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102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis

Contents

Lesson Plan Analysis……………………………………………………2


Modified Lesson Plan………………………………………………….6
Academic Justification………………………………………………12
References………………………………………………………………..15
Learning Portfolio Web Link………………………………………16

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1 Intellectual quality

1.1 Deep knowledge

1 – 2 – 3 – 4 – Comments: While key concepts are mentioned throughout the lesson,

5 information is treated unevenly, and besides the discussion after the video,

information is only discussed in a general sense without a sustained amount

of focus.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: The lesson itself is relatively shallow, which does not allow the

5 students to reproduce a high amount of understanding on the content. The

lesson does not allow students to engage with content as it is not

sustainable.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: Some knowledge is treated as open to multiple perspectives

5 when students are asked to identify concepts relating to “Ancient Egypt”.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Students only demonstrate lower-order thinking. They receive

5 worksheets in which they are required to fill-in and are otherwise only

asked to describe concepts relating to “Ancient Egypt”. Besides the three-

minute discussion following the YouTube video, no higher-order thinking

is shown in this lesson plan.

1.5 Metalanguage

1 – 2 – 3 – 4 – Comments: Low metalanguage. The only instance of metalanguage being

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5 used is during the concept map activity where the teacher asks students to

include certain words in their concept map. There is no further assistance

provided regarding the metalanguage besides the suggestion of using a

dictionary if they are unsure of spelling.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Occasional communication occurs during the lesson. Any work

5 provided is either on a worksheet or in their workbooks and on at least two

occasions, the teacher communicates about classwork.

Quality learning environment

2.1 Explicit quality criteria

1 – 2 – 3 – 4 – Comments: The quality of work is seemingly irrelevant to the teacher. The

5 teacher does not provide any sense of standard or requirement throughout

the entire lesson.

2.2 Engagement

1 – 2 – 3 – 4 – Comments: As far as we can tell, there is at least sporadic engagement

5 between the students and the teacher. On only one occasion is the teacher

accountable for engaging with the classroom regarding the in-class

activities.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: No students participate in any challenging work. They are not

5 encouraged to try hard or to take risks at all.

2.4 Social support

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1 – 2 – 3 – 4 – Comments: Social support is non-existent in the classroom as far as we can

5 tell. This leads me to believe that social support is either neutral or mildly

positive.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: Due to the benefit of the doubt, as far as we can tell, students

5 do demonstrate autonomy in the work when asked to provide insight on the

concept maps. Behaviour of the students is unknown.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: Little to no student direction in the activities set by the educator.

5 The teacher seems to maintain control as well as the pace of the lesson

among the students.

3 Significance

3.1 Background knowledge

1 – 2 – 3 – 4 – Comments: Students’ background knowledge is mentioned briefly when

5 they are tasked with contributing words to the concept map revolving

around “Ancient Egypt”.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: No cultural knowledge it used throughout the entire lesson.

5 Only knowledge and information relating strictly to the concept of “Ancient

Egypt” is used.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: All knowledge within the lesson relates only to what has been

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5 explicitly defined within the lesson and only minor or trivial connections

are made.

3.4 Inclusivity

1 – 2 – 3 – 4 – Comments: As far as we can tell, students from all groups are included in

5 the activities set by the teachers. Students are also advised to get into groups

to work in pairs.

3.5 Connectedness

1 – 2 – 3 – 4 – Comments: There is no evidence of the students implementing the

5 information learned for use outside the classroom. The lesson has no

connection with anything besides itself and there is no connection to

anything outside the classroom or lesson.

3.6 Narrative

1 – 2 – 3 – 4 – Comments: There is one occasion in which narrative is used during the

5 lesson. When the YouTube clip is shown, the video shows an introduction

to “Ancient Egypt” and minor elements are used to provide narrative.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model

1) 1.4 Higher-Order Thinking 2) 2.1 Explicit Quality Criteria

3) 2.3 High Expectations 4) 3.3 Knowledge Integration

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Lesson Plan

Topic area: Ancient Egypt Stage of Learner: 4 Syllabus Pages: 59-60

Date: 14/03/2016 Location Booked: Lesson Number: 1 / 14

Time: 60 minutes Total Number of students Printing/preparation

24 10cm x 10cm foam building blocks x

Outcomes Assessment Students learn about Students learn to

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Syllabus outcomes Lesson An introduction to  describe the

assessment Ancient Egypt as well geographical setting


HT4-2 describes major
Concept map – as the purpose of a and natural features
periods of historical time and
understand what pyramid and how they of the ancient
sequences events, people and
students already were built structurally society
societies from the past
know on the and why. The students  critical thinking to
HT4-9 uses a range of
topic will also learn about discuss in groups
historical terms and concepts
the physical features the structure of a
when communicating an
Build a pyramid of the ancient society pyramid, as well as
understanding of the past
– think about and how they the purpose for
HT4-10 selects and uses
how a pyramid is influenced the being built the way
appropriate oral, written,
built structurally civilisation that they were built
visual and digital forms to
and why developed there
communicate about the past

Teaching and learning actions

Time

0- 5 Students are to come in and settle in to class.

