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Lesson Plan Analysis

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
1–2–3–4–5 Comments: The methods to deal with diverse backgrounds students are frequently mentioned in the
lesson plan, especially for EAL/D students and detailed assessment task outline with clear instruction
of teacher’s expectation are explained to low SES students. These methods include good use of visual
support, past-student examples as scaffold to make the assessment and instruction clear. To make
improvements, more background knowledge regarding to design industry and design project brief can
be explained to diverse backgrounds students.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: There is no evidence showed to stress the teaching strategies for Indigenous students. To
support Indigenous students, background knowledge, visual support, assessment examples and
narrative can be provided for Indigenous students to make the instructions clearer for them.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: The lesson plan only presented one kind of teaching activity is implemented during the
lesson and it is not incorporated with differentiated strategies to meet the needs of students across the
full range of abilities. To improve, the teacher can provide additional tasks or outline higher assessment
standards for gifted and talented students.

1.6 Strategies to support full participation of students with disability

1–2–3–4–5 Comments: No evidence showed the strategies to support full participation of students with disability.
To make improvement, the teacher should pay more attention to students with disability and proactive
in asking them the impact on their learning. If there are modelled support programs within the school,
make sure the lesson is consistent with it. Also actively liaise with support staff in the school and the
community to develop learning activities.

2 Know the content and how to teach it

2.2 Content selection and organisation
1–2–3–4–5 Comments: The content is quite coherent as lesson goals, assessment brief is made clearly at the
beginning of the lesson to make students aware what will be learnt in this semester and what’s the
expectation for the assessment. Then teacher leads the students to finish brainstorming ideas, design
brief, and finishing design brief analysis table, which shows the process of integrated knowledge.

2.3 Curriculum, assessment and reporting

1
1–2–3–4–5 Comments: The lesson plan showed the detailed requirements for assessment and the student outcome
is clear outlined. Through completing the assessment, the student is able to understand the design
process to meet identified needs and opportunities. The activities implemented within the lesson’s
timeframe is strong related to the assessment and can be seen as effective ways to arouse interest and
creativity to start the project.

2.6 Information and Communication Technology (ICT)

1–2–3–4–5 Comments: The lesson plan only showed that PowerPoint is used through the lesson and students are
asked to log onto computers to complete design brief analysis table before the lesson finishes and to
log off when finished. However, it is not a high order use of the computers. To improve, teachers can
use interactive tool on the internet to increase the engagement of students. This is an effective way for
students to learn new content.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3–4–5 Comments: The assessment is the challenging and achievable goal set for all students and the teacher
explained this clearly at the beginning of the lesson. There is evidence that the assessment may seem
lengthy but will be worked on during class time, which shows it is challenging and achievable.

3.2 Plan, structure and sequence learning programs

1–2–3–4–5 Comments: The sequence of this lesson, which firstly start to introduce the assessment in detail,
secondly bring in the activity to brainstorm design ideas and thirdly ask students to complete the design
brief analysis table, it is a process of easy to hard and instructional to creative. In this way, students are
aware what they need to achieve and makes learning effective.

3.3 Use teaching strategies

1–2–3–4–5 Comments: The evidence showed that the activity of brainstorm and the whole process of assessment
require creative thinking and critical thinking. The teacher frequently asks for feedback from the
students showed the evidence of problematic thinking. The assessment is also a practice of problem-
solving and skill improvement for students. However, the strategies for knowledge development is not
clearly showed in the lesson plan.

3.4 Select and use resources

1–2–3–4–5 Comments: Various sources implemented, which include PowerPoint presentation, printed assessment
task notification, design brief analysis table, ICT, and past student assessment example used throughout
the lesson. Also white board are used to record students’ brainstorm. To make improvement, some
video clips, interactive tools on the internet, and other industry samples can be used to show students
what is their goal and the expectation for this assessment.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1–2–3–4–5 Comments: During the lesson, the teacher frequently asks students if there are any questions. This
showed teacher encourage and support student participation. Also the brainstorm activity also shows
the evidence for teacher’s encouragement to participate in the lesson. However, this is not an effective
way. To make improvement, students can be put into groups and have discussion, then teacher can ask
each group to provide several answers after the group discussion. This is to ensure the class
participation of each student.

