Assessment Two: Lesson plan analysis

and modification
102086 Designing Teaching and Learning
Unit Coordinator: Dr Kay Carroll
Jordana Grow – 18268472
 Jordana Grow – 18268472 Assessment 2 - Lesson Plan Analysis

Food Technology Mandatory Lesson Plan

Topic area:
Stage of Learner: Stage 5 year 9 Syllabus Pages:
Technology Mandatory Food and Fibre
Date: Location Booked: Lesson Number: 2 / 3
Printing/preparation
Time: 60 minutes Total Number of students 25
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes- Australian Curriculum Lesson assessment • Environment Critically analyse factors,
Critically analyse factors, including social, including social, ethical and
ethical and sustainability considerations, sustainability considerations, that
• Ethics
that impact on designed solutions for impact on designed solutions for
global preferred futures and the complex global preferred futures and the
design and production processes involved • Food miles complex design and production
processes involved
ACTDEK041
• Food security
Explain how products, services, and
environments evolve with consideration
of preferred futures and the impact of • Food waste & recycling
emerging technologies on design
decisions
• Innovation
ACTDEK044
Investigate and make judgments on the • Marketing
ethical and sustainable production and
marketing of food and fibre • Nutrition

Life Skills outcomes

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

Sustainability

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality
This refers to pedagogy focused on producing a deep understanding of
1.1 Deep knowledge 1.4 Higher-order thinking
important, substantive concepts, skills, and ideas. Such pedagogy treats
1.2 Deep understanding 1.5 Metalanguage
knowledge as something that requires active construction and requires
1.3 Problematic knowledge 1.6 Substantive communication
students to engage in higher order thinking and to communicate substantively
about what they are learning.
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers 2.1 Explicit quality criteria 2.4 Social Support
work productively in an environment focused on learning. Such pedagogy sets 2.2 Engagement 2.5 Students’ self-regulation
high and explicit expectations and develops positive relationships between 2.3 High Expectations 2.6 Student direction
teachers and students and among students.

Significance
This refers to pedagogy that helps make learning more meaningful and 3.1 Background knowledge 3.4 Inclusivity
important to students. Such pedagogy draws clear connections with students’ 3.2 Cultural knowledge 3.5 Connectedness
prior knowledge and identities, with contexts outside of the classroom, and 3.3 Knowledge integration 3.6 Narrative
with multiple ways of knowing all cultural perspectives.

Page 1 of 13
 Jordana Grow – 18268472
Time Teaching and learning actions
Ask students first to reflect on the From Paddock to
Plate Cherries Virtual Video Excursion:
5min How do cherries grow?
• What role does technology play in cherry growing,
processing, and packing?
• What can they say about the paddock to plate
journey of Australian cherries?
• What did they learn that they hadn’t considered
before?
• What would they like to know more about the
fruit growing/orcharding industry in Australia?
Ask students to choose one of the case studies
below (or you may include additional case studies
from your region) to explore further.
25min Students will explore and debate the ethical and
sustainable considerations involved in growing and
marketing fruit in Australia.
Case studies are chosen to show businesses that
see the benefit in carefully refining their processes
(how people do what they do, and how the farm or
production facility is designed for efficiency) to save
energy, benefiting the environment and increasing
productivity at the same time
As a class, DISCUSS how digital technologies could
20min
be used to enhance food production systems.
BRAINSTORM ideas with the whole class and select
the top three concepts agreed on by everyone.
Divide the class into groups. Give one idea to each
group to develop into a prototype.
Students COMPARE the environmental impacts and
contribution to food and fibre production of each of
these types of production systems.
10min
Remind them to consider the interdependence of
plants and animals in food and fibre production
Page 2 of 13
Assessment 2 - Lesson Plan Analysis
Organisation Centred
T/S
Teacher: Teacher leads the discussion
Student:
Resources:
T/S
Ask students first to reflect on the From Paddock
to Plate Cherries Virtual Video Excursion:
Teacher:
Student:
Resources: Case Study One – Shizuoka, Japan
D.I.Y. Artificial Intelligence Comes to a Japanese
Family Farm by Amos Zeeberg, New Yorker, 10
August 2017:
https://www.newyorker.com/tech/annals-of-
technology/diy-artificial-intelligence-comes-to-a-
S
japanese-family-farm
Case Study Two – Newton Brothers
At Newton Brothers packhouse and cold storage
in Manjimup, WA.
Case Study Three – Cunich Orchard
The E.F. Cunich & Co. (Cunich) Orchard in Young,
NSW
Teacher: Teacher leads the discussion
Student: Students brainstorm as a class. T/S
Resources:
Teacher: Teacher leads the discussion.
S
Student: consider the environmental impacts.
 Jordana Grow – 18268472 Assessment 2 - Lesson Plan Analysis

