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Lesson Plan (Simplified for DTL)

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

Date: 27/09/17 Location Booked: Lesson Number: 1-2 / 14

Time: 120 minutes Total Number of students Printing/preparation


24 Smart Board
Student laptops/iPads
YouTube

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment The physical features of Describe the geographical
the ancient society and setting and natural features
Informal oral discussion
HT4-2 describes major how they influenced the of the ancient society
understand what students already
periods of historical time civilisation that developed
know about the topic and allow there Do historical research into
and sequences events,
them to share and collaborate ancient Egypt using primary
people and societies from
with the information Cultural and religious and secondary sources
the past
belief systems of ancient
Concept map Develop an understanding of
Egypt and the concepts
HT4-6 uses evidence from a specific subset of the
Understand what students already within
sources to support culture or time
historical narratives and know on the topic
Important figures and
explanations Work within a group to
Group presentation events of the period and
research and present this
the effects they have on
HT4-9 uses a range of Assess student ability to research information in a way that is
the culture now
historical terms and and present new knowledge, summative and informative
concepts when concepts and ideas Society and the
communicating an intersections of race,
understanding of the past Class reflection gender and class and
impact thereof in Ancient
Summative assessment on what
HT4-10 selects and uses Egypt
students have learned and
appropriate oral, written,
understood after the activity tasks
visual and digital forms to
communicate about the
past

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Subject specific concepts Understanding historical terms and themes, literacy skills

Basic knowledge of Ancient Egypt Ability to find and compile reliable primary and secondary
sources of information regarding ancient history
Literacy creating a presentation script and orally
communicating learned knowledge effectively

ICT capability - Basic skills of doing research and collecting


information over the internet

Critical and Creative thinking - Capability to collect and present


information and work within a group

Drama students are given to opportunity to perform their


presentations

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Time Teaching and learning actions Organisation Centred

T/S
Students are to come in and settle in to class. Teacher: Instruct students to come in and be Teacher
prepared. Prepare YouTube video on projector
While students settle in, teacher projects YouTube video
screen. Teacher is to call out the Roll.
on the screen
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Student: Follow instructions
minutes Teacher is to call out the Roll.
Resources: Projector and YouTube

Introduce the topic of Ancient Egypt and concept Teacher: Ask for a volunteer to scribe key concepts Teacher/
map classroom activity and ideas in the class discussion.
Student
Hold an informal class discussion about the topic of Fluctuate between taking volunteer answers to the
question and selecting specific students to answer.
Ancient Egypt. Ask individual students which words
Check level of prior knowledge of students who
or concepts come to mind when thinking about
learn at a slower pace.
10 Ancient Egypt to gauge their levels of prior
minutes knowledge. Ask for a volunteer to write Ancient Show YouTube clip and moderate a class discussion
Egypt in the centre of the whiteboard and write afterwards.
down key concepts and ideas shared by the class Student: Contribute to class discussion with
during this discussion. thoughts, ideas and prior knowledge.

Show students an introduction of Ancient Egypt. Listen and engage with content.
Afterwards, hold another discussion about the key
Communicate these ideas and knowledge only
ideas and concepts introduced in the video.
when called upon; speaking in turn.
Student is to keep writing these on the
whiteboard. Resources:

https://www.youtube.com/watch?v=KdtgX9ORiW4 https://www.youtube.com/watch?v=KdtgX9ORiW4

Introduction of group presentation activity Teacher: Introduce group activity and present task Teacher
requirements on the smart board.
Teacher is to introduce classroom to the group
presentation activity and group students who have high Group students based on their levels of prior
amounts of prior knowledge to those with low prior knowledge to ensure balanced teams that will not
knowledge in sets of four. Students are instructed to result in disengagement or disruption.
create a five-minute presentation on any ancient
10 Give examples of key concepts that may not have
Egyptian key concept discussed of their choosing. They
minutes been discussed.
are given the option to present this information however
they want to, whether it be factually through a Ask and answer any questions about the activity
PowerPoint presentation, or a dramatic scripted play.
Students are advised to use their internet connected Student: Listen closely to instructions and engage
devices to research into the topic, collaborate with each with the activity.
other and present the key information to the classroom.
Ask any questions for clarification or advice about
activity.

Move quietly and quickly to assigned group


seating.