4.2 Manage classroom activities

1–2–3–4–5 Comments: Instructions are not provided in detail in the to maintain orderly and workable routines
when students doing activities. For example, the teacher did not indicate whether the activity is group
activity or whether it involves discussion. However, the time to spent on each activity is clearly stated
on the lesson plan to ensure all the content can be covered with this lesson. Also it is good that there is
evidence to ensure that teacher whilst reading is addressing the entire classroom and not just students
at the front.
 4.3 Manage challenging behaviour
1–2–3–4–5 Comments: No clearly evidence showed in the lesson plan to establish expectation for students and
address the discipline issues respectfully. To make improvement, the teacher should remember every
student’s name and establish good relationships with students to prevent negative behaviours take place
in the classroom. The teacher can clarify the rules or the guidelines for the lesson, so the students can
be clear of the expectations from the teacher. Also rewards system and punishment behaviour can be
built. For example, for those who behave well can be rewarded with lollies or chocolate, and for those
who behave badly will need to clean the classroom after the lesson.

4.4 Maintain student safety

1–2–3–4–5 Comments: The lesson plan mentioned about the general safety issues that might happen in the
classroom, but there is no evidence for the teacher to remind students the safety issues and make sure
to provide the safe learning environment during the lesson.

4.5 Use ICT safely, responsibly and ethically

1–2–3–4–5 Comments: Key risk issues that may appear is clearly indicated in the lesson plan, but there is no
evidence showed that students are aware of these risks as the teacher has not informed the class at the
beginning of the lesson. To make improvement, the teacher can address the key risk issues before the
lesson starts and keep reminding students during the lesson.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1–2–3–4–5 Comments: By observing student’s ability to discuss and contribute to class discussions and
brainstorms, the teacher indicated an informal strategy to assess student learning. Also the design brief
analysis table are required for the next lesson, it can show whether the knowledge is fully acquired by
the students.

5.2 Provide feedback to students on their learning

1–2–3–4–5 Comments: It showed in the lesson plan that the teacher frequently asks students if they have any
questions. This is a relative passive way to provide feedback. To make improvement, the teacher can
walk around and help students when they doing activity on the computer to provide individual feedback
on their learning. Moreover, during lesson, the teacher can keep affirming with students what they did
well and correct when they answered wrong.

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 – 5 Comments: The main concept in the lesson is to analysis design brief and therefore leads to the
assessment. There is no much evidence of other related knowledge or concepts in the lesson plan.
However, the brainstorm activities are closely related to the analysis of design brief and the students
can get started with design ideas and understand how the design ideas are referred back to the design
brief. To improve this, the teacher can show some examples of real-world design briefs and the
products to make it clear for students how products are based on design brief.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: The brainstorm activities during the lesson provided opportunities for students to
demonstrate their understanding of design brief analysis, and how they can implement their
 understanding of the design brief into product design process. Also the design process analysis table
and the recall for all new information is required to be done and at the end of the lesson. It is good
for students to demonstrate their understanding of this lesson.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: Throughout the lesson, students are encouraged to ask questions regarding to the lesson
content and the teacher also addressed that there can be no right or wrong answers. Brainstorm
activities also provide students the opportunities to analyse the design brief in different perspectives,
considering multiple solutions, and exploring ways of thinking. To make improvement, the teacher
is suggested to emphasise how productive design brief is constructed by society.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: The lesson plan showed there is a 5 minutes activity to brainstorm packaging ideas and
a 10 minutes activity to brainstorm design brief. It is good that these activities encourage students
to do some kind of creative thinking related to background knowledge, but it is not a perfect high-
order thinking activity. To make improvement, the teacher can ask student to elaborate the ideas
during the brainstorm activity and make comparison between those ideas and evaluate why is the
idea good. To integrate this, students can do some researches for worldwide famous designs, such
as movie posters and product designs, and evaluate why is the design good.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: There is very few evidence showed that the teacher is using metalanguage. Under the 5
minutes comparison table activity, the teacher is to reassure students not to worry about the design
terms, as they will become clearer through the project. However, visual supports are used to dissect
new information as opposed to language for EAL/D students. This can be counted as a visual
explanation. To make improvement, the teacher is suggested to encourage attention to language,
provide regular commentary on terms used, and explicitly name and analyse knowledge as a
specialist language to develop student understanding.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: There is no evidence showed in the lesson plan that students are engaged in sustained
conversations about the main concept during the lesson. To make improvement, after students
brainstorm ideas, the teacher can ask the students to elaborate their responses and move toward to
more sustained and reciprocal interactions. Also for the design brief analysis table, the teacher
should make it clear that students are required to give detailed answers rather than truncated
responses.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: In the lesson plan, when explain about the assessment, the teacher provided detailed
assessment task outline, and past student assessment examples to explain the expectation of the
teacher. The teacher also addressed though the assessment seems lengthy, it will be worked on
during class time. It is good that the teacher made detailed instructions and expectation. However,
when showing the past student examples, the teacher can provide more details on why the work is
good and what counted as quality work.