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 – Deep knowledge is apparent when an argument, information, or reasoning is presented by a student or teacher
5 addressing the complexity of an idea or key concept, or when central concepts have complex relations added to
them. This is covered in all aspects of the lesson plan, activities relating to key themes of sustainability,
environmental issues, innovation and marketing and technology matched with the learning objectives, formative
assessment of student knowledge occurred through a short question and answer session at the start of the
lesson.
1.2 Deep understanding
1 – 2 – 3 – 4 – Students have opportunities to display an understanding of their knowledge in group discussions and debates
5 throughout the lesson. The activities relate well to the lesson objectives and the use of different activities will
assist (case study, debate, discussion) students in gaining and expressing opinions and knowledge to assist in
procuring their depth of knowledge when attempting the task for designing the prototype technology. This would
be better observed at a practical classroom level.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – There are low levels of problematic knowledge covered in this lesson, as it needs to be socially constructed
5 where students can address multiple and conflicting interpretations for example: through debates and
discussions. They may be observable socially in a classroom context students need to be allowed to identify and
explore a range of assumptions that may support an assortment of perspectives within the theme of
sustainability.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Higher-order thinking drives students to manage information in ways that transpose meanings and implications,
5 so that they can create new meanings and solve problems by explaining, hypothesising, synthesising, generalising
and arrive at conclusions or interpretations through combining facts and ideas. This is evident in the lesson plan
through the brainstorming activity and PBL prototype activity, but there is a lack of support for students with
diverse needs.
1.5 Metalanguage
1 – 2 – 3 – 4 – Metalanguage mini lessons provide discussion points surrounding language and its use pertaining to knowledge,
5 understanding, and text interpretation, particularly when students display signs of difficulty in interpretation,
allowing a facilitator to contrast works, highlighting how differing texts and terminology are applied in food
technology areas. This is only observed in a minor degree in the lesson plan and may be further observable in a
social context in a performance-based task as it would be in the classroom.
1.6 Substantive communication
1 – 2 – 3 – 4 – Lessons with an abundance of substantive communication will contain sustained interaction, reciprocated by
5 both teacher and students and the communication will be focused on the lesson material. Substantive
communication is present within the lesson, through means of oral, and written activities, but they are falling
into initiate-respond-evaluate IRE patterns with low-level recall and are open to limited responses.
Quality learning environment
2.1 Explicit quality criteria
1–2–3–4–
5 Facilitators employing explicit quality criteria will instruct their classes with clear, detailed, and specific
instruction outlining their expectations of the student, this may not always be observable in a lesson plan setting,
but in a practical context within the classroom. There is little feedback available for the students in the lesson
that is observable in the lesson plan, for the work that they are completing, there is also a notable lack of
assessment within the lesson for this to take place, only a minor quiz at the start of the lesson on the video.