Teacher is to call out the Roll.

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5-10 Introduce the topic of Ancient Egypt.

Introduce Ancient Egypt by first showing the students where it is located on the world map.

Introduce the concept of Ancient Egypt if the children have little to no knowledge on the

subject. It is important to announce what to expect, the length of the topic and what is

expected, including a brief overview of any upcoming assessments to prepare for.

10-20 YouTube Clip

Show students an introduction of Ancient Egypt and discuss.

https://www.youtube.com/watch?v=hO1tzmi1V5g

Showing the students this ICT is important as it allows the students go gain a brief but

expandable understanding on the top that will be taught. It provides students with a brief

overview and because it is close to the start of the lesson, it should help them to engage

further in the coming activities.

The teacher should also have the resource buffered and ready to play to save time.

20-25 Think Activity:

Relating to the video that the students just watched, ask each student to individually write

down inside a mind map as many words that they can think of that relate to the topic of

“Ancient Egypt”. Anything related to the topic may be written down, as this helps to

stimulate the minds of the individuals and promoting the use of their prior memory to

provide a response. Students may also reproduce knowledge from popular culture if they are

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unable to think of anything else if it adds to the value of the lesson and their classmates.

25-30 Pair Activity:

Teacher instructs students to form pairs or groups of three, and in their workbooks asks each

group to collude, and to discuss the words they thought of individually. Students are then to

brainstorm again to write any extra words they come up with that relate to the topic of

“Ancient Egypt”. This activity promotes teamwork between students and provides students

with freedom to engage with each other. At this stage, the teacher will also encourage the

students to think about why these words relate with “Ancient Egypt” and what the purpose

was of the concept. They may use a dictionary if they are unsure of spelling.

30-35 Share Activity:

Students are to share with the rest of the class what concepts they have come up with that

relate to “Ancient Egypt”. At this stage the teacher will also seek additional information by

questioning what made them think of the word. Each group must participate to provide at

least one word for the activity. The teacher should also feel free to add some words to the list

to copy down for further research. The teacher should state clearly that a number of these

words may be important for assessment and that it would benefit the children to find a

definition or brief description of what each word means. These words should include, but are

not limited to; Mummification, Desert, Hieroglyphics, Domesticate, Egypt, Delta, Scribe,

Embalming, Inundation, Irrigation, Famine, After Life, Dynasty, Sarcophagus, Oasis, Deities,

Papyrus, Pyramid, Ploughing, Pharaohs, The Nile River, Canopic jars, Shadoof.

35-50 Giza Pyramid Group Activity:

YouTube Clip:

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https://www.youtube.com/watch?v=GtJW-8ZvNE8

The YouTube clip will serve as a quick introduction into the next activity the class will be

participating in. The teacher will allow students with the autonomy to form new groups, this

time with four to five students in a group, allowing students to work with new people and to

engage differently with others. Each group will be provided (12) foam cubes each. The

teacher will then inform the students that they will be building their own pyramids. The aim

of this activity is to get the children to use their critical thinking skills while in a group.

Differentiation: If students feel that this is not interesting or too easy, they may attempt to

create their own version of a unique pyramid, testing whether their framework and

foundation is still strong enough to hold the faux building in place.

The teacher should also have the resource buffered and ready to play to save time.

50-55 Group Sharing Activity:

The teacher will ask each group to speak about and to share a point about their pyramid to the

class. Whether the students found the structure easy to build and the teacher may also

question the students why they thought the pyramids were built in the form of a triangular

prism, why they had such a large base and whether you would build a tomb in the same way

today. Inform the students if they do not know.

55-60 Conclusion:

To finish the lesson, the teacher should ask the students about the lesson, and the topic. The

teacher should question what they wish to learn and if there is anything that they would be

interested to learn within the topic of “Ancient Egypt”. The teacher should take note and

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perhaps gather research on whether integrating the topics are a feasible option and that they

correspond with the unit outcomes.

The teacher should also remind the students about the glossary of words, ensuring that it will

help them in the future. This is not homework, nor is it necessary or will it be checked,

however it is in their best interest to complete and define each word for the future.

Pack up and leave quietly

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 and I will be adding new terms into

their vocabulary to encourage interest.

HT4-9 Students gain an understanding of new concepts and

vocabulary through concept map activity.

HT4-10 Students gain an understanding about “Ancient

Egypt” and are asked to speak about structures such

as pyramids.