2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: With the claim that design brief analysis is the core of the assessment, students make
more attention to the lesson. Through brainstorm activities, teacher’s encouragement for students
to ask questions and contribute to class discussions showed quite a high level of engagement in this
lesson. However, it is possible that only a few active students regularly make response. To make
sure every student participates, students can be divided into small groups and make discussion.
Meanwhile, the teacher can walk around and monitor discussion in each group and make comments.

2.3 High expectations

1–2–3–4–5 Comments: The teacher explained marking criteria of the assessment to make clarification to
students what is expected for them to achieve for the assessment. Also past-student assessment
examples are showed to the students, so the students are aware of the expectation for assessment.
However, there is not much evidence showed that the teacher has stressed the high expectations in
this lesson. To improve this, the teacher can outline the rules and the guidelines for this lesson and
address that all students can learn and engage in this challenging assessment and higher level
examples can be showed to promote student learning.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: There is no evidence of strong positive support for learning within this lesson. To make
improvement, the teacher should show mutual respect among the teacher and the student, and avoid
negative personal comment. The teacher can also ask students to encourage and support each other
to produce a better quality of relationships within the classroom.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: There is no evidence of the time and method that the teacher spent on student
behavioural matters in this lesson plan. To make improvement, the teacher is suggested to encourage
the student who showed autonomy and actively participate in the brainstorm activities and
discussions. Also for those students who may find it difficult to self-regulate, teacher can provide
specific feedback about their behaviour and set goals for them.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: There is no evidence shows that students are able to select activities and the methods
that these tasks can be done in this lesson. To make improvement, two design briefs that is
completely different from each other can be provided for students in the assessment, and students
can have the choice to decide which design brief to work on.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: There is no evidence of connecting student learning to prior school knowledge or other
related knowledge, but the teacher made it clear that the project is identical to the real-life design
industry and the student outcome is to learn the industry skill to use design process to meet identified
need and opportunities. To make improvement, previous learnt knowledge and real life connections
of what is related in this assessment can be recapped while explaining the assessment details.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: There is no evidence in this lesson plan that either the lesson or the assessment is
incorporated with culture knowledge. To make improvement, the teacher can include Indigenous
perspectives of design process or the different design styles of between famous male designers and
female designers during the lesson or in the assessment examples. This is to benefit student learning
through the process of recognise and value the cultural knowledge of diverse social groups

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: It mentioned that the lesson links to some concepts of the literacy, which is the use and
the understanding of NESA key terms. To integrate knowledge, communications should be done
with the teachers in other subjects and making connections between subjects or within a subject.

3.4 Inclusivity
1–2–3–4–5 Comments: Many methods to support EAL/D students and low SES students are mentioned in the
lesson plan, for example, use of visual support and detailed assessment task outline. During the
lesson, each one of the student is encouraged to ask questions with disregard whether the answer is
right or wrong. Also it has been noted in the lesson plan to ensure that the entire classroom is
addressed instead of just students at the front. To make improvement, collaborative activities can
be included in the lesson to make sure all students are engaged in this lesson.