2.2 Engagement
1 – 2 – 3 – 4 – Engagement can be found in a lesson where students are attentive, show sustained interest and enthusiasm for
5 the work, highlighted through contributions to group tasks, assisting peers, and initiating discussions or
questions. Students have the opportunity to interact in teacher lead discussions, they may be more engaged
when lessons incorporating ICT activities related to lesson objectives and prior knowledge, there are, however,
Page 3 of 13
 Jordana Grow – 18268472 Assessment 2 - Lesson Plan Analysis

attempts to engage students in meaningful engaging work through the use of case studies.
2.3 High expectations
1 – 2 – 3 – 4 – There are high levels of group participation in the lesson and this gives the facilitator some opportunities to relay
5 positive feedback and praise good behaviour in discussions and practice positive reinforcement strategies for
encouragement. The facilitator has control over the points of interaction for the class. The lesson is also relatively
high level, there are no incorporations for students with diverse needs.
2.4 Social support
1 – 2 – 3 – 4 – Social support is viewed through joint facilitator and peer interactions, where students are encouraged to
5 participate despite the risk of failure, with all contributions being valued and conflict resolution mechanisms are
rarely deployed. Students are under the expectation that they will participate in class. These elements will be
observable in the classroom; however, they have been accounted for in the lesson plan by cultivating situations
where they can be viewed such as brainstorming activities, and class discussions.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Is displayed through student's self-management of personal behaviours and discipline, by taking to tasks
5 autonomously, or in groups showing respect to classmates and the facilitator by actively avoiding class
disruptions. Students are advised to assess one of 3 case studies and return to a class debate exploring issues
surrounding ethics and sustainability primary producers encounter when growing crops in Australia. This would
be better observed in performance-based tasks as would be in the classroom.
2.6 Student direction
1 – 2 – 3 – 4 – Students will be able to determine many significant aspects of a lesson in a classroom with high student
5 direction, this could include the choices of content, the time spent, assessment criteria, or pace of the class, all of
this will lead to a more student-centric classroom. This is somewhat evident in the lesson with the choice of case
study to be analysed by the student
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Lessons with high levels of background knowledge, create opportunities for all students to connect with current
5 lesson activities and, present prior knowledge cementing ideas and concepts together creating new knowledge
bases and assisting others with this process. It is explored in the lesson by the students having pre-viewed the
primary production video for cherries, students are quizzed initially on video content, but opportunities for
expression of experiences and background knowledge could be expanded upon further.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – A lesson featuring high cultural knowledge will authentically value and recognise and accept diverse social
5 groups, their languages, practices, protocols, traditions, beliefs, and practices as equal to the dominant culture.
Little to no cultural knowledge is present in the lesson, elements are introduced with the Japanese farming
practices in the case study, the majority of the lesson is assumed to be based upon Australian culture and
farming practices.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Knowledge integration is viewed in connection with understanding and background knowledge elements,
5 displayed when students are able to make meaningful connections between different topics and subjects within
the lesson. Students are requested to connect subject knowledge in several activities, by debating sustainable
and ethical considerations in processing/marketing/ producing fresh produce in Australia and how technology
can improve this.
3.4 Inclusivity
1 – 2 – 3 – 4 – Inclusivity is displayed when students from various backgrounds and cultures feel free to participate in the lesson
5 without fear of discrimination and are confident that they contribution will be valued and taken seriously.
Activities are designed upon student participation; group discussions denote that a positive inclusive
environment is being practiced. This presents opportunities for student engagement, but there is no specific or
individualised cultural knowledge being used.
3.5 Connectedness
1 – 2 – 3 – 4 – Lessons with high connectedness will integrate knowledge and cultivate connections between lesson content and
5 situations extrinsic to the learning space, by creating personal meaning for the students and therefore increasing
student understanding the significance of the knowledge, promoting students to communicate their knowledge
to others beyond the classroom. Students are promoted within this lesson to think about situations beyond the
classroom in an ethical and sustainable manner and how they affect primary producers, the impact technologies
will have upon the planet and how farmers will be able to benefit from the investment in and integration of
technology on their farms on both a personal and environmental standpoint.

Page 4 of 13
 Jordana Grow – 18268472 Assessment 2 - Lesson Plan Analysis

3.6 Narrative
1–2–3–4– Narratives may be used throughout a lesson to enhance to the content being taught, they will be connected to
5 key points of focus within the lesson outcomes and students will use it to gain a deeper understanding of the
content material. There is little to no background/ history built into the lesson, there may be potential for
narratives to be built into the lesson with the discussions and further use of metalanguage.

