SCHOOL OF EDUCATION

ASSIGNMENT COVER SHEET

STUDENT DETAILS

HATICE KIZMAZ
Student name: Student ID number: 19841292

UNIT AND TUTORIAL DETAILS

DESIGNING, TEACHING AND
Unit name: LEARNING Unit number: 102086
Tutorial group: 02 Tutorial day and time: TUE 13:30
Lecturer or Tutor name: KELLY ANN PARRY

ASSIGNMENT DETAILS

Title: BIN LINERS LESSON PLAN EVALUATION AND REVISION

Length: 1670 WORDS Due date: 27 SEPT 2019 Date submitted: 26 SEPT 2019

Home campus (where you are enrolled): KINGSWOOD

DECLARATION

I hold a copy of this assignment if the original is lost or damaged.

X
X I hereby certify that no part of this assignment or product has been copied from any other student’s work
or from any other source except where due acknowledgement is made in the assignment.
I hereby certify that no part of this assignment or product has been submitted by me in another
(previous or current) assessment, except where appropriately referenced, and with prior permission
from the Lecturer / Tutor / Unit Coordinator for this unit.
No part of the assignment/product has been written/produced for me by any other person except
where collaboration has been authorised by the Lecturer / Tutor /Unit Coordinator concerned.
 I am aware that this work will be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future
plagiarism checking).

Student’s signature:

Note: An examiner or lecturer / tutor has the right to not mark this assignment if the above declaration has not
been signed.
102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template

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 knowledge that is delivered throughout the lesson focuses on the key ideas and
concepts. All the instructions, activities were directly related with the different aspects of plastic
bag usage.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: Most students provide the information, arguments or reasoning that demonstrates
deep understanding for a considerable part of the lesson. Students can identify the causes of
using plastic bags and its effects on the environment, they can use content to develop solutions.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: Knowledge is considered as socially constructed and open to multiple perspectives
as a result, is open to question. The content knowledge is scaffolded through perspectives of
students about the content.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: Most students display higher-order thinking in at least one major activity that
employ a considerable part of the lesson. Students classify their knowledge about plastic bags
and are given the opportunity to improve the design of the bin liner.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: There is low metalanguage because terminology is only explained, no further
clarification or assistance is provided. Teacher only explained the meanings of ‘bio-degradable,
cause, effect and HDPE’.
Different ways of delivering the information could have been utilised such as; schemas,
pictures, signs, etc.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: The knowledge is scaffolded through substantive communication between the
teacher and/or students throughout the lesson. Students actively involved in conversations
either with peers or teacher throughout the lesson.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Quality criteria of the work that students have done identified explicitly and
students used those criteria to improve their work. Students identify pros and cons of the paper
bin liner that they have made and redesign it to improve the quality according to the findings.

2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Serious engagement. All students involved in the lesson content almost all the time.
All students were engaged to the tasks and activities through group or peer work throughout
the lesson.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: Most students take risk of expressing their knowledge and all students are invited
to participate in challenging task most of the time. Most students shared their knowledge and
ideas with class and all students are encouraged to make a paper bin liner, redesign it and
propose a marketing name for it.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: Social support is slightly positive because there is no discouraging behaviour
observed however supportive behaviour is only directed to the engaging students. Students
who answer the questions are praised and recognised but there is no clear evidence of
supporting reluctant students.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: All students display autonomy and self-regulation all the time during the lesson and
no interruption has occurred during the lesson. Teacher do not need to interrupt the class to
correct any misbehaviour.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: There is little evidence of student direction. Tasks, time frame and order of the
tasks are decided by teacher. Students only defined the criteria for the quality of paper bin liner
by themselves.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Students’ background knowledge related to content of the lesson is mentioned and
elicited several times. Students’ out-of-school knowledge is also mentioned. Students’ prior
knowledge is tested through true-false test, the content related to causes and effects of plastic
bags scaffolded through brainstorming based on their background knowledge.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: There is no evidence of recognition and valuing of other cultures exist during the
lesson. Different practices related to plastic bag usage, as well as the alternatives of plastic bags
being used today in different countries could have been included.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: Teacher and/or students frequently make meaningful connections between topics
and subjects areas throughout the lesson. Waste management is also a topic of Geography, no
explicit connection is made however, most of the time the content is delivered through
students’ brainstorming during which students recall their prior knowledge.

3.4 Inclusivity
 1–2–3–4–5 Comments: All students from every social background are equally encouraged and given
opportunity to participate in the activities during the lesson. All tasks are designed as either pair
or group work to ensure that all students are actively included in the activities.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Students are aware of the importance of the content and can make connections
with situations outside the classroom and there might be an effort to influence a group of
people beyond the classroom. Students are encouraged to think why plastic bags are used, its
effects on environment, they are given opportunity to develop alternatives to plastic bags and
the possibility of selling their design on the internet is mentioned.