3.5 Connectedness
 1–2–3–4–5 Comments: It showed in the lesson plan that the student outcome is to understand the entire design
process and develop design solutions to meet identified needs, which the context is based on design
industry. This showed the lesson has a strong connection with the real-life context. Also the
activities and the assessment provided students the chance to underline the identical elements with
the project to the real-life design industry, particular for students interested in potentially becoming
designers. To make improvement, after students done the assessment, audience can be invited an
exhibition can be held beyond classroom. This also increases student commitment to producing
good work.

3.6 Narrative
1–2–3–4–5 Comments: The teacher provided the comparison table that is in the real-life design industry context
and this is to enhance student learning through narrative. However, it is not a strong narrative. To
make improvement to this the teacher can set the assessment in the real-life design industry context
as well. Therefore, for example, in the assessment brief, the teacher can include a business name,
budget, product name, design requirements, and marketing objectives and target audience.

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) 5.2 Provide feedback to students on their learning
(ICT)
QT model
1) 1.4 Higher-order thinking 2) 2.6 Student direction
Modified Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Design & Technology Stage 6, Preliminary 13-17
Date: Location Booked: Lesson Number: 1 /16
Tuesday 27th January, 2017 Computer Lab
Time: Total Number of students: Printing/preparation
60 minutes 20 -Student access to computers
(Computer lab)
-PowerPoint presentation
(printouts & digital)
-Assessment Task outline
(printouts & digital)
-Past student assessment examples
-Design brief analysis table
(printouts & digital)
-Kahoot quiz ready for class
-Real life product and corresponding
design brief

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Project analysis Formulate and analyse
-(Observation) – Design briefs design briefs.
P4.1 uses design processes in the Students’ ability to
development and production of design discuss & contribute
solutions to meet identified needs and
to class discussions/
opportunities
brainstorms.
Life Skills outcomes

N/A

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

-Literacy, the use & understanding of NESA key -Design brief analysis
glossary terms (i.e. elaborate, reflect, evaluate)
 Time Teaching and learning actions Organisation Centred
T/S
Preparation Pre-students entering classroom Teacher: T
-Class inspection
-Ensure the classroom is tidy and hazard free -Prepare computers
-Prepare PowerPoint
NOTE Turn on/load all computers ready for -Prepare assessment task
students to log on (reduces time wastage in the -Prepare assessment task
lesson for computers to load) examples
-Prepare design brief analysis
-(Resource) teacher is to display PowerPoint table
presentation ‘welcome year 11 design & -Ask student to form lines in
technology’ slide 1 ready for class upon arrival front of classroom
-(Resource) teacher is to have the assessment task -Address the safe issues before
notification printed ready for distribution amongst students enter
students
-(Resource) teacher is to have an assessment task Student:
completed by previous students as an example -Proceed into classroom
-(Resource) design brief analysis table uploaded
onto school server + hard copy printouts Resources:
-Teacher asks students to form two lines at the -computer/s
door of the classroom. -internet access
-Address students to be aware of electrical cords -school server
and use the equipment safely and tidy. -projector
-Address students as whole group whereby they -PowerPoint presentation
must enter quietly. -assessment task + example
-whiteboard + markers

Intro Lesson introduction Teacher:

-Mark roll & head count
-Students can now enter -Present PowerPoint
-Teacher is then to immediately mark the roll and -Present lesson goals
do a head count -Present teacher introduction
-Present subject information
NOTE, students are to be made verbally aware that -Prompt students to ask
they are about to learn new content questions
-Clarify class rules and guidelines
3 minute activity, Teacher & Subject introduction (can be negotiated with
students)
-(Resource) teacher is to flick to slides 2, 3 & 4 on -Reassure students
the PowerPoint (projected onto the whiteboard) -Time check
and spend 1 minute per slide
-Teacher introduction including lesson goals, brief Student:
explanation of qualifications, contact information -Enter classroom
(email address, staff room location), hobbies and -Can negotiate class rules and
favourite NRL team. guidelines
-Subject information about D&T and what students
can expect to learn over the next year. Resources:
-Teacher is to clarify the rules and the guidelines -Projector/Smart board
for this lesson throughout the whole semester. -PowerPoint presentation
-Teacher is to make address on the reward for -Class roll
positive behaviours and the punishment for
 negative behaviours, such as clean up the
classroom after school or sing a song during the
lesson.