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

Teaching element Indicators of presence in the lesson

Deep Knowledge Students have the opportunity to present their knowledge from previous lessons during the initial recap of
the prior lesson watching the cherry video excursion and also the ethical consideration debate/activity.

Knowledge Students appear to make connections from previous lessons and have opportunities to advance their
Integration knowledge base and integrate concepts of ethics and sustainability with individual primary producer
practices.
Social support The facilitator is able to provide some feedback for students throughout the ethical debate for points raised
and they have an opportunity to provide instruction at the beginning of the class towards outcomes and
expectations.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) Problematic Knowledge 2) Metalanguage
3) Background Knowledge 4) Engagement

Page 5 of 13
 Jordana Grow – 18268472 Assessment 2 - Lesson Plan Analysis

Modified Food Technology Mandatory Lesson Plan

Topic area:
Stage of Learner: Stage 5 year 9 Syllabus Pages:
Technology Mandatory Food and Fibre
Date: Location Booked: Classroom Lesson Number: 2 of 3
Time: Total Number of students Printing/preparation
60 minutes 25 Review Gimkit quiz, iPad (Class set), coggle map
link and case study, trash can, question paper
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes- Lesson • Environment Critically analyse factors, including social, ethical and
Australian Curriculum assessment sustainability considerations, that impact on designed
ACTDEK040 solutions for global preferred futures and the
• Ethics
Critically analyse factors, Facilitator complex design and production processes involved
including social, ethical and observations of all
sustainability student teamwork, • Food miles
considerations, that impact interactions, and
on designed solutions for overall
• Food security
global preferred futures and engagement in
the complex design and groups.
production processes • Food waste & recycling
involved Student
participation
ACTDEK04 • Innovation
during kahoot
Explain how products, session,
services and environments discussions on • Marketing
evolve with consideration of ethics and think
preferred futures and the pair share’s for
impact of emerging • Nutrition
prototype design.
technologies on design
decisions
ACTDEK044
Investigate and make
judgments on the ethical
and sustainable production
and marketing of food and
fibre

