Lesson Plan

Topic area: The Industrial Stage of Learner: Stage 5, Syllabus Pages: 84

Revolution Year 9
Date: 1/2/19 Location Booked: Comp 1 Lesson Number: 2/15
(Computer room) (lesson 1/3 in the assignment)
Time: 60 minutes Total Number of students: 20 Printing/preparation
-Word.doc of the worksheet to
be accessible to all computers.
-Whiteboard markers/erasers
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment The technological innovations Outline the main reason why
that led to the Industrial the industrial revolution began
HT5-1: Explain and assess the historical Informal assessments Revolution, and other in Britain.
forces and factors that shaped the during class to review conditions that influenced
modern world and Australia student’s progress/ the industrialisation of Britain
identify gaps (agricultural, access to raw
Life Skills outcomes material, wealthy middle
-NA Formative assessment: class, cheap labour,
worksheet to be transport, expanding empire)
reviewed/marked by and Australia
the teacher promptly.
CCP & GCs Subject specific concepts
- ICT Cause and effect – how different factors allowed Britain to become
- Critical/Creative the home of the Industrial Revolution (working title).
Thinking Discipline specific skills
Analysis and use of sources – to be able to evaluate which websites
are reputable as a source of information.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.2 Deep Students will discover the different factors that helped caused the start of the Industrial
Understanding Revolution in Britain, and see why these factors were so important/critical (Cause and
Effect)
2.1 Explicit A key goal of this lesson will be the student’s ability to evaluate and justify their sources of
quality criteria information used to answer tasks, are of a trustworthy, reliable nature.
3.6 Narrative The lesson will use the common knowledge that Britain was one of the world major super
powers back in their day, and their influence was wide spreading. Students will know be
able to explain this common knowledge, and understand how a European island was able to
become so powerful and influential – the Industrial Revolution.
Time Teaching and learning actions Organisation Centred
T/S
Pre Have resources accessible on the computers and - -
meet students outside of classroom if possible
0-5 Have students line up in an orderly manner before Teacher: At the classroom T
entering classroom
Student: Arrive to class
Welcome students and request they enter quickly, quietly,
taking their seats & prepare for working (start their Resources: - N/A
computers). Outline behavioural expectations for the
lesson.

As they are taking their seats, start marking the roll.

5 - 10 Advise students of the driving question for this lesson? Teacher: Provide instructions T

“Why is Britain considered to be the birthplace of the Student: Actively listen, start their
industrial revolution?” computers

Outline to students this lessons outcomes/activities Resources: Whiteboard marker to

write down lesson outline
- Class outcomes: HT5-1: Explain and assess the
historical forces and factors that shaped the
modern world and Australia
1) Research and evaluation activity
2) Worksheet activity
3) Review and discuss answers
4) Highlight the key findings and record in student’s
workbooks
10 - 15 Ask the class “Did you guys know who the worlds super Teacher: Initiate discussion T/S
power was, before the United States became so strong? I
will give you a hint, the vast majority of the western world Student: Participate in discussion by
speaks their language!” providing answers and submitting
further relevant questions.
Some students would have known that Britain was the last
global super power before the USA, but few would know Resources: Access to the internet via
why. This lesson will help them understand this, by their own computers
showing them why Britain is the Birthplace of the
industrial revolution.

Begin Google exercise as a class, by discussing what

specific search terms students would like to use, that
would best lead them to answer the driving question.
Example of the main key words could be as follows

Industrial revolution, Britain, Start, Factors, Causes, etc.

15 - 20 As a class, ask students to google the key terms brought up Teacher: Monitor student’s ICT T/S
in the discussion (and any additional terms they think behaviour and work while handing out
would be useful for this question) and ask students to just the scaffold.
go through their search results (do not open the links just
yet). Student: Follow instructions

While students are doing this, hand out the “How to Resources: ICT Equipment/internet
evaluate websites” scaffold (scaffold 1)
20 - 25 Go through the scaffold to demonstrate how students can Teacher: Go through the scaffold and T
evaluate the viability of different web pages, and justify make diagnostic assessments of
which ones could be suitable and which ones are not so students understanding.
suitable. Teacher could use one or two websites commonly
found by the students as examples, Student: Follow instructions

Resources: ICT Equipment/internet

25 - 45 Allow students to access the word.doc worksheet “Why is Teacher: Provide access (link) to S/T
Britain considered the home of the industrial revolution?” commence worksheet. Perform
(resource 1) and ask students to research the answers for informal assessments while
 each question. URL’s must be provided to justify their monitoring ICT usage. Advise of
answers, and students must find, evaluate and use at least additional scaffold available
3 different websites to answer all the questions.
Student: Follow instructions and
Students may work in pairs to complete the task. provide feedback

Additional scaffolding (differentiation): Link to the source Resources: ICT Equipment/internet

of the scaffold can be given to assist some students who
may need more direction with evaluating websites.
http://www.kathleenamorris.com/2018/11/20/evaluate-
websites/

Students comfortable to proceed, do not need to use the

additional scaffolding
45 - 55 As a class, students can begin to share their answers to the Teacher: Lead discussion, encourage S/T
Word.doc worksheet, and the websites they used to fins participation from a wide range of
their answers. students. Ensure all answers are
encouraged even if they are right or
Create a classroom tally of which websites were most wrong (inclusivity)
commonly used by the class, and re-evaluate 1 or two of
them together, so all students can see why these sources Student: Follow instructions
are considered to be reputable sites, or why they should
not. Resources: ICT Equipment/internet
55 - 60 Advise students that they will need to email their answers Teacher: Provide direction T
to the teacher and print a copy to paste into their work
books. Student: Follow instructions

Pack up, shut down computers and tidy up Resources: ICT Equipment/internet
Dismiss class