NOTE Teacher is to ask to students if there are any

questions

PLAN B, If there is no access to a computer to

present the PowerPoint have printed hardcopies
of the PowerPoint to distribute

TIME CHECK, Should be into 5 minutes of the

lesson

5-minute activity, Comparison Table Teacher: T/S

-Present comparison table
-(Resource) teacher is to flick to slide 5 on the -Ask for some student directions
PowerPoint (projected onto the whiteboard) and on what real-life skills they want
spend 5 minutes on this slide to learn
-Reassure students
NOTE, Teacher is to reassure students that if these -Time check
terms don’t make sense they’ll become clearer
through the project & not to stress Student:
-Take notes
-The purpose of this table is to show students how -Ask questions
& what they will learn during this project is -Discuss what other real-life skills
identical to the real-life design industry. This they want to learn to be a
comparison is to make relevance & underline the designer
importance of the learning, particularly for
students interested in potentially becoming Resources:
designers. -Projector/Smart board
-PowerPoint presentation
-Teacher is to ask students if there are other real- -Whiteboard + markers
life skills they would like to learn

NOTE Teacher is to ask to students if there are any

questions

EAL/D STUDENTS:
-Use of visual supports (concept maps) to dissect
new information as opposed to language

TIME CHECK, Should be into 10 minutes of the

lesson

Body 20-minute activity, Assessment Task Teacher: T/S

-Distribute hardcopies of
NOTE Teacher is to reassure students that assessment task
assessment may seem lengthy (at a first glance) -Email students assessment task
but will be worked on during class time -Prompt students to take notes
-Read through assessment
-(Resource) Teacher is to distribute hard copies of -Ask for student direction on the
the assessment task notification form of submission for the
 assessment
PLAN B, As a secondary measure the teacher is to -Show students past assessment
email all student the student a copy of the examples
assessment task notification due to the high -Show some real-life product
chance most students will lose the paper form with corresponding design brief
-Prompt students to finish
NOTE Ensure that Teacher whilst reading is additional instructions for
addressing the entire classroom and not just assessment if they can, extra
students at the front marks will be added for
completing additional
NOTE Encourage students to make any notes on instructions.
the assessment task notification whilst the teacher -Prompt students to ask
is explaining what is expected questions
-Time check
Teacher is to now read through the below
headings of the assessment task notification: Student:
- ‘Due date’, make reference to week & day -Take notes
- ‘Design brief’, explain this is the core of the -Ask questions
assessment & student should constantly refer back
to it at every stage & decision of the design Resources:
process -PowerPoint presentation
- ‘Assessment description’, what students will be -Assessment task notification
doing -Past students assessment
- ‘Part 1 PowerPoint’, scaffolded heading which examples
must be in the assessment, -Whiteboard + markers
- ‘Part 2 Concept model’, physical model of the -Real-life design products
developed idea examples found online and
- ‘Part 3 presentation’, summing up all the corresponding design brief
above/the overall design process
- ‘Submission details’, when, what & how to
submit
(Ask students for their choice for submission form:
1. Having a small exhibition and invite
parents to be audience.
2. Uploading a 5min video containing the
design ideas, important aspects during
design process, final product and
reflection.)
- ‘Marking criteria’, focus on key terms which
differentiate possible marks
-Having an additional instruction in the assessment
that allows gifted and talented students to achieve
a higher standard. Inform students that if
additional instructions completed, extra marks will
be added.

-Cross curricular themes, literacy, the use &

understanding of NESA key glossary terms (i.e.
elaborate, reflect, evaluate)

-(Resource) teacher is to flick to slide 6 on the

PowerPoint to show students previously
completed assessment task examples
(SCAFFOLDING)

-Teacher is to show students some real-life design

products or projects with corresponding design
brief that is related to this lesson.