Resources: Activity instructions on Smart board

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Classroom activity planning Teacher: Give students time to choose a topic. Teacher/
Provide suggestions if necessary Student
45 Teacher gives student groups three minutes to devise
minutes and choose a topic before calling on each group and Present important and informative websites and
asking for their choice, gauging the relevance and resources to aid student presentations
appropriateness of the subject matter. If students are
Monitor the groups to check if they are on track
unable to choose a topic, teacher is to provide them with
and positively engaged. Provide feedback,
specific suggestions and await their choice.
clarification and assistance when needed
Students are then advised to begin by researching their
Let students know how much time is left to
chosen subject matter on their devices. Teacher presents
formulate
useful resources and websites on the board. Students
are then to formulate and collaborate what information Student: Formulate a topic within the group.
to display and how to present it. Research, using the resources provided by the
teacher and other legitimate sources into said
During this time, teacher is to walk around the groups
topic. Decide how to present said information
checking for disengagement, providing clarification and
assistance when needed. Resources: Student notebooks/iPads.

Smart Board

http://www.history.com/topics/ancient-
history/ancient-egypt

https://www.ancient.eu/egypt/

https://www.britannica.com/place/ancient-Egypt

http://www.bbc.co.uk/history/ancient/egyptians/

Presentation Teacher: Ask which group would like to volunteer Student


first. Allow students to present their work in their
45 Teacher asks a group to volunteer first to present. Each
chosen style. Moderate a class discussion ranging
group presents their chosen topic in their chosen style
minutes up to four minutes each presentation about the
for at least five minutes. Teacher then allows classroom
topic at hand. Ask presenting groups questions
to ask presenting groups questions or clarifications
they may have encountered during their
about their topic before providing feedback about the
researching. Provide fair and balanced feedback to
presentation.
each group.

Student: Present chosen topic and answer any


questions posited afterwards. Watch other group
presentations intently, asking questions when
necessary. Talk in turn and do not disturb groups
when presenting.

Resources: Student devices. Smart board.

Reflection and Discussion Teacher: Teacher/


Student
Teacher asks students to reflect on the presentations Moderate a discussion and reflection of days
and asks how the information they learned introduced learning. Give guide questions to gain insight into
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them to or expounded upon knowledge they may have student progress. Perform an informal summative
minutes
already known. Teacher moderates discussion between assessment to gauge new student knowledge and
class on what they would like to learn during the unit understanding.
and how their ideas of Ancient Egypt changed or were
strengthened by what they learned in that day Student: Contribute relevant and appropriate ideas
and questions to class discussion and reflection.
Guide questions:
Resources:

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Did anyone learn anything about Ancient Egypt they
didnt know before?

Is there anything you are interested in or would like to


know more about?

Can you see how the beliefs and systems of ancient


Egypt have impacted on modern society?

Pack up and dismiss class

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 describes major periods of Informal diagnostic assessment during first two class discussions.
historical time and sequences
Informal formative assessment by observation and questioning during group presentations.
events, people and societies from
the past Informal summative assessment during class reflection.

HT4-6 uses evidence from sources to Informal formative assessment during group presentations by questioning. Informal
support historical narratives and benchmarking during presentation formulation.
explanations
HT4-9 uses a range of historical Informal formative assessment by listening and questioning during the group presentations.
terms and concepts when
communicating an understanding of
the past
HT4-10 selects and uses appropriate Formative assessment during group presentation by observation.
oral, written, visual and digital forms
to communicate about the past

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Academic Justification

While the original lesson plan provides an adequate introduction to the topic of

Ancient Egypt, there is scope to improve the plan with respect to the Australian Professional

Standards for Teachers (APST), for supporting student participation and information and

communication technology (ICT).

Standards 2.6 and 3.4 are acknowledged through the introductory YouTube video and

the use of student iPads in researching and presenting their chosen topics. The benefits of

using ICT in classrooms range from reducing teacher workload (Selwood & Pilkington, as

cited by Dawson, 2007) to general student achievement (Underwood, 2009) and increased

student interest and achievement in history (Bih Ni, 2012; Hillis & Munro, 2005). In history,

the use of ICT is pivotal in the locating, processing and communicating of historical

information particularly in accessing historical evidence, analytical thinking and

communicating ideas (NESA, 2015). The internet provides valuable multitudes of historical

information that remains current and displays multiple viewpoints. Through the presentation

activity, students are given the opportunity to self-guide their research, analyse and valuate

materials, and present and communicate their ideas. With respect to safe, ethical and

responsible use of ICT, by providing resourceful and educational web pages for research,

these standards are met. Through self-guided research, students can access resources that

meet their learning levels and needs.