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Starting is always the most difficult part of these assessments, as you want to build the
knowledge from this base. In practice, this lesson should not be 2 nd in the sequence of the
unit (first lesson is an overview) as it would be more appropriate to have a secondary
overview lesson where the prior knowledge of students could be assessed and reviewed, to
see where there may be shortcomings in the lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5-1: Explain and assess the
historical forces and factors that
shaped the modern world and
Australia
Critical Thinking
The worksheet allows the teacher to see student’s
understanding and knowledge of the forces and factors of
the industrial revolution that helped shape our current day
world.
Students need to be able to justify their sources of
information to ensure that this learning is relevant and
accurate. By reviewing their answers and the source of
their answers, the teacher can assess how well they have
been able to utilize the scaffold.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
 Graduate Standards
2.6 Information and
Communication Technology (ICT)
5.1 Assess student learning
Evidence within this lesson
Scaffolds used to assist students to not only use ICT, but
assess the validity of the information they find on it, so that
they can become more literate ICT uses in the future
Multiple assessments to be taken during the class (formal
and informal) to ensure students are meeting required
standards and learning outcomes for the lesson

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Ensure the computer room is free from hazards, being highly aware of the added
dangers in the room (more equipment than usual, electrical products, need to
reduce/remove all liquids from the room etc.)

Monitor internet behaviour of all students and ensure they are always on task.
Warning system should be implemented for students caught not being on task, even
if they are not malignant sites, to ensure as many students stay on track.

References (In APA)

Aitsl.edu.au. (2019). [online] Available at:

https://www.aitsl.edu.au/docs/default-source/default-document-
library/download-graduate-level-
descriptorsa45e8f91b1e86477b58fff00006709da.pdf?sfvrsn=d0b6eb3c_0
[Accessed 20 Mar. 2019].

Morris, K. (2019). How To Evaluate Websites: A Guide For Teachers And

Students. [online] Kathleenamorris.com. Available at:
http://www.kathleenamorris.com/2018/11/20/evaluate-websites/
[Accessed 20 Mar. 2019].

Resources Attached: Resource 1 (to be provided as a Word.doc and completed on a

computer)

“Why is Britain considered to be the

birthplace of the Industrial
Revolution?”
Before the United Stated were considered to be the world’s super power, Britain was
considered to be THE most powerful nation in the world. At the peak the British Empire was
so large, that it was said the Sun never set on it. At some point of the 24-hour rotation of the
global, one part of the Empire had access to the light. But why is this, and more importantly,
how did an island nation off the coast of France, become the leading power in the world?
The Industrial Revolution.
Britain is considered to be the birthplace of the industrial revolution. But why is that? Today
we are going to look through some of the main factors/causes of the industrial revolution,
and will see how these help explain why Britain is considered to be the home of this amazing
age of civilisation.

To assist us in finding the best answers, we will only consider reputable sites, using our
“How to evaluate Websites” scaffold. You must use 1 website for each question

1) What is the definition of the industrial revolution?

URL for where you found this answer

Title of Website
Writer of article/page
Reasons it should be considered authentic -
(list more than 1) -
-
-
-

2) What is one key factor/cause that lead to the industrial revolution?

URL for where you found this answer

Title of Website
Writer of article/page
Reasons it should be considered authentic -
(list more than 1) -
-
-
-

3) What is another key factor that lead to the industrial revolution?

URL for where you found this answer

Title of Website
Writer of article/page
Reasons it should be considered authentic -
(list more than 1) -
-
-
-

4) Can you find out how one or both of these factors/causes relate to, or apply to Britain
during the time of the industrial revolution?

URL for where you found this answer

Title of Website
Writer of article/page
 Reasons it should be considered authentic -
(list more than 1) -
-
-
-

5) Name one item or product that become known for its growth during the industrial
revolution that came out of Britain?

URL for where you found this answer

Title of Website
Writer of article/page
Reasons it should be considered authentic -
(list more than 1) -
-
-
-

6) Name one piece of technology that became known for its impact to the industrial
revolution that came out of Britain?

URL for where you found this answer

Title of Website
Writer of article/page
Reasons it should be considered authentic -
(list more than 1) -
-
-
-

As we can see, many of the causes and factors that lead to the Industrial Revolution, came
out of Britain. Using these factors, Britain managed to become the leading power in the
world during this time, only to be taken over by the USA, who had the natural resources and
ability to utilize the same ideas to strengthen them.

Other countries like France and the Germany also developed, but they were manly following
the lead that Britain was setting at the time.
Scaffold 1
 Lesson Plan

Topic area: The Industrial Stage of Learner: Stage 5, Syllabus Pages: 84

Revolution Year 9
Date: 2/2/19 Location Booked: 1A
Time: 60 minutes Total Number of students: 20
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment
HT5-6: Uses relevant
Summative: completion
evidence from sources to of, and engagement
support historical narratives, with the worksheet, to
explanations and analyses of be used to judge how
effective the unit or
the modern world and work is going.
Australia
Life Skills outcomes Informal: exit pass to
- N/A allow students to
report on their learning.
Lesson Number: 3/15
(lesson 2/3 in the assignment)
Printing/preparation
-Media player (video/projector/
TV screen to play YouTube clip)
-22 printout of work sheets
(standard sheets and additional
G&T sheets)
-Spare pens/paper
-Whiteboard markers/erasers
The technological innovations Identify key inventors and their
that led to the Industrial innovations and discuss how
Revolution, and other some of these inventions
conditions that influenced affected transport and
the industrialisation of Britain manufacturing in this period
(agricultural, access to raw
material, wealthy middle
class, cheap labour,
transport, expanding empire)
and Australia