NOTE Teacher is to ask to students if there are any

questions

EAL/D STUDENTS:
-Detailed assessment task outline organised in a
progressive/visual flow manner which can used as
a checklist

LOW SES STUDENTS:

-Detailed assessment task outline with clear
instruction as to what is expected of students
(scaffolding)
-Use of past-student assessment examples during
explanations to clarify any confusion (scaffolding)

TIME CHECK, Should be into 30 minutes of the

lesson

5-minute activity, Brainstorm-Packaging ideas Teacher: T/S

-Ask students to brainstorm
LOW SES STUDENTS: -Prompt students to ask
-Encouragement by the teacher for students to ask questions
questions and contribute to class discussions, -Photograph brainstorm
‘there can be no right or wrong answers’ -Provide feedback on students’
brainstorm ideas
-(Resource) teacher is to flick to slide 7 on the -Time check
PowerPoint
-Now that the design brief has been made clear, Student:
the teacher is to ask students what may be some -Brainstorm
possible packaging ideas students can choose to -Take notes
do -Ask questions
-Teacher is to map student responses on the white
board branching off the centre of the PowerPoint Resources:
slide. -PowerPoint presentation
-Possible student responses include: -Internet
-a box -Whiteboard + markers
-a case -Mobile phone to take photos
-a carton
-plastic wrapping
-While students respond, the teacher is to give
feedback on their answer. For example, what they
answered is good and what is wrong, some special
aspects that students need to consider in their
design process with this particular idea or some
packaging examples that students can refer to
during the design process.
NOTE Teacher is to photograph the brainstorm (for
next lesson & in case of student that were absent)

NOTE Teacher is to remind students that any one

of these ideas could be chosen for their
assessment

EAL/D STUDENTS:
-Use of visual supports (concept maps) to dissect
new information as opposed to language

TIME CHECK, Should be into 35 minutes of the

lesson
10-minute activity, Brainstorm-Design brief Teacher: T/S
-Re-read the design brief and ask
LOW SES STUDENTS: students to identify important
-Encouragement by the teacher for students to ask design aspects
questions and contribute to class discussions, -Brainstorm
‘there can be no right or wrong answers’ -Divide students into groups
-Show students how to use
-(Resource) teacher is to flick to slide 8 on the Bubbl.us to create brainstorm
PowerPoint map
-The teacher is to re-read the design brief & ask -Prompt students to ask
students to identify important aspects which may questions
be relevant to their project & customer needs. -Provide feedback on students’
-Teacher is to divide the students into groups and brainstorm ideas
ask them to do group discussion to come up with -Ask students to relate these
ideas of some design aspects aspects to previous packaging
-Teacher open up “Bubbl.us” on the computer, ideas
demonstrate and ask the students to use this -Ask students to analysis the
simple interactive website to develop brainstorm possibilities to implement design
ideas aspects to previous packaging
-Teacher is to map student responses on the white ideas and make evaluation
board branching off the centre of the PowerPoint -Ask students to think about the
slide. problems that they may facing
-Possible student responses include: during the design process
-a new refined version of the Wayfarer -Photograph brainstorm
-an array of colours -Time check
-even greater properties (U.V protection)
-make customer aware of new features etc. Student:
-Students are encouraged to elaborate these -Brainstorm
answers -Group discussion
-While students respond, the teacher is to give -Use Bubbl.us to create
feedback on their answer. For example, what they brainstorm map
answered is good and what is wrong, lead them to -Relate these aspects to previous
the right direction if the answer is wrong, and packaging ideas
encourage them to do more research. - Analysis the possibilities to
-Relate these aspects to the packaging ideas implement design aspects to
before and analysis the possibilities to implement previous packaging ideas and
these aspects to the packaging ideas. make evaluation
-Evaluate the related packaging ideas and design -Think about the problems that
aspects, and think about the problems may be they may facing during the
 facing in the design process. design process
-Teacher is to give feedback on how students -Save the brainstorm map on
relate these design aspects with previous Bubbl.us and upload to school
packaging ideas. For example, what they answered server to backup
is good and what is wrong, some examples real-life -Take notes
products on how to present these design aspects, -Ask questions
and what they need to be aware when applying
these aspects in design process. Resources:
-Teacher is to ask students to save their -PowerPoint presentation
brainstorm map as per group and upload to the -Internet
school server to backup. -Whiteboard + markers
-Bubbl.us
NOTE Teacher is to ask to students if there are any
questions

