102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.
This assessment will review the history LP from VUWS.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: The concept map activity highlights a few key concepts which should be included,
but the teacher does not explore deep meanings of these concepts.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Although the teacher takes the predominant lead of the class, students still can
demonstrate their understanding in the glossary activity and discussion in both oral and written
ways.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: The discussion potentially encourages different perspectives, but the teacher fails to
encourage querying and explain the concepts from various perspectives.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: The homework task and discussion may generate higher-order thinking.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Metalanguages in relation to ancient Egypt are frequently used in the learning
activities.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: The concept map activity generates efficient communications between the teacher
and students.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: The students are unable to understand their expected outcomes as the lesson does
not clarify the criteria for all activities.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: The teacher guarantee the student participation by roaming around the classroom
and checking student engagement. However, observation is far from enough.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: The homework task set the expectation for students, but they are uncertain about
their expected outcomes.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: The class manages to foster a mutual respectful environment by setting students in
pairs and promoting collaboration.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: The lesson plan insinuates the class is self-regulated, but it is uncertain that all
students show great initiative.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: Students are excluded from the process of planning the lesson. The lesson is
predominantly led by the teacher.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: The concept map allows the teacher to assess the prior school knowledge of
students, and integrate it with the classroom knowledge.
3.2 Cultural knowledge

Lan Yu SID: 19497192 1

 1–2–3–4–5 Comments: The knowledge provided by the lesson allows students to gain better understanding
of other cultures.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: The knowledge fails to connect to other fields, such as English and geography.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: working in pairs allow most students to participate in the concept map activity. But
in other activities, the inclusivity is ignored.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: The lesson fails to apply the culture and history knowledge to understand and
discuss the current social issues in Australia.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: The use of Youtube video manages to use narratives to bring the ancient Egypt to
life.

Identifying Areas for Improvement

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

QT model
1) Student direction 2) Knowledge integration
3) Connectedness 4) Explicit quality criteria

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 Modified Lesson Plan

Topic area: Ancient Egypt Stage of Learner: 4 Syllabus Pages: 60

Date: 14/03/2016 Location Booked: Lesson Number: 1 / 14

Time: 60 minutes Total Number of students: 24 Printing/preparation

A large geographic map of Egypt
A magnetic chess piece

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment The physical features of describe the geographical
HT4-2 describes major periods of Concept map: the ancient society and setting and natural features
historical time and understand what how they influenced the of the ancient society
sequences events, people students already civilisation that developed
and societies from the know on the topic there explain how the
past geographical setting and
Role-playing game: natural features influenced
HT4-9 uses a range of historical Check how well the development of the
terms and concepts when students learn and society (sustainability)
communicating an what pace they
understanding of the past would like to take

Observation: check
their engagement
with the lesson

Reflection questions:
understand what
students learn from
this lesson

Time Teaching and learning actions

Intro Introduction of Ancient Egypt
0-10 Ask students to leave a page in their workbooks for a title page titled “Ancient Egypt”
Tell students that they need to have at least three pictures that relate to the topic
Clarify detailed criteria to inform students of their expected outcomes
Provide students with a few exemplars and ask them how these works correspond to the criteria
Ask students to repeat the criteria to ensure they understand the expectations

Body Concept Map

10-20 Get students into groups of 3-4 people
Ask every student to write “Ancient Egypt” in the middle of the page
Instruct students to write as many words they know that relate to the topic around the page
Encourage the collaboration with partners
Walk around the tables and see whether students need helps

20-25 Concept Map Classroom activity

Hang the map on the board
Ask each group to write down any words at relevant places on the map (eg. “irrigation” and “papyrus”
can be written on each side of the Nile River)
Encourage students to write down their understandings on the map
Help students to locate their words on the map when in need

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 Explain what these words mean when students cannot explain the meaning

25-45 Role-playing game: Adventure on Nile River

Teaching source: http://www.ancientegypt.co.uk/geography/story/main.html
Introduce the story to students: a boy travels along the Nile on a boat to look for his brother and the
journey will start from the middle of the Nile
Use the cheese piece to represent to boy on the map
Ask each group to decide the next step the boy should take
Differentiation: Ask students what the geographical settings and natural features the boy may come
across in his journey
Complement the map with words not mentioned in the concept map activity
Explain the meaning of words and how they incorporate into ancient Egypt
Ask students whether they would like play the game longer or watch a video and have a discussion

Words that should be included:

Mummification, Desert, Hieroglyphics, Domesticate, Egypt, Delta, Scribe, Embalming, Inundation,
Irrigation, Famine, After Life, Dynasty, Sarcophagus, Oasis, Deities, Papyrus, Pyramid, Ploughing,
Pharaohs, The Nile River, Canopic jars, Shadoof.

45-55 YouTube Clip

Show students an introduction of Ancient Egypt
https://www.youtube.com/watch?v=hO1tzmi1V5g
Discuss about the relationship between the civilisation and the natural environment

Conclusion Reflection
55-60 Guide students to look into current issues through the lens of classroom knowledge:
1. What similarities between the environments in Australia and Egypt
2. What we can learn from ancient Egypt to thrive in such environment

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 describes major periods of Informal diagnostic assessment in the concept map activity to
historical time and understand what they already know
sequences events,
people and societies Informal formative assessment in the role-playing game to check
from the past on learning progress and adjust the pace.

HT4-9 uses a range of historical Informal formative assessment in the discussion part to check on
terms and concepts how well students understand and use the concepts in the
when communicating an context of ancient Egypt
understanding of the
past Informal formative assessment in the reflection part to help
students check on how well they use the classroom knowledge to
understand current issues in Australia

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Academic justification

The modified lesson plan will improve the elements of student direction, knowledge integration,

connectedness and explicit quality criteria by utilising problem-based pedagogy, providing

differentiated scaffoldings and clarified criteria.

In the original plan, the scale of student direction is scored one as the lesson is predominantly led

by the teacher while students rarely have an opportunity to suggest how the lesson should be

designated (Ladwig & Gore, 2006). This element is addressed by providing students with some

control over the sequence of concepts to learn in the role-playing game and time spent on

different activities in the modified plan with the purpose of increasing student engagement (Gore,

2007; Tadich, et al., 2007). Meanwhile, the teacher still takes responsibility for student learning

and guarantees the learning quality by determining what key concepts will be taught and what

outcomes will be achieved (Gore, 2007). According to Knowlton (2000), students can benefit from

the modified plan where the teacher serves as a facilitator who collaborates with students in the

role-playing learning activity to explore new knowledge on the geographic map. The knowledge is

no longer transferred from the teacher but developed by students and the teacher together, and

thus students can build up a personal understanding of new knowledge (Knowlton, 2000).