CCP & GCs Subject specific concepts

- Literacy Significance – Understanding how significant the inventions of the
- Sustainability industrial revolution were and to an extent, still are.
- Critical/Creative Discipline specific skills
thinking Comprehension – Understand why the inventions of the industrial
- revolution have been so influential to its age and our society.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.1 Deep Students learn about the magnitude and significance that some of the technological
Knowledge advancements had on the industrial revolution, as well as to our modern way of living.
2.4 Social Learning is structured in such a way that students have social support structures to allow
Support them to participate, regardless of ability.
3.5 Elements of the lesson allow students to understand how the consequences of certain
Connectedness aspects of the Industrial revolution affected other parts of society (the environment, social
order, employment and job security) and these connections are draw to some of the same
issues we are having today.
Time Teaching and learning actions Organisation Centred
T/S
Pre Have resources printed/ready and meet - -
students outside of classroom if possible
0-5 Have students line up in an orderly manner before Teacher: At the classroom T
entering classroom
Student: Arrive to class
Welcome students and request they enter quickly and
quietly, taking their seats and preparing for work. Outline Resources: - N/A
behavioural expectations for the lesson.

As they are taking their seats, start marking the roll –

complete as final students are taking their seats
5 - 10 Provide students with an outline of today’s classroom Teacher: Write the outline on the T
tasks white board and provide further
instructions.
Activities/outcomes for this lesson
Student: Follow instructions, prepare
- Lesson outcomes: HT5-6: Uses relevant evidence to work
from sources to support historical narratives,
explanations and analyses of the modern world Resources: Whiteboard + markers to
and Australia write outline for the lesson
1) Watch Video about technology of the industrial
revolution
2) Classroom worksheet
3) Classroom discussion/Answers
4) Exit task
10 - 30 Watch “The technology of the Industrial Revolution” Teacher: Play the video on a T
https://youtu.be/ntCVmHENyOA classroom media player (Video,
Projector, TV). Lead the discussions
Brief Introduction + 15min video + Brief classroom
discussion Student: Quietly watch the video and
participate with discussions

Resources: A media player of some

sort. Preferably a projector
30 - 45 Hand students work sheet related to the video Teacher: Hand out work sheets T/S
Resource 2 (have G&T resource ready if necessary) resource 1. Provide brief instructions.

Differentiation: Students who may struggle with Literacy Student: Commence working on task.
skills may work in groups/partnerships at the teacher’s Ask to work in groups if they feel they
discretion. need assistance/would prefer to.

Gifted and Talented students: If work completed early,
may take additional reading regarding Adam Smiths
“Wealth of Nations” + visual explanation of “Division of
Labour”.
45 - 55 As a class, go through the answer to the worksheet. Allow
for students to make correction if necessary. Allow for
extended response/debates to arise from the students.
Resources: Worksheet (resource 2)
and additional reading task for any
G&T students, or students with an
engaged interest in the topic.
Teacher: Initiate conversation. Ask for T
participation from a wide range of
students.

Use open ended question/ “Ideas to ponder points”, to try Student: Participate in the classroom
and stimulate student lead discussions/debates. discussion. Provide ideas and
arguments.
Try to hear from all students, and not allow the few to
dominate the conversation. Resources: N/A
55 - 60 -Advise students that worksheet will need to be completed Teacher: Provide instructions & post- T
by the end of the week/beginning of the next class as it-notes
homework. Students who are happy with their worksheet
can submit immediately, or can take worksheet home and Student: Follow instructions
re-watch, using the link provided at the bottom of the
sheet. Resources: Post-it-notes
 -Students are to complete an exit pass on a post-it note,
advising what was the most interesting thing they learnt
during this lesson.
-Students are to Tidy up, pack up and leave when teacher
has dismissed them after the bell.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Finding reliable and trustworthy sources of information, will be critical to my teaching
career. When I was at school, History was taught directly out of a text book, but now the
expectations on teachers (and students) is that teaching and learning is a constructed
process that will require constant re-tinkering and refining, especially in the use of
resources that will be appropriate (this will also be dependent on the classroom, as one
source may be suitable for class a, but not for class b)

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5-6: Uses relevant
evidence from sources to
support historical
narratives, explanations
and analyses of the modern
world and Australia
Creative thinking
Students ability to comprehend the magnitude of some of
these inventions of the industrial revolution. When they
can understand how one invention (steam engine) helped
lead to the creation of another invention (Jacquard Loom)
and eventually this leads to the first computer programs,
they can begin to understand and explain why the
Industrial revolution was considered a golden age for
inventing. Ability to complete their worksheets should
demonstrate this.
Participation in the creative discussion/question on what
may lie in the future. Students who are able to see
imaginary giant leaps forward from even basic
advancements of current technology, have understood how
advancements can have unknown consequences, and have
demonstrated creative thinking.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Standards Evidence within this lesson

2.2 Content Selection Lessons are planned and sequenced in a way that they should be
and Organising building of what has been learnt early in said class/previous
classes.
4.1 Support Student Allowing students to work in groups if that assists them in their
Participation learning more effectively.
Proactively seeking engagement from a variety of students
(asking to hear from a range of students) to ensure as many
students as possible are included and supported in the classroom.
Providing additional learning activities for students who are
highly engaged or have finished required work and are engaged
to learn more.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Observe common safety regulations of the school / classroom

References (In APA)

Butler, E., Smith, A. and Smith, A. (2012). The condensed Wealth of
nations. St Leonards, N.S.W.: Centre for Independent Studies.

YouTube. (2019). The technology of the Industrial Revolution. [online]

Available at: https://youtu.be/ntCVmHENyOA [Accessed 18 Mar. 2019].

YouTube. (2019). Adam Smith's The Wealth of Nations - Book 1 Chapter

1. [online] Available at:
https://www.youtube.com/watch?v=oJWb_Xh4K20&feature=youtu.be
[Accessed 16 Mar. 2019].

