EDUC4720 Hannah Setter 2136563

Assignment 1: Tiered Lesson

Name & Student Number: Hannah Setter | 2136563
Curriculum (Learning) Area of Lesson: Health Education
Specific Topic of Lesson: Understanding Relationships
Year Level/s: 10

Lesson Context

This year 10 Health Education lesson ‘Understanding Relationships’ fits into a broader unit
of Relationships and Sexual Health. The overall objectives of this unit are to recognise the
effect in which relationships have on wellbeing including social, emotional and physical
health. Students will be given the opportunity to investigate factors in which might
influence decisions and or emotional reactions. The objective of this unit allows students to
reflect on the influence and role that relationships have in the real world and in their own
lives.

This specific lesson is the second lesson in the unit. In the first lesson of this unit, students
were first and foremost introduced to the group norms and expectations in a Health
classroom to allow for a safe and respectful environment. Students were then tested on
their previous knowledge of the topic ‘relationships’, presented the diversity of
relationships (family, friends, neighbours, teachers, lovers etc.), and have studied the value
and significance of ‘wellbeing’. Throughout this double 75-minute lesson on ‘Understanding
Relationships’, students will be building on their previous lesson, allowing them to put their
knowledge into action in which will require students to revise their existing understanding
in which has been established from the previous lesson to tackle the big idea for the lesson.

Learning Objectives
By the end of Year 10, students critically analyse contextual factors that influence identities,
relationships, decisions and behaviours. They analyse the impact attitudes and beliefs
about diversity have on community connection and wellbeing. They evaluate the outcomes
of emotional responses to different situations.

They apply decision making and problem solving skills when taking action to enhance their
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own and others’ health, safe and wellbeing.

Content Descriptors: The big idea for this lesson is adapted from the following Australian
Curriculum content descriptor (ACARA, 2019).

Communicating and interacting for health and wellbeing

Investigate how empathy and ethical decision making contribute to respectful

relationships (ACPPS093)

Evaluate situations and propose appropriate emotional responses and then reflect
on possible outcomes of different responses (ACPPS094)

As a result of engaging with the lesson, students will Understand that:

Students will understand that there are a variety of different relationships in which impact
on wellbeing.

Students will Know: Students will Be able to (do)

That relationships include; acquaintances, Identify different relationships in their lives

friends, family and close relationships. and reflect upon how they interact with
these people differently
Relationships can vary amongst individuals
and are impacted/influenced by diverse Demonstrate the knowledge to plan safe
aspects including culture, values, opinions approaches related to disrespectful
and background (history). situations in a relationship by recognising
disrespectful characteristics through the
Various factors that contribute to a analysis of scenarios
respectful and disrespectful
Demonstrate the knowledge needed to
develop skills in order to build respectful
relationship and challenge disrespectful
relationships.
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Essential Questions:

1. What internal and external factors might influence a disrespectful relationship?

2. What values might endorse a healthy, respectful relationship?

3. How could a respectful/ disrespectful relationship affect your mental/emotional health

(wellbeing)?

Pre-assessment of Individual Student Readiness

The pre-assessment task (see appendix A) for this lesson will be completed at the end of
the previous lesson, where each student is to finish a task describing and defining terms of
relationships, subsequently grouping respectful/disrespectful characteristics. The task
required students to work through 2 tasks: The first task being a definition worksheet
where students were to define 5 terminologies that are characteristics within a
relationship, for example ‘communication’. The second task required students to group 5
terminologies or situations into either ‘respectful’ or ‘disrespectful’ relationships. These
pre-assessment tasks benefit the educator by gaining an understanding of the students’
level of readiness. Additionally these tasks allow for prior understanding and current
knowledge to be observed and used as an instrument to outline the imminent lesson.
Furthermore these tasks acknowledge differentiation in the upcoming lesson grounded on
the readiness of the students and allow for tasks to be tiered where necessary. As this pre-
assessment took place during lesson 1 in class, this can be seen as a form of formative
assessment (Dixson & Worrel, 2016).

As a result of this pre-assessment task, three groups were shaped for tiering of next lessons
activities founded on the students answers. Additionally, it is fundamental that educators
reinforce to students that the grouping is done to reduce related misconceptions of the
group creations and assortment of members in each group (Doubet & Hockett, 2015).
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Group 1: Highest readiness group – Red

(Students who have a firm understanding will complete another activity that appropriately
extends what they already know).