3.6 Narrative
1–2–3–4–5 Comments: No story telling is utilised or the story is unrelated to the core content of the lesson.
No story telling is included in the bin liner lesson. Story of animals that are affected by disposed
plastic bags or any contemprary effort to contend with plastic bag usage could have been
mentioned.

Identifying Areas for Improvement

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

QT model
1) Metalanguage 2) Student direction
3) Cultural knowledge 4) Narrative
 Lesson Plan – Bin Liners

Syllabus: Science Stage: Stage 4 Topic: Earth and Space

Outcomes Assessment Students learn about Students learn to

SC4-13ES Explains how
advances in scientific
understanding of
processes that occur
within and on the Earth
influence the choices
people make about
resource use and
management.
Informal formative ES3 Scientific knowledge
assessment. influences the choices
people make in regard to
the use and management of
the Earth’s resources.
Classify a range of the
Earth’s resources as
renewable or non-
renewable.
Investigate some strategies
used by people to conserve
and manage non-renewable
resources, e.g. recycling
and the alternative use of
natural and made
resources.

Note: Not all activities may be captured by the video. Assume they were covered by the teacher.

Time Teaching and Learning Actions

5 min Lesson Preliminaries/Administration

 Settle students into the classroom.

 Mark the roll.

10 mins Direct Instruction

 Welcome students and remind them of the topic.

 Introduce the recycle symbols on product packages.
 Introduce students to high density polyethylene as a non-renewable resource used to
make plastic bags.
 Show the pictures of different materials which had been used instead of plastic bags both
in Australia, including Indigenous people, and different countries, like people used to use
square shaped fabrics to carry items in Japan.
 Key ideas for this lesson are cause and effect with questions being “why do we use so
many plastic bags in Australia?” and “what is the effect on the environment?”
  Another key idea is solutions with questions being “what have governments done to
solve problems caused by plastic bags?” and “what can citizens do to solve problems
caused by plastic bags?”
 Give overview of activity:
 Designing renewable alternatives to plastic bags using newspapers. Teacher will
show students different designs, they will choose one and they will improve that
design.
 Give overview of thinking tools to be used:
 Think-pair-share
 Cause-effect map
 Pros-Cons-Questions

10 mins Think-Pair-Share Activity

 Give students true/false statements worksheet with questions like “the average plastic
bag is used for only 5 minutes but can take up to 1,000 years to break down in the
environment.” The information about practices of different countries related to plastic bag
usage, and disposal to be included in the test.
 Students have 2 minutes to individually answer the questions (think).
 Students then have 1 minute to discuss their responses with the student sitting next to
them (pair).
 Teacher will then lead class discussion based on worksheets for 5 minutes (share).
10 mins Cause-Effect Mapping Activity

 Give students cause-effect map worksheets.

 Students have 2 minutes to think of as many reasons for why we use so many plastic
bags in Australia.
 Go around the class to check student understanding. Highlight the link between the
causes identified and the production of high density polyethylene bags.
 Students have 2 minutes to list as many sub-effects of the production and use of plastic
bags. Circulate to assist students.
 Teacher leads brief class discussion to summarise the environmental effects identified by
the students. Teacher to summarise the results by drawing a schema on the board which
shows the different phases a bio-degradable and non-biodegradable material go through
and ends up after finishing its usage time.
 Teacher to show pictures of animals affected by plastic bag disposal.

5 mins Direct Instruction

10 mins  Teacher to introduce a few countries, like Taiwan, South Africa, etc., which are
developing laws to ban plastic usage gradually.
 Teacher to show students how to construct a biodegradable bin liner by folding give
students instruction sheets of a few different designs of biodegradable bin liners made up
of 4 sheets of newspaper. Let students to choose the design they like. The bin liner will fit
into the teacher’s waste-paper basket.
 5 mins Pros-Cons Activity

 Teacher invites students to highlight the pros and cons of the biodegradable bin liners.
15 mins Student-Centred Activity
10 mins  Students to identify ways to improve the bin liners using the MAS sheet.
 Students to work in pairs to refine the newspaper bin liners. Circulate around the room to
assist students.
 Students demonstrate their improved designs to the teacher, using the teacher’s waste
paper basket as a test.
 Teacher to encourage peer support during demonstrations.
 Summarise and close the lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-13ES Informal questioning of student understanding as the lesson
progresses.
 JUSTIFICATION OF INTERVENTIONS TO THE BIN LINERS LESSON PLAN

Quality Teaching Framework(QTF) is developed to be used as a guide to improve the quality of teaching

and learning outcomes of students in NSW public schools (Gore, 2007). The Bin Liners lesson plan has

been evaluated across the elements of QTF and four elements have been identified to be not strong

enough. This discussion will try to justify the additions and modifications made to the Bin Liners lesson

plan in order to improve the teaching quality of the lesson in terms of metalanguage, student direction,

cultural knowledge and narrative elements of the Quality Teaching Framework (QTF).