Resources Attached
Resource 2 - Worksheet

The Technology of the Industrial

Revolution
Due to the advances in agricultural production in Britain, which would have helped cause
their population growth, the needs and wants of the community had grown likewise (need for
more goods and services, to be produced faster and more efficiently). Advancements needed
to be made technologically to meet these ever growing needs, and the Industrial Revolution
was at the heart of these innovations. After watching the video, answer the following
questions.
Close passage
Insert the following words into the correct space

Weavers Twice Newcomen Computer

One Third Labour Unions James Watt Division of Labour

The first efficient and effective Steam engine was redesigned by _________ __________,
which was an improved design of the _____________ engine.
This new Steam Engine was considered to be able to operate on _________ _________ of
the amount of coal as the old Newcomen engine, but was ___________ as powerful.
The introduction of the Steam Engine into the workplace created changes in staff practices,
including automation and the ________ __ ________.
Due to the advancement of this form of technology, many professions began to suffer and die
out, like the ___________, who’s employment security was not protected by things such as
the _________ ________ and WHS regulations we have today.
The same binary code principles used to program the Jacquard loom were later applied to
programming the first ___________.
Short answer questions
 1) According to the video, what helped caused the growth in population of Britain,
before the industrial revolution took place?
____________________________________________________________________
____________________________________________________________________
2) Do you think this population increase helped push for the changes that were brought
about by the industrial revolution, or it was just a chance that this increase happened
to have occurred at the same time?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3) Before steam power became accessible, where could manufacturers, famers etc.
obtain a similar power sources from? What were the restrictions from this power
source?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4) What were some of the negative effects of the industrial revolution that are
mentioned in this clip? What are some others they you could think of?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5) The earlier designed steam engines (Newcomen engines) were mainly used for
pumping the water out of mines. The more water they could keep out of the mines,
the more effectively they could extract vital resources like Coal etc. from them. With
the creation of the newly improved steam engine by James Watt, what effects both
directly and indirectly do you would have happened to the productivity of the mining
industry? Why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(Hint: Productivity in this context could be explained as “How effectively could they extract
the resources from the mines? Was it harder or easier, and why?
6) Considering just how dramatically the Steam powered engine revolutionised the
world and helped cause the industrial revolution, what kind of new or improved
technology, process or new invention could you imagine would need to happen
today, in order to revolutionise our world in the same manner as the steam powered
engine did for its time? (Feel free to be creative with your ideas – the wilder, the
better)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
7) Consider the parallels between how the internet has changed our current world and
how the steam engine changed the Industrial world. What are some of the positive
 and negatives that have come about as a result of the powerful tool called “the
internet”?

“If you go back to 1800, everybody was poor. I mean everybody. The
Industrial Revolution kicked in, and a lot of countries benefited, but by
no means everyone.”
Bill Gates - https://www.brainyquote.com/quotes/bill_gates_626214
Points to ponder
Was the industrial What has happened to the How is technology still
revolution good for environment since the changing our
everybody? Industrial Revolution? world/workforce?
Where else can you see 1 Is this level of “progress” Are we (society) going
technological advancement sustainable? through something as drastic
have applications for a as the Industrial revolution,
completely different area? or have we already done so?
How & why?

G&T Resource 2 – Worksheet

The Condensed
Wealth of Nations
A nation’s wealth is its per capita national product – the amount that the average person actually
produces. For any given mix of natural resources that a country might possess, the size of this per capita
product will depend on the proportion of the population who are in productive work. But it also depends,
much more importantly, on the skill and efficiency with which this productive labour is employed.

At the time, this idea was a huge innovation. The prevailing wisdom was that wealth consisted in money
– in precious metals like gold and silver. Smith insists that real wealth is in fact what money buys –
namely, the ‘annual produce of the land and labour of the society’. It is what we know today as gross
national product or GNP, and is used as the measure of different countries’ prosperity.

Specialisation and productivity

The key to economic efficiency is specialisation – the division of labour. Take even the trifling
manufacture of pin making, for example. Most of us would be hard pressed to make even one pin in a day,
even if the metal were already mined and smelted for us. We could certainly not make twenty. And yet
ten people in a pin factory can make 48,000 pins a day. That is because they each specialise in different
parts of the operation. One draws out the wire, another straightens it, a third cuts it, a fourth points it, a
fifth grinds the top to receive the head. Making and applying the head require further specialist
operations; whitening the pins and packaging them still more. Specialisation has made the process
thousands of times more productive. This enormous gain in productivity has led to specialisation being
introduced, not just within trades, but between them. Farming, for instance, becomes much more
efficient if farmers can spend all their time tending their land, their crops and their livestock, rather than
pausing to tool up and make their own household items too. Likewise, ironmongers and furniture-
makers can produce far more of these household goods if they do not have to dissipate their effort on
growing their own food too. Even whole countries specialise, exporting the goods they make best and
importing the other commodities that they need.

“The greatest improvement in the productive power of labour, and

the greater part of the skill, dexterity, and judgment with which it is
anywhere directed, or applied, seems to have been the effects of
the division of labour” – Adam Smith
Three factors explain the enormous rise in efficiency which specialisation makes possible.
- First is the increased skill which people gain when they do the same task over and over again. The
rapidity with which skilled workers can do a task is sometimes amazing.
- Second, less time is wasted in moving from one task to the next. A weaver who cultivates a
smallholding has to break off weaving, fetch the farming tools, and walk out to the field. It takes time
for people to get in the right frame of mind when they turn from one task to another, and back again.
The importance of such disruptions should not be underestimated.
- Third, specialisation allows the use of dedicated machinery, which dramatically cuts the time and
effort needed in manufactures. Often, workers themselves have invented laboursaving devices,
while other improvements have come from the machine-makers, who are now a specialist set of
trades themselves.