Students who are placed into group 1 finished task 1 without struggle and were able to
offer applicable descriptions of all the terms itemised. Additionally, they displayed a high
level of knowledge and understanding for the second task in which they accomplished with
minimal errors. Students were able to recognise most of the situations correctly as either
‘respectful’ or ‘disrespectful’. These students display a growth mindset due to their intrinsic
motivation and willingness to learn (Jarvis, Module 4, 2019).

Group 2: Middle readiness group – Yellow

Students who are placed into group 2 were capable of delivering suitable explanations to
some if not most of the terms, though for task 2 although students provided reasonable
responses to the situations, some errors were evident.

Group 3: Lowest readiness group – Blue

(Students who need content reinforcement or practice will complete one activity that
helps build understanding).

Finally, students assigned to group 3 struggled with describing words at a satisfactory level;
the responses were undeveloped and displayed inadequate understanding of the terms for
task 1. The students In this group may include students with learning difficulties, poor
comprehension or complications with concentrating (Mercer, 2010).

By distributing students in 3 groups, allows for appropriate stretch/challenge for students

to work at the correct pace and gain a conceptual understanding throughout the lesson
(Jarvis, Module 3, 2019).
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Lesson Plan
Lesson Sequence (75 minute double lesson)
Introduction: (5 minutes)
Students enter classroom, be
seated ready to engage in the
upcoming lesson.
Introduce students with the objectives of
the lesson (KUD’s).
Today we will be looking at respectful and
disrespectful relationships and discuss and
identify the reasons that make situations/
scenarios respectful / disrespectful.
Introduction Activity: Grab-and-go Activity Resources for Grab-and-go [snowball]
[Snowball] (10 minutes).
Each student will be given a piece of paper
in which will have a term/value written on
it (‘respectful’/ ‘disrespectful’). After each
student has been handed a sheet of paper,
his or her next task is to scrunch it into a
ball (snowball) and toss it into the centre
of the room. When everyone has done
this, allow all students to get out of their
seats and collect a ‘snowball’.
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Explanatory notes
1. Various Scenarios (x10)
2. Healthy/Unhealthy scenario answers
(x10)
The reason for doing a snowball strategy is to
predict, summarise, justify and think critically.
Additionally, the idea of this activity as a warm
up to the lesson allows students to visualise
the context to what will be explored in the
upcoming lesson. A proactive method to allow
students to be engaged in their learning and
additionally assesses their readiness grounded
on previous understanding and on the stages
of readiness associated to the pre-assessment
task in which was finished in the prior lesson.
The pre-assessment task allowed for enough
prior knowledge within the class for students
to work together and problem solve In pairs
and small groups.
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Students are to then match their
term/value with the correct answer and
write it down with reasoning. After this,
individually, pairs will be required to read
their term/value to the class to observe if
the other students agree or disagree to
these ideas being ‘respectful’ or
‘disrespectful’ scenarios. (See Appendix B)
Think, Ink, Pair & Share
This task allows students to disclose what they
know or believe about a topic. Firstly students are
to put their thoughts into writing. This enables the
teacher to gauge the group’s level of knowledge,
and additionally allows students to discuss their
philosophies firstly in pairs and then with the
whole class.

Introduction to the new content:

In order to ‘understand relationships’ we
must first be able to understand what
defines a ‘respectful’ or ‘disrespectful’
relationship. If I got you all to define what
makes a ‘respectful’ and ‘disrespectful’
relationship, I am certain we would all
have diverse opinions. This is due to the
fact we have all grown up receiving a
variety of messages about which values
are defined as most imperative in a
relationship. These values are essential in
defining whether we consider an action is
‘respectful’ or ‘disrespectful’.
Resources
The “big Idea” of today’s lesson along with the
lesson objectives will be on the smart board,
so all students are able to understand the
context of this lesson and therefore begin to
contextualise the topic. This will allow
students to instigate some understanding of
what the intended ‘take home’ memo will be.
This technique essentially displays a
differentiated curriculum, through student
engagement and learning (Tomlinson, 2014).

And that leads us to today’s lesson

objectives.

Today we are going to be looking at:

- Internal and external factors in

which may influence an
disrespectful relationship
- Values in which promote a
respectful relationship
- How certain relationships can have
an affect on mental/emotional
health (wellbeing).
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Body of Lesson:

Part A: Four Corners Inquiry (Large Group Materials for Four Corners Inquiry:
Brainstorm)
- 4 X Signs (Strongly Agree, Agree,
1. Have 4 signs in the corners of the Disagree, Strongly Disagree)
classroom. (SA) strongly agree, (A) - List of values and scenarios to read out
agree, (D) disagree, or (SD) strongly
disagree. The four corners inquiry gives students the
2. Students begin by standing in the chance to take initiative and create their own
centre of the classroom. The viewpoints and judgments. Students are asked
educator will then read aloud a to reflect the topic and decide whether they
variety of scenarios or terms that agree or disagree with the statement/
relate to understanding scenario/term that is read aloud. They are
relationships and the students then asked to move to the appropriate corner
must move to the appropriate of the room identified with one of the four
corner in which they believe choices. Students are encouraged talk about
relates to that value or scenario. their reasoning for the chosen stations with
After each statement is given and the others in their group and present their
students have moved to their views to the class.
place, ask one student from each Furthermore this activity gets all students up
corner to explain and justify their and out of their seats, thinking rather than
decision. sitting down and writing their opinions on
paper. This allows students to take charge of
their learning/individual thinking and the
opportunity to hear others rational behind
their choices.
Student readiness or even their interests do
not drive this particular activity, however
more an example of an inclusive activity in
which caters for a positive learning
environment (Jarvis, 2015).

Part B: Tiered Small Group Work Resources for Tiered Work:

Moving on, students are now categorised - Appropriate worksheets for groups
into three tiered groups grounded on the - Blank paper for responses (optional)
pre-assessment task done in the previous - I Pads/ laptops for responses (optional)
lesson. Students are now to be seated at
the applicable table in which is marked Although students will be given varying tasks,
with their given colour group (See Above). all students need to reach the same objectives
through this task. The objective is gained in
Students are given 5 relationship scenarios diverse ways in which are appropriate to their
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and asked to analyse these and recognise
the values within them through different
activities grounded on their level of
readiness and understanding of the topic
(see below).
The Tasks:
Tier One (Red):
Using the 5 scenarios given to your group,
analyse and highlight the main values in
each scenario using the ‘values’ list offered
(see appendix C). Decide whether the
scenario is classed as a ‘respectful’ or
‘disrespectful’ relationship situation. Once
you have done this, write a brief
explanation as to why your group have
decided on your answer. Do this for each 5
scenarios. (See appendix D for task sheet).
Tier Two (Yellow):
Using the 5 scenarios given to your group,
analyse them main values within each
scenario. As a group, using the ‘values’ list
offered, choose whether the scenario is
classified as a ‘respectful’ or ‘disrespectful’
relationship situation. Then, as a group re-
write the scenario and change the
outcome to the opposite outcome- e.g. (A
Respectful relationship to a Disrespectful
relationship). Do this for each 5 scenarios.
(See appendix E for task sheet).
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level of readiness. During this task, the
teacher will check for understanding through
directing discussions, thinking and effective
questioning with each group. Additionally, the
teacher will provide meaningful feedback to
each group as they go around the classroom.
Feedback aims to decrease the gap between
where the students ‘are’ and where he/she is
‘meant to be’- that is, between previous or
present achievement and the success criteria
(Jarvis, Module 3, 2019).
The red group’s task offers suitable scaffolding
and provision for providing descriptions of
values and using the bold and underline
feature to emphasise significant phrases in the
task, within appropriate strategies to stay on
task.
The yellow group’s task offers suitable
scaffolding and provision in relation to
providing descriptions of values and using the
bold and underline feature to emphasise
significant expressions in the questions. This
allows for adaptable understanding of the
task, and suitable strategies to stay on task.
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Tier Three (Blue):

Using the five scenarios given to your
group, analyse the main values within
each scenario. As a group, decide whether
the scenario is categorised as a ‘respectful’
or ‘disrespectful’ relationship situation.
Once you have done this, you are to
envision you are a company of therapists,
you are to write a piece of advice for the
individual, or couple on how to
better/improve or solve the disrespectful
situation regarding the relationship, for
three scenarios of your groups choosing.
(Appendix F for task sheet).
Finally, the blue group’s task delivers
appropriate scaffolding and help regarding
descriptions of values if the help is required.
This task allows for adaptable clarification of
the task, with minimum guidelines. This
activity for tier 3 (blue) will be presented as a
RAFT. This gives students a role, an audience,
a format and a topic (Tomlinson, 2003) to
encourage student’s writing and
understanding (Buehl, 1998).

The reason for tiering in this lesson is so that

In conclusion to students completing this
task the teacher will initiate a class
discussion based on the benefits of
respectful relationships and disadvantages
of disrespectful relationships (catering for
ALL levels of groups).
the learning task is suited to learners at
different levels of readiness. Here I have
varied some element of the task to create
three ‘tiers’. This enables all students to work
at appropriate levels of challenge to stretch
their current competence (Tomlinson, 2003).