NOTE Teacher is to photograph the brainstorm (for

next lesson & in case of student that were absent)

EAL/D STUDENTS:
-Use of visual supports (concept maps) to dissect
new information as opposed to language
TIME CHECK, Should be into 45 minutes of the
lesson

15-minute activity, Design brief analysis table Teacher: T/S

-(Resource) Students are to NOW log on to the
computers and access the school server to
download the ‘design brief analysis’ table from the
D&T subject folder
-Instruct students to log on to
the computer and finish the
design brief analysis table.
-Ask students to evaluate these
design aspects in the table

PLAN B, If experiencing technical difficulties or

limited time have printed hardcopy of the design
brief analysis table Student:
-Students log onto computers
-Student simply place information from the -Complete design brief analysis
brainstorm (on the whiteboard) into the table table
which helps address Section 1 of their assessment - Evaluate these design aspects
-Evaluate the design aspects in the design brief in the table
analysis table (For example, why is it good to have -Students log off
these aspects and how can it attract the audience.)
Resources:
NOTE Students are prompted to save work (will be -computer/s
continued next lesson) & log off -internet access
-school server
EAL/D STUDENTS: -Whiteboard + markers
-Use of visual supports (concept maps) to dissect -
new information as opposed to language

TIME CHECK, Should be into 60 minutes of the

lesson

Conclusion Lesson conclusion Teacher: T

 -Prompt lesson recall
- Students are prompted to recall new information -Use online quiz to test students
they’ve learnt in this lesson (assessment task + -Overview of next lesson
design brief) -Reminder of questions
-Teacher is to use Kahoot online to test students
the basic elements in the design analysis and other Student:
new information learnt through the lesson -Answer quiz
-Additionally students are informed that next -Pack up & exit
lesson they will be using the design brief (from this
lesson) to develop design criteria Resources:
-Students can ask any general questions -Kahoot
-Students are to pack up and leave upon the end
of period signalling.
How am I measuring the outcomes of this lesson?
Learning Outcome
Brainstorm-Packaging ideas
Brainstorm-Design brief
Design brief analysis table
Understanding of basic design
brief elements
Method of measurement and recording
Student contribution to class discussion, photographed as
evidence of completion
-Student contribution to group discussion, brainstorm map
on Bubbl.us as the evidence of completion
-Students ability to analysis the possibilities to implement
design aspects in packaging ideas.
-Students ability to take concepts from the class discussion
& apply them into the table, forming part of the criteria
necessary for successful deisgn
-Students ability to evaluate the design aspects shows
critical thinking and higher-order thinking.
Students contribution to Kahoot quiz
Academic Justification
The justification is to discuss the four adjustments to the original lesson plan, which are
information and communication technology (ICT), feedback for students learning, higher-order
thinking, and student direction. Above elements justified are according to Australian Professional
Standards for Teachers [APST] (AITSL, 2012) and NSW Quality Teaching Framework [QTF]
(DET, 2003). And the reason to make enhancements for above elements is because they are not
well implemented throughout the lesson, and they can be improved to achieve high-quality
teaching.

Firstly, APST (AITSL, 2012) requires quality use of ICT into learning and teaching programs.
Bhaumik (2012, p. 246) stated that the use of technology in education is an “enabler” of the
teaching and learning process. Balanskate, Blamire and Kefala (2006) also found that all the studies
reviewed on the ICT impact on schools in Europe had indicated various benefits on learning,
including the stimulation of student motivation, skills for independent learning and teamwork, and
interest of the student for effective learning. In order to improve ICT use in the lesson, online
interactive tools can be used in the brainstorm activities to increase the student involvement in the
activities. Also collaborative tasks can be assigned to students. This is an effective method to
develop skills for various mode of learning and increase high level of communication among
students. For the presentation of the assessment, another way to make improvement to the use of
ICT is that the teacher can require students to hand in a video with explanation of the design idea,
showcase of the final product, and self-reflection through this project.