The division of labour clearly requires an advanced degree of cooperation between all those who are
involved in the manufactures concerned. Indeed, the production of even the simplest object harnesses
the cooperation of many thousands of people. A woollen coat, for example, requires the work of
shepherds, sorters, carders, dyers, spinners, weavers, and many more. Even the shears needed to cut the
wool will have required the work of miners and ironworkers. And the transportation of the wool will
have required
sailors, shipwrights, and sail-makers. The list is endless.

“The woollen coat, for example, which covers the day-labourer,

as coarse and rough as it may appear, is the produce of the joint
labour of a great multitude of workmen. The shepherd, the sorter
of the wool, the wool-comber or carder, the dyer, the scribbler, the
spinner, the weaver, the fuller, the dresser, with many others, must
all join their different arts in order to complete even this homely
production” – Adam Smith
This collaboration of thousands of highly efficient specialists is a very advanced economic system: and it
is, in fact, the source of the developed countries’ great wealth. It means that things are produced far more
efficiently, making them cheaper. Even the poorest members of society thereby gain access to a wide
variety of products and services that would be completely unaffordable in the absence of specialisation

Visual Representation
See how the production of pins can be improved through the division of labour.

Steps in the manufacture of a pin

1) Draw out the wire
2) Straighten the wire
3) Cut the wire to size
4) Create a point to the needle
5) Grind the pint of the needle to make it sharp
6) Creating the head of the pin (may contain multiple steps in this part alone
7) Attaches the head to the pin
8) Paint the pin
 9) Pack for shipping

Working together 10 men can produce the following

If they were to work individually, they would be able to produce a fraction of what they could have

Dividing the labour between them can lead to greater efficiencies and higher levels of productivity
 Lesson Plan

Topic area: The Industrial Stage of Learner: Stage 5, Syllabus Pages: 84

Revolution Year 9
Date: 3/2/19 Location Booked: 1A Lesson Number: 4/15
(lesson 3/3 in the assignment)
Time: 60 minutes Total Number of students: 20 Printing/preparation
-Media player (video/projector/
TV screen to play YouTube clip)
-Teacher’s computer with
internet access
-22 printout of work sheets
(Resource 3 and class reading)
-Spare pens/paper/glue
-Whiteboard markers/erasers
-spare calculators
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment The population movements Outline and explain population
HT5-4: explains and analyses the and changing settlement movements in Britain, eg.
cause and effects of events and Formal – submission patterns during this period Movement of people from the
developments in the modern world and marking of task country villages to towns and
and Australia cities, and emigration to other
Life Skills outcomes Informal – confidence countries
and speed with which
students can embrace
-N/A
the mathematical task.
CCP & GCs subject specific concepts
Continuity and change: understanding how the industrial revolution
- Numeracy was effected by, and caused changes to, population growth numbers
- Sustainability around the world’.
Discipline specific skills
Explanation and communication: use data and statistics to explain
the changes caused by, and demonstrate the significance of the
Industrial revolution had to modern society.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson?
 Teaching element Indicators of presence in the lesson
1.3 Problematic Some of the information presented can be challenged or interpreted differently,
Knowledge depending on student’s social construction of the information. Students may be
challenged to think differently towards things and may ask ethical questions.
2.2 Engagement Students are provide with access to interactive- online resources to facilitate learning
and allow for student lead exploration into the topic, which should promote higher
levels of engagement.
3.1 Background Students will be able to incorporate some of their learnings from previous classes
knowledge (lessons 2 & 3 from this unit specifically) to help build their learning and understanding
from the tasks in this class.
Time Teaching and learning actions Organisation Centred
T/S
Pre Have resources printed/ready and meet students - -
outside of classroom if possible
0-5 Have students line up in an orderly manner before entering Teacher: At the classroom T
classroom
Student: Arrive to class
Welcome students and request they enter quickly and quietly,
taking their seats and preparing for working, outline Resources: - N/A
behavioural expectations for the lesson

As they are taking their seats, start marking the roll – complete
as final students are taking their seats
5 - 10 Provide students with an outline of today’s classroom tasks Teacher: Writes outline on the T
whiteboard.
Outcomess/Activities for this lesson
Student: Listen to teacher
- Lesson outcome: HT5-4: explains and analyses the
cause and effects of events and developments in the Resources: Whiteboard + markers
modern world and Australia

1) Watch video about rate of change in the world’s

population?
2) Classroom worksheet
3) Classroom discussion/Answers
4) Reading of how population changes occurred in
Britain
5) Exit task
10 - 20 Watch “Human Population through time” video Teacher: Play the video on a T
classroom media player (Video,
https://youtu.be/PUwmA3Q0_OE Projector, TV). Lead the
discussions
Brief Intro + 6min Video + Brief summary Discussion
Student: Quietly watch the video
and participate with discussions

Resources: A media player of

some sort. Preferably a projector
20 - 25 Teacher can then go to the following website to access an Teacher: Open interactive map T/S
interactive world map + timeline, so students can see how and use while leading discussion.
world population numbers have changed over time, and why. Allow some students to use the
https://worldpopulationhistory.org/map/1/mercator/1/0/25/# interactive map.

Spend approx. 10 minutes show the students the interactive Student: Participate in discussion,
Map, where students can see the effects different medical, use interactive map, ask
agricultural, technological and social events can have on the questions.
population.
Resources: Teachers computer,
Teacher can use “The peopling of our planet – timeline screen, projector
exploration guide” from the same link, to highlight and
examine some interesting point along.

