102086 Designing Teaching & Learning 18960466 Mohammedshehzad Shaikh

102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis

Contents

Lesson Plan Analysis……………………………………………………………………….02

Modified Lesson Plan………………………………………………………………………04
Academic Justification……………………………………………………………………...09
References…………………………………………………………………………………..11
Learning Portfolio Weblink…………………………………………………………………12

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102086 Designing Teaching & Learning 18960466 Mohammedshehzad Shaikh
In this assignment, I will analyse and modify the Mathematics LP from VUWS

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 – Comments: Most of the content knowledge is shallow. It fails to deal with significant
5 concepts or ideas with respect to the syllabus.
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: There are opportunities for students to demonstrate deeper and shallow
5 understanding of the topic at different points in the lesson plan. As the content, what the
students have learned is shallow, it restricts the students to demonstrate deep
understanding.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: Knowledge is treated as socially constructed and multiple perspectives are
5 presented. However, the summarisation and analysis of the views is not systematic.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: The lesson plan promotes higher order thinking, it is evident from the activity
5 and worksheet.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Metalanguage is not used through the lesson, however there is a scope to do
5 that in the lesson plan.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: Throughout the lesson substantive communication with interactions takes
5 place.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: There is no statement regarding the quality of work made in discussion,
5 worksheet or pair activity. The lesson plan mentions about what students need to
complete, without giving any quality criteria.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: The lesson plan is engaging, however as the content is not challenging there is
5 a chance that few students may be disengaged who have mastered the topic.
2.3 High expectations
1 – 2 – 3 – 4 – Comments: As the content of the lesson is shallow it is difficult for students to try hard
5 and take risks.
2.4 Social support
1 – 2 – 3 – 4 – Comments: Pair activity and class discussion work as social support, however to include
5 marginalized and reluctant students inclusion design is not mentioned.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: Many students demonstrate autonomy and initiative in regulating their own

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5 behaviour and the lesson proceeds without any hindrance As the teacher walks around
the class and checks all students are on task during the activity.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: Although the lesson is student centred, there is no evidence for student
5 direction as all the students have no different option to decide on an activity.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The background knowledge of the students with respect to the topic is not
5 elicited, in the revision done at the beginning of the lesson.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: There is no mention of cultural knowledge or social groups, however there is
5 a scope for this in the lesson plan.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: Sustainability is included in the lesson plan as a cross curriculum priority and
5 connections made between subject is meaningful.
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: The lesson plan caters the needs of almost all the students, however there is a
5 chance that gifted and talented students may find it boring.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: The content of the lesson plan is relevant and designed on daily life situations.
5 This would engage the students in the classroom.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: There is scope of narrative in the discussion part of the lesson plan, however
5 it has not been incorporated in it.

Identifying Areas for Improvement

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

QT model
1) 2.1 Explicit Quality Criteria 2) 2.6 Student direction
3) 3.1 Background Knowledge 4) 1.4 Higher order thinking

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102086 Designing Teaching & Learning 18960466 Mohammedshehzad Shaikh
Modified Lesson Plan
Lesson Plan

Topic area: Timetables Stage of Learner: 11, Syllabus Pages: pp. 34

Standard
Date: 23.03.17 Location Booked: Classroom Lesson number: 8
Time: 50 minutes Total Number of students: Printing/preparation: Links
30 to various transport websites
ready. Print worksheets and
corresponding timetables. Need
access to a Smart Board.

Outcomes Assessment Students learn about Students learn to

Formative The interpretation of Students review how to

MS11-3, MS11-4, assessment takes different timetables and interpret timetables and
MS11-9, MS11-10. place throughout how this can be used as a use this to solve problems
the lesson. Teacher part of life. How public using a range of different
walks around and transportation can be timetables, including
asks questions, and used as a means of ferries, buses and trains.
ensures that promoting sustainability. Incorporate 12-hour and
students are 24-hour time into
staying on task. understanding timetables.

Time Teaching and learning actions

Intro Teacher greets students and asks them to sit down in their seats. Students take out
their work book and stationery required for the lesson. Teacher outlines what the
5 mins
lesson will entail.

Body Class discussion

10 mins
Teacher facilitates discussion between students and draws out their previous
knowledge by asking questions about time.

1. What time is it?

2. In how many formats can you represent time?
3. In 24 hour format how will you read 2.00 pm?
Further, the teacher asks when and where you may need to use a transportation
timetable. Teacher shows a transport timetable on the Smartboard and asks:

1. What is the purpose of this timetable?

2. What features does this timetable have?
3. What would happen if this timetable did not exist?
Within this section, the teacher briefly discusses with students about how using public
transport can help with sustainability, by reducing carbon emissions and what the

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impact human activity has on ecosystems. Teacher asks students what sustainability
means to them.
Teacher summarizes and refines the discussion.
10 mins Class activity and Smartboard interaction
Students get into pairs and decide on what timetable they want to work on from the
three timetables ferry, bus or train put up on the smartboard, ask each other travel
related questions, based on the timetable they decided to work on.
Criteria for the activity

 Interpretation of the timetable accurately

 What will happen if there were delays or cancellations in the timetable
 Calculations

For example, “What time do I have to leave Old Cremorne Wharf, if I am to arrive at
Circular Quay, Wharf 2 by 2pm?”
Teacher walks around the room and checks students are staying on task, asking
relevant questions and helping where necessary. Teacher ensures that students are
helping each other, as a form of social support.