Student engagement and participation (Standard 4.1) was also underutilised in the

original lesson plan. The level of student engagement and participation directly correlates

with their achievement, understanding and attendance (Perrotta & Bohan, 2013; Voelkl,

2010; Turner & Patrick, 2004). Active listening and self-guided learning are two strategies

identified to aid student understanding and participation in history (McCarthy & Anderson,

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2000; Perrotta & Bohan, 2013). Thereby, by making students active participants in their own

learning through the concept map and the presentation activity, students engage with the

material themselves rather than have it dictated to them. Through the group task, students

engage in collaborative learning which fosters the development of critical thinking through

discussion, clarification of ideas, and evaluation of others ideas (Gokhale, 1995).

Additionally, the modifications to the lesson plan establishes more challenging learning goals

(Standard 3.1) as students are not only required to recall information, they must apply and

understand it to successfully present it.

With respect to the New South Wales Quality Teaching Model (Gore, 2007),

modifications were made in elements of student direction and narrative. Student self-direction

has a high correlation with their levels of engagement and learning (Rashid & Asghar, 2016;

Harrison & Prain, 2009). According to the Quality Teaching Model, activities with high

student direction allow students to control aspects such as the choice of the activity, time

spent, the pace of completion, and the criteria they are assessed by. The original lesson plan

was primarily teacher led with minimal allowance of student self-guidance and mostly

superficial knowledge; it had students work in pairs to formulate core concepts and then

report this knowledge to the teachers. In the updated lesson plan students could choose their

presentation topic, find their own research and go at their own pace. This also allows for

differentiation for students who work at a slower pace or need extra assistance. These

changes allow for the lesson plan to shift from teacher focused to student focused and results

in greater engagement.

The final major change aimed to introduce narrative into the lesson plan. Gore (2007)

reports that narrative is high in a task when stories which the students are required to read,

listen to, view, write or tell help to illustrate or bring to life the knowledge they are

addressing. An assessment task high in narrative may itself take the form of a story, or may

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require students to respond using a narrative form. The original lesson plan focused on key

concepts, the recollection of key terms and dictionary definitions with the main use of

narrative being through the YouTube video presented at the end of class. A small

modification was utilising that video as an introduction as it allows students to observe and

think of ancient Egyptian history through a narrative lens. Likewise, the class activity allows

students to create their own narratives to present learned information in creative and

interesting ways that allow for deeper engagement and understanding.

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References

AITSL (2016). Australian Professional Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/teach/standards

NESA (2015). Integrating ICT Capability. Retrieved from

https://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/

Bih Ni, L. (2012). ICT use in teaching and learning of history. International Journal of

Computer Networks and Wireless Communication, 2(4), 428-433.

Gokhale, A. (1999). Collaborative learning enhances critical thinking. Journal of Technology

Education, 7(1).

Harrison, S., & Prain, V. (2009). Self regulated learning in junior secondary English. Issues

In Educational Research, 19(3).

Hillis, P., & Munro, B. (2005). ICT in History Education Scotland and Europe. Social

Science Computer Review, 23(2), 190-205.

Mccarthy, J., & Anderson, L. (2000). Active Learning Techniques Versus Traditional

Teaching Styles: Two Experiments from History and Political Science. Innovative

Higher Education, 24(4), 279-294.

Perrotta, K. A., & Bohan, C. H. (2013). I hate history: A study of student engagement in

community college undergraduate history courses. Journal on Excellence in College

Teaching, 24(4).

Rashid, & Asghar. (2016). Technology use, self-directed learning, student engagement and

academic performance: Examining the interrelations. Computers in Human Behavior, 63,

604-612.

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Turner, J. C., & Patrick, H. (2004). Motivational influences on student participation in

classroom learning activities. Teachers College Record, 106(9), 1759-1785.

Voelkl, K. (1995). School Warmth, Student Participation, and Achievement. The Journal of

Experimental Education, 63(2), 127-138.

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Learning Portfolio Web Link

http://amarkarian.weebly.com/

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