Some students can even have a go at looking through the map

and selecting their own key events milestones in the timeline.
25 - 45 Hand out “World Population Growth Rate Changes” worksheet Teacher: Hand out worksheet, T/S
to students (resource 3). Students are to use the table, and provide assistance where needed.
their prior knowledge of learning from previous lessons, to Perform diagnostics assessments
answer the questions on the work sheet. to ensure students are on right
path. Monitor group behaviour
Work is to be done in groups, but every student needs to fill
out. (4 groups of five, or maximum of 5 groups in total) Student: Work collectively on
worksheets
 During the session, all groups will be given the chance to Resources: Calculators
interact with the map, and use to help answer some questions
if they wish.

During this time, class will discuss the answers to question from
each time period (Pre, During, & Post Industrial revolution
questions) as students should be completing them – not one
large discussion at the end of the worksheet, to help ensure all
students are working through the sheet in a timely manner.
45 - 55 Hand out to class the article “Population Growth and Teacher: Provides hand out, lead T
Movement in the Industrial Revolution: 18th and 19th Century discussion. Aim for participation
Changes in Britain’s Population”. Have the class read out load, from a range of students.
asking for student volunteer’s.
Student: Reading volunteers,
After each sub-section, have a small classroom discussion about discussion participation
how each of these conditions influence population movements
and growth in Britain during the time of the industrial Resources: Reading handout
revolution.

After reading is complete, students are asked to staple or glue

the reading into their books.
55 - 60 Students are to hand in their individual “World Population Teacher: Provide direction T
Growth Rate Changes” worksheet. As an exit task, on the back
of their copy, students need to write down a 2-3 sentence Student: Complete exit task and
answer to the following question. follow directions

Highlight and explain one factor why Britain experienced Resources: Glue
dramatic changes in their population during the Industrial
Revolution.

Pack up and tidy up

Dismiss class

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
Teacher really does feel almost like planning a project. You always need to be aware
of the larger picture, and know all the little steps and outcomes that need to be
achieved at a micro level, in order to complete the large scale objective. Lessons
need to build off each other in order to support and scaffold further learning.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5-4: explains and analyses the
cause and effects of events and
developments in the modern world
and Australia
Numeracy
Students ability to complete both the works sheet and
exit pass task. This should demonstrate which students
can understand the cause and effect relationships
different developments can have with the world around
it.
Students ability to use the tables to answer questions will
demonstrate a level of numerical literacy.

Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.
 Graduate Standards Evidence within this lesson
3.2 Plan, Sequence & All three lessons have been designed so that learning could
Structure learning be built of one another.
programs
2.5 Numeracy Strategies Activities have been designed so that students can both
learn about, and how to, use numerical data (tables etc.) to
show understanding of historical concepts, while building
their numeracy skills at the same time.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
Observe common safety regulations of the school / classroom

References (In APA)

YouTube. (2019). Human Population Through Time. [online]

Available at:
https://www.youtube.com/watch?v=PUwmA3Q0_OE&feature=youtu
.be [Accessed 21 Mar. 2019].

Wilde, R. (2019). Impacts of the First Industrial Revolution on

Britain's Population. [online] ThoughtCo. Available at:
https://www.thoughtco.com/population-growth-and-movement-
industrial-revolution-1221640 [Accessed 16 Mar. 2019].

World Population. (2019). World Population History. [online]

Available at:
https://worldpopulationhistory.org/map/1/mercator/1/0/25/#
[Accessed 14 Mar. 2019].

Resources Attached:

Resource 3 - Numeracy task (originally done in excel)

World Population growth rate changes
The two key statistics that help determine the rate of change in population are "Birth
rates" and "Death Rates". If these two figures remain equal, world population numbers
would never increase. Due to changes in our Human civilization, let’s look at population
growths around the world, and see how they have changed, and some key factors that
may have led to these results.

But first, let’s take a closer look at what is "Growth rate". Growth rate is simply a
representation of the numerical amount of change there has been over a period points
of time.

Look at the following three tables. The data is taken from our "World Population History"
Map. Review each table that represents time periods, pre, during & post the Industrial
Revolution, and answer the questions after each one.
 World growth - Pre Industrial Revolution
Year
A.D/C.E Population Rate Interesting historical event during this period
0 170060000
100 176000000 3.5%
200 182000000 3.4% The Silk Road (from 130 - 1450)
300 180000000 -1.1%
400 178000000 -1.1% Decline of the Roman Empire
500 177500000 -0.3%
The Justinian Plague (1st Pandemic of Bubonic
-0.3%
600 177000000 Plague)
700 190000000 7.3%
800 203000000 6.8% Small Pox (1/3 of Japans Population Dies)
12.6
900 228500000 % Gunpowder
11.2
1000 254000000 % Climate Change - Elevated Temperatures
22.8
1100 312000000 % The Canon of Medicine (Ibn Sina of Persia)
15.7
1200 361000000 %
1300 385000000 6.6% Mongol Expansion wars
-
11.2
1400 342000000 % Great Famine (Britain to Russia)
24.6
1500 426000000 % Start of the black plague
26.1
1600 537000000 % Printing Press
1700 585000000 8.9% The Age of Enlightenment

Q1) According to the table, what period of time was used to measure the rate of the
growth?

Q2) What do you note about each period and the historical event?

Q3) Can this help explain changes in the world's population numbers and growth rates?

Q4) Use a calculator to work out what the average growth rate change is during this time
period?

World growth - Pre Industrial Revolution

Year
A.D/C.E Population Rate Interesting historical moment during this period
1700 585000000 Start of the Industrial Revolution
 1720 637800000 9.0% Thomas Newcomen Steam Engine
1740 690600000 8.3%
1760 756200000 9.5%
10.4
1780 834600000 % The Spinning Jenny
1800 913000000 9.4% James Watt Steam Engine
107582608 17.8
1820 7 % Vaccine for Small pox distributed
117060869
8.8%
1840 6 1st Steam powered railways in Britain
129000000 10.2
1860 0 % Samuel Morse sends first Telegraph
143400000 11.2 Transcontinental Railway (US) + 1st Alexander Bell
1880 0 % Phone Call
157800000 10.0
1900 0 % Benz Patented 1st Gasoline Car

Q5) According to this table, what period of time was used to measure the rate of the
growth?