First element to be improved in the Bin Liners lesson plan is metalanguage. This element emphasises

using different means of delivering the subject content. Vygotsky argues in his Sociocultural Theory that,

use of semiotic elements, such as; conventional signs, algebraic signs, language, schemes, drawings, etc.,

in teaching plays a significant role in the construction of knowledge (Steiner & Mahn, 1996). Quality

teaching framework also mentions using semiotic elements, schemas, explaining the content related

signs and symbols as elements of metalanguage in teaching. In order to improve the metalanguage

utilisation in the lesson, introduction of recycle signs is added into the introduction of the topic, the

results of cause-effect activity are planned to be summarised in a schema that also shows the lifecycle of

biodegradable and non-biodegradable materials and pictures of animal which was affected by plastic

bag disposal is planned to be shown after cause-effect activity.

Second element to be improved is student direction. QTF indicates that student direction is high when

students have a say in any of the following elements of a lesson; pace of the lesson, time to be allocated

for a task, criteria by which they are going to be evaluated and choice of the activities (Professional

Learning and Leadership Development Directorate, 2006). Students are more interested in and are more

likely to engage with (Gore, 2007) tasks over which they have some level of control. When they are
given choices in the classroom, they are more engaged and work harder. Giving students choices

improves self-regulation skills, learning and motivation. Being provided with choices is especially

beneficial for students who are not much interested in an activity or task (Patall, Cooper & Wynn, 2010)

In order to increase student direction in the bin liner lesson, the activity of producing paper bin liner is

modified in a way that students will be able to decide on the design of their bin liner.

Third element of QTF to be improved in the Bin Liners lesson plan is cultural knowledge. Teaching

cultural knowledge enable students to value differences, and understand how the factors like, ethnicity,

gender, socioeconomic status, religious background can affect people’s identities and practices

(Frankenstein, Gutstein, cited in Mills et al., 2009). Quality teaching framework suggests to include

diverse resource of knowledge, such as; human and material, from different social groups to improve

the understanding of diversity (Professional Learning and Leadership Development Directorate, 2006).

To improve cultural knowledge in the Bin Liner lesson, the alternatives of plastic bags that used to be

adopted in different societies including Australian Indigenous society, is planned to be mentioned during

the introduction of the topic, as well as the current practices of some other countries in plastic bag

usage and disposal is planned to be included in the true-false test. The practices of some specific

countries, like Taiwan, South Africa, etc., is planned to be introduced before the activity of building a

paper bin liner.

Forth element of QTF to be improved in the Bin Liners lesson plan is narrative. Story telling not only

increase the engagement of students to the topic or task, but also awaken curiosity in the learners

(Lannan, 2011). Including narrative into the lesson plans can improve learning especially when the story

is told to contribute to students’ learning of the content (Gore, 2007). In order to make use of the power

of story-telling in the lesson, stories of some of countries which contend against plastic waste is included

before getting into building a paper bin liner.

To conclude, the higher the scores of the QTF elements in a lesson plan are, the more successful the

lesson plan is. The additions and modifications mentioned above are planned to be applied in order to

improve the metalanguage, student direction, cultural knowledge and narrative elements of Quality

Teaching Framework in the Bin Liners lesson plan.

 References

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a difference:

Challenges for teachers, teaching, and teacher education (pp. 15-33). Rotterdam, Netherlands:

Sense Publishers Retrieved from;

https://ap01.alma.exlibrisgroup.com/leganto/readinglist/lists/2718005902000157

Lannan, J. S. (2011). Using narrative in the classroom: A pedagogy to promote student

engagement (PhD Thesis). Available from ProQuest Dissertations & Theses Global.

(1516156419). Retrieved from

https://search.proquest.com/docview/1516156419?accountid=36155

Mills, M., Goos, M., Keddie, A., Honan, E., Pendergast, D., Gilbert, R., . . . Wright, T. (2009). Productive

pedagogies: A redefined methodology for analysing quality teacher practice. Australian

Educational Researcher, 36(3), 67-87.

doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1007/BF03216906

Patall, E., Cooper, H., & Wynn, S. (2010). The Effectiveness and Relative Importance of Choice

in the Classroom. Journal of Educational Psychology, 102(4), 896-915. Retrieved from;

http://web.b.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=858e

5aca-f177-437f-b8a8-0125c24ca1a4%40pdc-v-sessmgr05

Professional Support and Curriculum Directorate, (2006). Quality Teaching in NSW Public Schools a

Classroom Guide. Retrieved from:

 https://vuws.westernsydney.edu.au/bbcswebdav/pid-4144961-dt-content-rid-

29551194_1/courses/102087_2019_2h/quality%20teaching%20framework_EPSColor.pdf

Steiner, V. J., Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian

framework. Educational Psychologist, 31(3/4), 191-206. Retrieved from;

http://web.a.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=cfe77

1ad-94b6-46fd-9564-2a179fd3e94a%40sessionmgr4008

Weebly webpage link:

https://htckizmaz.weebly.com/