Life Skills outcomes

Cross Curriculum Themes & General capabilities Explicit subject specific concepts and skills
Critical and creative thinking Sustainability Demonstrate knowledge of Australian agricultural practices and
ICT Aboriginal and Torres Strait Islander technology for industry improvement.
Literacy & Numeracy histories and cultures
Personal and social capability Difference and diversity
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.1 Deep knowledge 1.4 Higher-order thinking
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.2 Deep understanding 1.5 Metalanguage
requires active construction and requires students to engage in higher order thinking and to 1.3 Problematic knowledge 1.6 Substantive communication
communicate substantively about what they are learning.
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work 2.1 Explicit quality criteria 2.4 Social Support
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.5 Students’ self-regulation
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations 2.6 Student direction
among students.
Significance
This refers to pedagogy that helps make learning more meaningful and important to 3.1 Background knowledge 3.4 Inclusivity
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.5 Connectedness
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge integration 3.6 Narrative
cultural perspective.
Page 6 of 13
 Jordana Grow – 18268472
Time Teaching and learning actions
Introduction to the class and brief 8 question Gimkit
quiz as a formative assessment, blending
metalanguage and knowledge used in the video
regarding technology and sustainability featured in
the cherry production video, but also asking the
following questions and brief discussions between
questions.
• Definitions for metalanguage like
Pollination, technology, paddock to plate,
digital technology, primary production etc
8 min and using multi answer true and false
definitions.
• How do cherries grow?
• What role does technology play in cherry
growing, processing and packing?
• What can they say about the paddock to
plate journey of Australian cherries?
• What did they learn that they hadn’t
considered before?
• What would they like to know more about
the fruit growing / orcharding industry in
Australia?
Students will RESEARCH the ethical and sustainable
considerations involved in growing and marketing
fruit in Australia. Students are to take part in self-
directed study and review the case study and any
further digital technology that could be beneficial to
the producers.
10min
Case studies are chosen to show businesses that see
the benefit in carefully refining their processes (how
people do what they do, and how the farm or
production facility is designed for efficiency) to save
energy, benefiting the environment and increasing
productivity at the same time
Students to pair up with a classmate and DEBATE
their technology discoveries and the pros and cons
of each in an agri-food digital revolution, specifically
relating to sustainability and ethics. 3-5 mins
13-15min
As a class, DISCUSS about how digital technologies
could be used to enhance food production systems
in Australia. 10 mins
Page 7 of 13
Assessment 2 - Lesson Plan Analysis
Organisation Centred
T/S
Teacher: Is able to engage with the
students and mark the roll as students
collect iPads.
Student: To Collect iPad and complete the
Gimkit quiz with the class and participates
in brief discussions.
Resources: Gimkit quiz set up
Ask students first log into to the Gimkit
quiz to class reflection on the From T/S
Paddock to Plate Cherries Virtual Video
Excursion
Teacher: Giving clear instructions for the
breakdown of tasks, 10 minutes of self-
directed work looking at the case study
and energy efficient digital technology
implementation by Australian agri-foods
primary producers. then a 3-5 min debate
with a classmate for the pros and cons of
the tech they have found. Followed up by
a 10 Min class discussion class discussion
of their results and the impact it could
have upon the industry including questions
of ‘how effective would this be?’ and ‘wold
this be sustainable or cost effective for the
agri-food producer?’
T/S
Student:
Student is to assess the case study of
technology use in Australian horticultural
crops and production processes. Then
spend remaining time investigating digital
technologies that can assist primary
producers in Australia. Student to
participate in a debate with their
classmate and a final class discussion.
Resources:
Ivankovitch Farms, Myalup (Perth)
Western Australia – Energy efficiency
technology implementation in carrot
production.
 Jordana Grow – 18268472
BRAINSTORM ideas with the whole class and select
the top three concepts agreed on by everyone.
17min
Divide the class into groups. Give one idea to each
group to develop into a prototype.
Students COMPARE the environmental impacts and
8 mins contribution to food and fibre production of each of
these types of production systems.
Remind them to consider the interdependence of
plants and animals in food and fibre production
2min
Trashket-ball exit pass strategy
Page 8 of 13
Assessment 2 - Lesson Plan Analysis
Teacher: Guides student directed
discussion and gives prompts if the activity
strays from discourse
Student: Students brainstorm as a class
T/S
and note ideas in coggle.it mindmap.
Resources: Coggle.it Collaborative
interactive mind map set up and link
posted for students
Teacher: Teacher leads the discussion.
T/S
Student: Consider environmental impacts.
Teacher: to remind students of the inter
dependence of plants and animals in agri-
food productions while passing around
paper for Trashket-ball, setting up the
clean trashcan at the front of the room or
even holding it. Also asking the students to
write one question down that will be on
the Gimkit quiz at the beginning of the
T/S
following lesson.
Student: To write question down for
Gimkit quiz for the beginning of the next
class for collaborative peer-based learning:
then screw up the piece of paper and try
to land it in the trash can at the front of
the room as they exit.
 Jordana Grow – 18268472 Assessment 2 - Lesson Plan Analysis

Justification:

Pedagogies and classroom discourses are in continual cycles of self-improvement,

edging away from traditional pedagogical practices based upon student indoctrination and
moving forward towards contemporary educational milieux that embrace inquiry and
problem-based learning (IBL/PBL) models of facilitation (De Witte and Rogge, 2003). By
embracing PBL techniques, facilitators can develop sound evidence-based practices and
allow students to cultivate their higher-order and critical thinking skills in a practical manner
(Johnson & Delawsky, 2013). Facilitators often discover themselves in a delicate juggling act
between student engagement, quality pedagogical practices, lesson outcomes, and
classroom discourses (Blessinger, 2015). Incorporating PBL pedagogies in lessons can assist
facilitators to increase the overall quality of their lessons when used in a mixed pedagogical
approach (Eser and Fezile, 2016). There are two key foci when modifying the lesson plan; the
implementation of PBL and an increase in Quality Teaching Practices. Student engagement is
a key focus area in the NSW Quality Teaching Model. It was found to be lacking significance
in the lesson plan analysis and henceforth was targeted for improvement, alongside
problematic knowledge, background knowledge, and metalanguage.
The original lesson plan was heavily focused on a traditional Initiate-Respond-
Evaluate (I-R-E) model of classroom communication displayed as ‘teacher lead discussion’
which Sawyer (2004) describes as disadvantageous when overused. Implementing evidence-
based activities and interactive models of communication were found by Acar and
Tuncdogan (2019) to heighten student performance. Activities undertaken within the
modified plan have been altered to incorporate an improvised and collaborative
communication model to increase levels of substantive communication. This can be
observed in the style of activities that were chosen, and in student instruction promoting
positive interactions with each other when paired, in small groups and collectively.
The initial activity was modified from a reflective I-R-E activity to an interactive
Gimkit quiz involving key terminology to incorporate metalanguage and a series of micro
discussions between questions. Starting the class with a formative assessment allows the
teacher to incorporate background knowledge into the lesson and also make a rapid-fire
judgement of how to focus or refocus the class to ensure students are meeting requirements
for deep knowledge and deep understanding in their learning. The effective use of
Information and Communications Technology (ICT) at the beginning of the lesson is designed
to boost student engagement as suggested by Eng (2005) and Du Plessis et al (2015). The
anonymity within the quiz allows students to show their knowledge without being singled

Page 9 of 13
 Jordana Grow – 18268472 Assessment 2 - Lesson Plan Analysis

out for knowledge gaps, whilst also allowing the facilitator to give the students direct
feedback and iron out any misconceptions in class knowledge, justifying the changes made.
The case study was modified into two smaller tasks, incorporating several elements
of the NSW Quality Teaching Model. Students will be able to experience controversial
opinions and problematic knowledge both with their paired classmates and also as a class
group with facilitator modification, displaying substantive communication presence in the
lesson. The initial activity analysing the case study and completing brief research into
sustainable agri-food technology promotes student autonomy and self-direction, allowing
students to develop their depth of understanding into ethics, sustainability, and food miles
meeting the lesson outcomes. Students can enact their higher-order critical thinking skills as
they form questions to complete effective and efficient topic research and assess results.
Student autonomy in learning will foster student self-efficacy, knowledge depth, and
understanding and life-long learning skills (Ciechanowska, 2011). Students can scaffold their
new knowledge and language by engaging with their peers in the short activity, paired
debate over the pros and cons of their digital technology discoveries. This activity will allow
students to implement higher-order thinking skills and assess problematic knowledge
(Widiawati, 2018). Students are invited to join a collaborative class discussion, to express
their opinions and research surrounding the implementation of digital technologies and how
they may be used to enhance the agri-food industry in Australia. Giving students a sound
opportunity to use knowledge from this lesson as well as draw upon their deep knowledge
from prior lessons, alongside this it can be a great opportunity to ‘focus on form’ and have a
micro discussion on any key KLA metalanguage the students need to be clarified, boosting
the student uptake in the new language (Basturkmen et al, 2002). Students are instructed to
complete a rapid-fire think fast collaboration activity to create a ‘coggle.it’ mind map
brainstorming technology that can be developed to assist primary producers and to then
create a prototype of the top 3 digital technologies. This displays the integration of evidence
based, PBL, and the incorporation of ICT for increased student engagement as suggested by
Johnson & Delawsky (2013) and Eng (2005). Whilst only minor changes have been applied to
this section, the increased use of ICT will significantly impact student engagement levels and
allow for a more contemporary classroom. Krajcik et al (1999) and Robinson (2013) support
the use of PBL and IBL in contemporary classrooms, suggesting it has multiple benefits for
learners including integrated learning, student collaboration, independent learning, and
student engagement, meeting several of the NSW Quality Teaching Model Elements.