Q6) What does this change mean to our understanding of this table, when compared to
the above table?

Q6) How can we use some of the Historical events to help explain the changes in world
population? Use one for an extended response.

Q7) Use a calculator to work out what the average rate of growth over this time period is?

World growth - Pre Industrial Revolution

Year
A.D/C.E Population Rate Interesting historical moment during this period
157800000 10.0
1900 0 % Wright Brothers Plane
189059259 19.8
1920 3 % Spanish Flu /World War 1
229730434 21.5
1940 8 % World War 2
302600000 31.7
1960 0 % The Manhattan Project
444900000 47.0
1980 0 %
612700000 37.7
2000 0 % Toyota Prius - Hybrid Electric Car
2020 ??????

Q8) Use a calculator to work out what the average rate of growth over this time period is?
 Q9) What overall trend can you recognise over these three graphs?

Q10) What events from world history that you know of could explain the decline in global
populations over the last two decades (between the year 2000 and 1980)? Explain your
answer.

We can see how, for almost 1700 years, the world’s population grew at a relatively stable
rate to what it is now. During the industrial revolution, dramatic increase in this rate
caused the population to grow increasingly faster. And even after this era, the population
continued to grow rapidly.

Bonus Question) Looking at the future, how can you see the global population numbers
trending, and why do you see it that way? What key potential factors or events could
happen that would change your perspective of how the world is changing?

Class reading resource (originally a PDF)

Home

Population Growth the Industrial

Revo launtiodn M ovement in
18th and 19th Century Changes in Britain's Population
Updated February 19, 2018
by Robert Wilde
During the first Industrial Revolution, Britain experienced massive
changes—scientific discoveries, expanding gross national product, new
technologies, and new buildings and structure types. At the same time, the
population changed—it grew in number, became more urbanized, healthier,
and
better-educated.
There is evidence for some in-migration of the population from the rural areas
and
foreign countries as the Industrial Revolution got underway. But, while the
growth
was certainly a contributing factor in the revolution, providing the vast
industrial
expansion a workforce it urgently needed, the revolution also worked to
increase
urban populations too. Higher wages and better diets brought people together
to
meld into new urban cultures.
Population Growth
Historical studies indicate that between 1700 and 1750, the population of
England
stayed relatively flat, with little growth. Precise figures don't exist for the period
before the establishment of a nationwide census, but it is clear from existing
historic
records that Britain experienced a demographic explosion in the latter half of
the
century. Some estimates suggest that between 1750 and 1850, the population
in
England more than doubled.
Given that the population growth occurred when England experienced the first
industrial revolution, the two are likely connected. People did relocate from the
rural
regions into large cities to be closer to their new factory workplaces, but
studies
have ruled out sheer immigration as the largest factor. The population
increase
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revolution-1... 21/03/2019
came from internal factors, such as changes in marriage age, improvements
in
health allowing more children to live, and an increase in the number of births.
More and Younger Marriages
In the first half of the 18th century, Britons had a relatively late age of
marriage
compared to the rest of Europe, and a large percentage of people never
married at
all. But suddenly, the average age of people marrying for the first time fell, as
did
the rates of people never marrying, which ultimately led to more children. The
birth
rate in Britain also rose for out-of-wedlock births.
As young people moved into the cities, they met more people and increased
their
chances of matches over sparsely populated rural areas. Although estimates
of the
precise percentage of real term wage increase vary, scholars agree that it
rose as a
result of growing economic prosperity, allowing people to feel comfortable
starting
families.
Falling Death Rates
Over the period of the industrial revolution, the death rates in Britain began to
fall
and people began to live longer. This might be surprising given that the newly
crowded cities were rife for disease and illness, with an urban death rate
higher
than the rural areas, but overall health improvements and a better diet (from
improved food production and wages to buy it) offset that.
The rise in live births and drop in death rate has been attributed to a number
of
factors, including the end of the plague (this happened too many years
before), or
that the climate was altering, or that hospitals and medical technology had
made
advances such as smallpox vaccines. But today, the increase in marriage and
birth
rates is held to be the main reason for the sheer growth in population
numbers.
Spreading Urbanization
Technological and scientific developments meant industries were able to build
factories outside of London, and so multiple cities in England became
increasingly
larger, creating urban environments in smaller centers, where people went to
work
in factories and other mass places of work.
The population of London doubled in the 50 years from 1801 to 1851, and at
the
same time, the populations in the towns and cities across the nation
blossomed as
well. These areas were frequently bad as the expansion happened so quickly
and
people were crammed together into tiny living spaces, with dirt and disease,
but
they were not poor enough to stop the lengthening of the average lifespan.
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It was the industrial revolution's population movement which began the era of
the
urban population, but the continued growth within the urban environments can
be
more justifiably credited to birth and marriage rates within those
environments. After
this period, the relatively small cities were no longer relatively small. Now
Britain
was filled with many huge cities producing enormous quantities of industrial
products, products and a way of life soon to be exported to Europe and the
world.
Sources:
Clark, Gregory. "Chapter 5 - the Industrial Revolution." Handbook of Economic Growth.
Eds. Aghion, Philippe and Steven N. Durlauf. Vol. 2: Elsevier, 2014. 217-62. Print.
de Vries, Jan. "The Industrial Revolution and the Industrious Revolution." The Journal of
Economic History 54.2 (2009): 249–70. Print.
Feinstein, Charles H. "Pessimism Perpetuated: Real Wages and the Standard of Living in
Britain During and after the Industrial Revolution." The Journal of Economic History 58.3
(2009): 625–58. Print.
Goldstone, Jack A. "Efflorescences and Economic Growth in World History: Rethinking
the "Rise of the West" and the Industrial Revolution." Journal of World History 13.2
(2002): 323–89. Print.
Kelly, Morgan, Joel Mokyr, and Cormac Ó Gráda. "Precocious Albion: A New
Interpretation of the British Industrial Revolution." Annual Review of Economics 6.1
(2014): 363–89. Print.
Wrigley, E. A. "Energy and the English Industrial Revolution." Philosophical Transactions
of the Royal Society A: Mathematical, Physical and Engineering Sciences 371.1986
(2013). Print.
Wrigley, E. A, and Roger Schofield. The Population History of England 1541–1871.
Cambridge: Cambridge University Press, 1989. Print.
Page 3 of 3
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revolution-1... 21/03/2019
RATIONALE