Lesson Closure/ Check for Understanding

In conclusion to this lesson, checking for understanding will monitor through a assortment
of group questioning throughout the tiered tasks and then again as a whole class at the
closure of the lesson. Additionally, observations of student participation and engagement
throughout the lesson. This is a form of ongoing assessment in which will inform planning
and future teaching.

Before students leave the lesson, they will all be required to complete a 3,2,1 exit card (see
appendix G). This will be a quick 5-minute closing activity and will be used as a method to
check for understanding. Additionally on the back of these cards students will be required
to do a Plus, Minus, Interesting (PMI) response. Using a mixture of these two exit cards
allows the teacher to gain an understanding of student information that is specific of the
lessons KUD’s. The PMI also helps establish positive relationships with students by getting
to know their interest. These exit cards will be collected, read and used to gather
information on student readiness levels, interests, learning preferences and importantly
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whether student’s achieved the KUD’s of the lesson (Doubet & Hockett, 2015).

Furthermore, a summative assessment piece will be conducted in the upcoming lessons to

prepare for conclusion the unit. This summative assessment will demonstrate to what
extent each student achieved the learning objectives, show progression/growth and
additionally will inform future planning and teaching.

Explanation:

Differentiated instruction is a way of thinking about teaching and thus was used throughout
this lesson plan as an approach to preparation, teaching and handling the classroom setting
in a way that accounts for the requirements, personalities and interests of all your students.
Furthermore it has been used to stimulate access to a good quality curriculum and allows a
variety of diverse students to learning through shared objectives (Jarvis, 2019).

Student readiness has been outlined as one of three significant influences in which separate
differences within your students. Readiness refers to the level of existing knowledge your
student has in terms of the lesson outcomes. Learning experiences need to be accessible
and offer an appropriate level of challenge/ stretch (and appropriate support) given each
student’s current knowledge, understanding and skill in order to facilitate learning. Pre-
assessment has been applied to collect evidence on the readiness of learners and plan the
activities to meet their levels of readiness. This was used to differentiate students into
three groups (see pre-assessment above). Each student was required to reach similar
learning outcomes during this lesson along with the KUDs. This meant that the teacher
planned a number of various methods in regards to how students will learn the content,
what they will learn and how they will present their knowledge of what they have learned.
This increases the probability that each student will learn as much as he or she can and as
efficiently as possible (Tomlinson, 2003)

The Blue group (low readiness group), were given extra assistance through the task and the
relevant points were emphasised and featured in bold in order to assist and prompt their
rational (Jarvis, 2016; Doubet & Hockett, 2015). Each activity provided in this lesson was
created in order to clearly relate to the learning objectives, in which all connected to the
ideas of discussing and evaluating values within various relationships. Finally, this tiered
lesson plan has facilitated all students with many different readiness levels; achieve
different tasks in order to achieve the same key learning objectives.
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References

ACARA. (2019) Australian Curriculum. Retrieved from https://www.acara.edu.au/curriculum

Format and strategy based on the work of Doug Buehl (1998) cited in Teaching Reading in
the Content Areas: If Not Me Then Who? Billmeyer and Martin

Dixson, D.D., & Worrell, F. C. (2016) Formative and summative assessing in the classroom.
Theory into practice, 55(2), 153-159

Doubet, K. & Hockett, J. 2015. Differentiating according to student readiness. In K. Doubet

& J. Hockett. Differentiation in middle and high school; strategies to engage all learner,
Alexandria, Virginia; ASCD. Pp. 173-206

Jarvis, J. (2019). Module 3: Differentiating in response to student readiness [Online

Lecture 4] EDUC 4720. Adelaide, Flinders University.

Jarvis, J. (2019). Module 4: Differentiating in response to student readiness [Online

Lecture 4] EDUC 4720. Adelaide, Flinders University.

Mercer, K.L. (2010). Supporting students with learning difficulties, in D. Tangen,

(Ed.), Engaging diverse learners (pp.128-156). 2nd edn., Pearson Education
Australia, French’s Forest, N.S.W.

Tomlinson, C., & Jarvis, J. (2009). Differentiation: Making curriculum work for all students
through responsive planning and instruction. Systems and models for developing programs
for the gifted and talented, 599-628.