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Academic Justification

When analysing the lesson plan, it was evident that things needed to change. The structure of

the lesson itself was jagged and needed to be made clearer and more cohesive. While there were

many aspects of the original plan that may be changed, I felt that there were a select few ideas

that required serious attention. The four areas of improvement I focused on were higher-order

thinking, explicit quality criteria, high expectations and knowledge integration.

Nichols (2010) states that low level thinking is the norm within coursework, and that it is not

common to have much higher order thinking. She also argues that with higher order thinking,

comes harder work (Nichols, 2010). This is evident during the activities within the lesson plan

provided. The activities the teacher has provided the students are minute, such as copying from

the board or completing word banks from a piece of paper. To modify the lesson, I decided to

incorporate high order and critical thinking when questioning the students, allowing them to

engage with the teacher more personally, but also when they are required to think about building

the pyramid and why they are built this way. Activities are a great way to help stimulate the

mind. Nichols states that it is a good idea to teach in a setting that includes opportunities to

allow the students to interact personally, providing a better experience of knowledge being

imparted (Nichols, 2010).

As well as higher order thinking, it is quintessential that a teacher has a standard of work for

their students. It is unacceptable to have students working at their own pace, susceptible to

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letting themselves get distracted. While I do believe autonomy is important, it is also important

that the educator has a requirement for children to adhere to. Chris Koch (In Higher Standards

Urged for Teacher-Prep Programs, 2016) argues that too often are children not prepared for

what is ahead of their schooling. As the teacher, we must keep accountable for the work the

students are set, and to have a standard or goal to which they should try to achieve. Koch (In

Higher Standards Urged for Teacher-Prep Programs, 2016) states that there should be a

minimum requirement or standard before children graduate, and while that is not relevant with

this class, we as the educator are responsible for getting these students prepared. In my lesson

plan I made a focus on creating activities that would allow the students to work together, and

individually. I believe it is important to allow students to engage with one another as it promotes

a better environment and the children will be more willing to work towards the plan and goal.

It was also a requirement for each student to provide a response when asked, allowing me to

keep accountable for their work.

Furthermore, high expectations of the teacher relate to the idea of work standard. If the teacher

has a high expectation of their students, the students are more likely to succeed. Hinnant,

O’Brien and Ghazarian (2009) argue that higher teacher expectations have a particularly strong

influence or a students’ later success and it makes sense. Although the work may be difficult, if

the teacher is there to guide and to help, the student should understand the work. I tackled this

in my modification by making sure I had activities that would allow the children some freedom,

if they were happy to complete the tasks provided. The pyramid activity was an interactive way

to end the class and I provided a source of differentiation with a more difficult task, should the

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students find the activity boring or too easy. High expectations are very important within the

school.

Finally, it is important that all knowledge taught throughout the lesson is integrated and brought

together at the end. It was evident that while the teacher did attempt to have different pieces of

information throughout the lesson, it all seemed disjointed and scrambled. I made it a priority

to make sure the lesson was clear, concise and that it was easily understood by the class. Sun-

Lee and Liu (2009) state that knowledge integration occurs when the provided knowledge (i.e.

work in the classroom) may relate to other normative ideas happening throughout the lesson.

Because the original lesson plan was so disjointed, ideas are not able to connect with each other.

Instead, I modified the plan to allow similar ideas to happen and correlate with each other so

that knowledge integration was more effective in the new lesson plan,

There were multiple areas of the original lesson plan that may have been fixed or improved,

however with the modification of a few of the issues, I believe that the lesson plan may be

implemented in a much more effective. It is important to stress how to structure a lesson. We

can see through the previous lesson plan that if shortcuts are taken or if care is not shown it will

only cause more difficulty for the teacher in the future. If we assure we are prioritising the

education of our students, we will always provide our students with an excellent learning

experience.

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References

Higher Standards Urged for Teacher-Prep Programs; Top students could improve profession.

(2016, November 30). Education Week, 36(14), 6. Retrieved May 14, 2018, from

http://link.galegroup.com.ezproxy.uws.edu.au/apps/doc/A473639789/AONE?u=uws

ydney&sid=AONE&xid=763ebacd

Hinnant, J. Benjamin, O'Brien, Marion, & Ghazarian, Sharon R. (2009). The

longitudinal relations of teacher expectations to achievement in the early

school years. Journal of Educational Psychology, 101(3), 662

Lee, H., & Liu, O. (2010). Assessing learning progression of energy concepts across

middle school grades: The knowledge integration perspective. Science

Education, 94(4), 665-688.

Nichols, Teresa. (2010). Ensuring higher order thinking skills development in distance

learning. Distance Learning, 7(3), 69-71.

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Weebly Web Address
https://jvasington.weebly.com/

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