Knowing what teaching and learning strategies to use while planning lessons for
students, is almost as important as knowing what the content of the lessons will be.
In my experience so far in this unit I can see how the teaching of the history
curriculum has changed from when I was a student in High school (late 90s). The
focus of teaching today in general has moved away from the learning of simple facts
and figures, to the development of creative, critical thinkers (Darling-Hammond &
Adamson, 2010). In order to help me as the teacher try to achieve these new
objectives, I have tried to incorporate a variety of strategies, like “Understanding by
design “, regular and continual assessment, and clarity about classroom objectives.

The key idea behind understanding by design, is a way of thinking with

determination about curriculum planning. The main focus is on the development of
students understand of topics, not just the recollection of facts, and on the
development of skills, not just to recite facts back when they are asked to
(Mangelsdorf, 2013). I have tried to in these lesson plans, to focus on how my
methods and activities will engage with students higher thinking skills, allowing them
to engaged with the learning tasks and build a deeper understanding of the key
topics and themes of the lesson. Activities like the creative thinking task at the end
of resource two, where students are asked to imagine what future technological
advancements need to be made to make the next step forward, and relating this to
just how impactful the modified James Watt steam engine was to the world, will
hopefully help then gain a better understanding of just how significant this age (the
Industrial Age) was to society. In order to help monitor the students’ progress in
their understanding and of the curriculum objectives, I have employed a variety of
assessment techniques throughout the three lessons.

The utilizing of assessments throughout the three lessons, allows me to continually

monitor the student’s progress as they should be achieving each outcome (Sindelar,
2015). When the teacher is engaged in continual assessment of a student’s progress,
gaps in their knowledge and understanding of key content material can be
discovered. The danger of teaching is to get so caught up in running through the
content that students fail to learn the key schematic units needed to build true
understanding of the lesson concepts and content (Glasersfeld, 2013). By Using
continual formal and informal assessments in teaching, real time and future planned
adjustments can be made to the lesson/ future lessons (Jarvis, Bell & Sharp, 2016),
that will better protect students from falling behind in their required level of
understanding. This is the reason why I have only planned for a maximum of one
curriculum outcome per lesson, to ensure the focus of the class will not potentially
be lost in the business of the class. A single outcome allows for the potential for
deeper learning and understanding of that outcome, and can allow for extra time to
assist students who are behind their peers (a lesson I learned while on practicum last
year, its better take one big step at a time, then try to rush 2-3 steps per lesson, and
have students trip up in their learning). Fewer outcomes per lessons also allow for
more focused assessments that can verify that students are able to demonstrate
their skills, and apply them correctly to different tasks. These modern day
assessments help teachers focus on students building competencies in their skills, as
much than just their subject knowledge (Hyman, 2012), which is still important of
course. So in planning these three lessons, I have tried to focus on including as much
assessment as possible of students, rather than overloading on content.

As stated in the introduction, today’s modern schooling has shifted its focus from the
learning of facts to the development of understanding in students. This is so our
schooling can meet the new demands from our current and future workforce, having
the necessary critical and creative thinking skills and the ability to be problem solvers
(Darling-Hammond & Adamson, 2010). In planning these lessons, I have always tried
to have at the forefront of my mind what the overall objectives were for each lesson,
more so then specific units of content knowledge. To have a clear vision of what
these outcomes are and how they need to be achieved, allows both the student and
teacher to focus their energies on the goal of the class (McTighe, 2010). This is why I
begin each lesson with a clear outline of the both the key outcome of the lesson, and
the key tasks that need to be completed to meet said outcome. In my programming,
I have tried to ensure the outcomes required have been translated into meaningful
and accessible learning tasks (Lorenman, Deppeler & Harvey, 2011) that can be
assessed and measure, and therefore lead to improved student learning and
understanding.

References

Jarvis, Jane M., Bell, Michael, & Sharp, Kelly. (2016). Leadership for differentiation:
An appreciative inquiry of how educational leadership shapes pedagogical change.
Leading and Managing, 22(1), 75-91.

Darling-Hammond, L., & Adamson, F. (2010). Beyond basic skills: The role of
performance assessment in achieving 21st century standards of learning. Stanford,
CA: Stanford Center for Opportunity Policy in Education.

Mangelsdorf, Nicole. (2013). Understanding by design. TLN Journal, 20(1), 38-

39.

Sindelar, N. (2015). Assessment Powered Teaching.

Von Glasersfeld, E. (2013). Radical Constructivism. Hoboken: Taylor and Francis.

McTighe, J. (2010). “Understanding be Design and Instruction”, in Marzano, R. (ed).

On Excellence in Teaching, Melbourne, Victoria: Hawker Brownlow Education

Loreman, T., & Deppeler, Joanne, , author. (2011). Inclusive education: Supporting
diversity in the classroom (2nd ed.).

Hyman, Peter. (2012). There's more to you than your subject.(need to change current
education system in order to prepare student for 21st century). Times Educational
Supplement, (4983), 46-47.