Tomlinson, C. A (2003). Fullfilling the promise of the differentiated classroom:

Strategies and tools for responsive teaching. Alexandria, Virginia: ASCD

Tomlinson, C. A (2014). Chapter 5: Good Curriculum as a basis for differentiation. In The

Differentiated Classroom: Responding to the needs of all learners (2nd Ed., pp. 60-79).
Alexandria, Virginia: ASCD.
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Checklist of assignment components:

 Completed lesson context explanation
 Completed clear learning objectives and essential questions for the lesson
 Complete, step-by-step lesson description, with brief notes explaining how the
lesson represents an example of a tiered lesson to address readiness
 Explanatory 1-2 paragraphs clearly linking your lesson planning decisions to the
topic content (and citing sources as appropriate)
 Supplementary materials (e.g., copies of directions, handouts, etc. provided to
students)
 Copy and/or description of preassessment task used to assign individual students to
appropriate “tiers”
 Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of
student work)
EDUC4720/1 EDUC9406 2017. Tiering format adapted from Tomlinson (1999)
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Appendices:

Appendix A

Respectful/ Disrespectful Relationships

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Appendix B
WARM UP: SNOWBALL
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RESPECTFUL DISRESPECTFUL
RESPECTFUL DISRESPECTFUL
RESPECTFUL DISRESPECTFUL
RESPECTFUL DISRESPECTFUL
RESPECTFUL DISRESPECTFUL
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Appendix C

VALUES LIST
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Appendix D
Tier One (Red):
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Using the 5 scenarios given to your group, analyse and highlight the main values in each
scenario using the ‘values’ list offered (see appendix C). Decide whether the scenario is
classed as a ‘respectful’ or ‘disrespectful’ relationship situation. Once you have done this,
write a brief explanation as to why your group have decided on your answer. Do this for
each 5 scenarios.

Is this: RESPECTFUL or DISRESPECTFUL

Explain you answer? How would this affect people’s feelings?

Is this: RESPECTFUL or DISRESPECTFUL

Explain you answer? How would this affect people’s feelings?

___________________________________________________________________________
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___________________________________________________________________________

Is this: RESPECTFUL or DISRESPECTFUL

Explain you answer? (Students can stick the scenario into book and then relate the question
under it)
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Is this: RESPECTFUL or DISRESPECTFUL

Explain you answer?

Is this: RESPECTFUL or DISRESPECTFUL

Explain you answer?

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Appendix E
Tier Two (Yellow):

Using the 5 scenarios given to your group, analyse the key values within each scenario. As a
group, using the ‘values’ list offered, choose whether the scenario is classed as a
‘respectful’ or ‘disrespectful’ relationship situation. Then, as a group re-write the scenario
and change the outcome to the opposite outcome- e.g. (A Respectful relationship to a
Disrespectful relationship). Do this for each 5 scenarios.

Is this: RESPECTFUL or DISRESPECTFUL

Re-Write to opposing type of relationship (e.g. re-create this scenario to a respectful

relationship or disrespectful relationship)

___________________________________________________________________

___________________________________________________________________
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Is this: RESPECTFUL or DISPRESPECTFUL

Re-Write to oppose the type of relationship

Is this: RESPECTFUL or DISRESPECTFUL

Re-Write to oppose the type of relationship

Is this: RESPECTFUL or RESPECTFUL

Re-Write to oppose the type of relationship

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Is this: RESPECTFUL or DISRESPECTFUL

Re-Write to oppose the type of relationship

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Appendix F
Tier Three (Blue):

Using the five scenarios given to your group, analyse the main values within each scenario.
As a group, decide whether the scenario is categorised as a ‘respectful’ or ‘disrespectful’
relationship situation. Once you have done this, you are to envision you are a company of
therapists, you are to write a piece of advice for the individual, or couple on how to
better/improve or solve the disrespectful situation regarding the relationship, for three
scenarios of your groups choosing. (Appendix F for task sheet).

ROLE AUDIENCE FORMAT TOPIC

THERAPISTS/EXPERTS CLIENTS WRITTEN RESPECTFUL/DISRESPECTFUL

ADVICE/ RELATIONSHIP SCENARIOS
SPEECH

Is this: RESPECTFUL or DISRESPECTFUL

Therapy discussion:
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Is this: RESPECTFUL or DISRESPECTFUL

Therapy:

___________________________________________________________________________

___________________________________________________________________________

Is this: RESPECTFUL or DISRESPECTFUL

Therapy:

___________________________________________________________________________

___________________________________________________________________________
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Is this: RESPECTFUL or DISRESPECTFUL

Therapy:
___________________________________________________________________________

___________________________________________________________________________

Is this: RESPECTFUL or DISRESPECTFUL

Therapy:

___________________________________________________________________________

___________________________________________________________________________
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Appendix G

3, 2, 1 Exit Card
- 3 things that I have learned about respectful/disrespectful relationships

- 2 things you would like to know more about

- 1 question you would like answered next lesson

PMI Exit Card

- PLUS

- MINUS

- INTERESTING
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