Secondly, APST (AITSL, 2012) requires teachers to provide timely, effective and appropriate
feedback to students. Musa, Masor, Mufti, Abdulla and Kasim (2011) concluded that feedback is
considered as a significant tool in enhancing the teaching and learning experience in the classroom.
Appropriate feedback addresses the main concepts of the lesson, corrects student misconceptions
and enables students to construct better understanding, and also encourages students to involve in
learning if feedbacks are delivered in a positive way. To make improvement effective feedbacks
provided during the lesson, there are various methods. For example, when student responses wrong
answers, the teacher should correct their mistakes and direct to the right answer. It is noted that
“students evaluate their level of academic success on the basis of the feedback they receive from
the teacher” (Musa et al., 2011, p. 224). Therefore, providing targeted feedback based on each
student’s current needs is significant. Also teachers can provide affirmative feedback focuses on
what students have done is good and correct to let students know that the teacher values their work
and their confidence may be increased during the practice.

Thirdly, the NSW QTF (DET, 2003) indicated that it is important for students to regularly engaged
in some critical and creative activities to achieve high-order thinking. Lewis and Smith (1993)
argued that students are able to accomplish profound understanding of the concepts, relevance and
consistency of the knowledge, critical thinking skills, and problem solving skills. These skills are
not only important for study, but are also necessary for dealing real-life problems. To implement
higher-order thinking element in the lesson, the teacher can apply Bloom’s Taxonomy (1956) as a
guide in teaching practices and make students aware the importance of higher-order thinking during
learning. Students should be encouraged to questioning during the lesson, and elaborate their
answers with a more detailed response when answering the open questions from the teachers.
Moreover, creative thinking and problem-solving skills should be taught throughout the classroom
practices.

Fourthly, the NSW QTF (DET, 2003) indicated that within the lesson, students should be given
options to choose the activities related to their learning. By implementing student direction in the
lesson, it is possible in increasing their interest and willingness to engage in learning (Gore, 2007).
To make improvement, class rules and guidelines can be negotiated with students to involve them
within the process of rule-making. For design analysis brainstorm activities, the teacher can ask
students to form into groups and discussion is to be made within the group to allow students to
work at their own pace. Moreover, for the final present form of assessment, the teacher can offer
students to choose from an exhibition and invite parents to be the audience, and a short video
contains design idea and the explanation of final design product.

In conclusion, all the above justifications are made in order to develop a high quality learning and
teaching environment and to enhance student learning outcomes.
 Reference

Australian Institute for Teaching and School Leadership [AITSL] (2012). Australian Professional

Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/docs/default-

source/general/australian_professional_standard_for_teachers_final.pdf?sfvrsn=399ae83c_2

Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT Impact Report: A Review of Studies of

ICT Impact on Schools in Europe. Retrieved from

http://unpan1.un.org/intradoc/groups/public/documents/unpan/unpan037334.pdf

Bhaumik, P. K. (2012). Use of ICT in the Classroom Teaching of Management. Vision, 16(4), 245-

252. doi: 10.1177/0972262912460180.

Bloom, B. S. (1956). Taxonomy of Education Objectives, the Classification of Educational Goals:

Handbook I, Cognitive Domain. New York, USA: Mckay.

Department of Education and Training [DET] (2003). Quality Teaching in NSW Public Schools

Discussion Paper. Retrieved from

http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf

Gore, J. (2007) Improving Pedagogy: The Challenges of Moving Teachers Toward Higher Levels

of Quality Teaching. In J. Butcher & L. McDonald (Eds.), Making a Difference: Challenges for

Teachers, Teaching and Teacher Education (pp. 15-33). Rotterdam, The Netherlands: Sense

Publishers.

Lewis, A. & Smith, D. (1993). Defining Higher-order Thinking. Theory Into Practice, 32(3), 131-

137. doi: 10.1080/00405849309543588.

Musa, F. Masor, A. Z., Mufti, N., Abdulla, N. A., & Kasim, F. D. (2011) Negotiation Skills:

Teachers’ Feedback as Input Strategy. Procedia – Social and Behavioral Sciences, 59(2012), 221-

226. doi: 10.1016/j.sbspro.2012.09.268.