Page 10 of 13
 Jordana Grow – 18268472 Assessment 2 - Lesson Plan Analysis

The final modification in the lesson plan was the implementation of an exit pass
strategy. By incorporating a short game of ‘Trashket-ball’ the students are able to finish the
lesson with a fun activity reinforcing pedagogies of positive educational psychology, whilst
also influencing student directed learning. The activity displays the facilitators high
expectations of the students and builds in elements of quality teaching such as
metalanguage and deep understanding and knowledge, alongside student-directed learning
as their questions and definitions influence the Gimkit quiz and lesson recap in the following
lesson. This also affords the facilitator a direct method of analysis of student understanding
of the lesson that has just occurred.

Page 11 of 13
 Jordana Grow – 18268472 Assessment 2 - Lesson Plan Analysis

References:

Acar, O. A., & Tuncdogan, A. (2019). Using the inquiry-based learning approach to enhance student
innovativeness: a conceptual model. Teaching in Higher Education, 24(7), 895-909.
https://doi.org/10.1080/13562517.2018.1516636

Basturkmen, H., Loewen, S., & Ellis, R. (2002, 2002/04/01). Metalanguage in Focus on Form in the
Communicative Classroom. Language Awareness, 11(1), 1-13.
https://doi.org/10.1080/09658410208667042

Blessinger, P. (2015). Inquiry-Based Learning for Multidisciplinary Programs : A Conceptual and Practical
Resource for Educators. Bingley : Emerald Group Publishing Limited, 2015.

Ciechanowska, D. (2011). Benefits of Student Autonomy and Independent Thought. Education of

Tomorrow. Contemporary Education and Its Contexts. Sosnowiec.

De Witte, K., & Rogge, N. (2012, 01/01). Problem-based learning in secondary education: Evaluation by a
randomized experiment. Education Economics, 24.
https://doi.org/10.1080/09645292.2014.966061

Du Plessis, A., Young, C., & Nel, P. (2015). Using eLearning, blended learning and digital literacy to
improve student engagement and retention.

Eng, T. S. (2005). The impact of ICT on learning: A review of research. International Education Journal,
6(5), 635-650.

Eser, C., & Fezile, O. (2016). Features and characteristics of problem-based learning. Cypriot Journal of
Educational Sciences, 11(4). https://doi.org/10.18844/cjes.v11i4.1296

Johnson, C. S., & Delawsky, S. (2013). Project-based learning and student engagement. Academic
Research International, 4(4), 560.

Krajcik, J. S., Czerniak, C., & Berger, C. (1999). Teaching children science: A project-based approach.
McGraw-Hill College.

Robinson, J. (2013). Project-based learning: improving student engagement and performance in the
laboratory. Anal Bioanal Chem, 405(1), 7-13. https://doi.org/10.1007/s00216-012-6473-x

Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational

researcher, 33(2), 12-20.

Widiawati, L., Joyoatmojo, S., & Sudiyanto, S. (2018). Higher Order Thinking Skills as Effect of Problem
Based Learning in the 21st Century Learning. International Journal of Multicultural and
Multireligious Understanding, 5(3), 96-105.

Page 12 of 13
 Jordana Grow – 18268472 Assessment 2 - Lesson Plan Analysis

Resources Attached:

Coggle collaborative mind mapping software retrieved from: https://coggle.it/

Gimkit interactive quiz software downloaded from https://www.gimkit.com/

Ivankovich Farms Case Study retrieved from:

https://ausveg.com.au/app/data/technical-
insights/docs/3185849_164290_Ivankovich%20Farms%20case%20study%20VG134054%20Fi
nal.pdf

Learning E-portfolio:

Main Website: https://jordana-grow.weebly.com/

Link to uploaded Assessment: https://jordana-grow.weebly.com/standard-3.html

Page 13 of 13