20 mins Group Worksheet activity*

Teacher divides the class in 5 groups and hands out train timetable worksheets.

The teacher walks around the class to see all students are on task and conducts
formative assessment.

The groups that face difficulty to complete the task are asked to do it stepwise.

The groups that finish the task early are asked to look up train timetable online for
Sydney and search different routes to reach Central from Liverpool.

The teacher then asks one student from each group to complete the timetable for one
train each on the smartboard.

Conclusion Teacher summarises the key points of the lesson.

5 mins Discusses what the next lesson will entail.
Asks students if they have any further questions.
Teacher sets homework to finish the worksheet activity and asks the students to list 3

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messages learnt from the lesson.

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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MS11-3 Teacher and student questioning throughout lesson,
timetable worksheet.
MS11-4 Students working in pairs and groups and help each
other perform calculations based on time.
MS11-10 Timetable worksheet.

Worksheet activity*

Five trains travel from Hogwarts School of Witchcraft and Wizardry to London Central on the
same night. The Hufflepuff Express leaves Hogwarts station 6 minutes after the Gryffindor
Goods Train, but arrives 14 minutes before the Slytherin All-Stations Train. The Gryffindor
Goods Train takes 46 minutes to reach London Central and arrives at 8:53pm. The Ravenclaw
Express leaves 10 minutes after the Hufflepuff Express and arrives 14 minutes before the
Gryffindor Goods Train. The Muggle-stops train is running 6 minutes late on this particular
morning, and arrives in London Central at 8:37pm, after leaving Hogwarts 4 minutes before the
Hufflepuff Express. The Slytherin All-Stations Train takes 33 minutes to travel from Hogwarts to
Central London, and arrives 46 minutes after the Hufflepuff Express leaves Hogwarts.

Work out the train timetable for the 5 trains.

Hogwarts London Central

Hufflepuff Express
Slytherin All-Stations
Gryffindor Goods Train
Ravenclaw Express
Muggle-stops

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1. What is the latest time train you could catch from Hogwarts to arrive at London
Central before 8:40pm? What train is this?
2. Explain what would happen if the Ravenclaw Express train was running 7
minutes late.
3. Hannah misses the Hufflepuff Express train by 2 minutes. She needs to be in
London Central by 8:45pm. What may be a possible solution for her? Justify
reasons for your answer.
4. Represent the timetable in 24 hour format.

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Academic Justification
The original lesson plan is well-organised, comprehensive and engaging, however certain
modifications were done to the lesson plan to meet the requirements of Quality Teaching
Model. The modifications are done in the areas of explicit quality criteria, metalanguage,
student direction and higher order thinking.
The modification done to the lesson plan to achieve explicit quality criteria was in the class
activity by adding criteria for the activity. Vygostky’s scaffolding concept states that when
students are guided by teacher instruction they achieve higher level in learning (Brahier,
2016). However, most teachers fail to present clear and explicit expectations to the students
in their teaching (Brahier, 2016). Gore (2007) mentions that clear expectations guide
students to complete the task, resulting in better quality of their work and also inform
students what quality work should be. Meaningful discussion is initiated in the original
lesson plan but, summarisation and refinement of discussion is added later in the lesson
plan to reflect explicit quality criteria. Moreover, criteria’s are provided in the classroom
activity to assist students in the task to gain an understanding of expectation from teachers
towards them in the activity and this would also help students in developing self-evaluation
skills.
In the original lesson plan predominantly the lesson was teacher lead, in the activity there
was no room for student direction or choice. This was addressed by modifying the activity in
the lesson plan by giving options to the students to select any of the three timetable that is
bus, train or ferry. When students are allowed some choice in learning incorrect direction it
has a positive effect on engaging them in the lesson and thus can enhance quality learning
environment (Tadich, Deed, Campbell, & Prain, 2007). Moreover, Catchart (2011) states,
when choice is given to students it becomes an enjoyable task for them as it provides them
with an opportunity to transform the problem into something personal. According to
literature choice is important and beneficial for students, as it supports autonomy and
results in learning and motivation (Patall, Cooper, & Wynn, 2010). This autonomy of
choosing the timetable must motivate the students to participate in the activity work of the
lesson with engagement.
The content of class activity and worksheet activity in the original lesson plan is modified to
improve the level of higher order thinking. Dougherty (2012) states that the efficiency of
students to learn increases when problem-solving and thinking are matched with content
they learn. According to Brahier (2016), in mathematics classroom, the inevitable
components are factual knowledge and procedural knowledge, moreover the learning of
students enhances when their own generalisations’ are experimented. Blooms Taxanomy
explains this generalisation more specifically, the learning capacity of students improves
when they analyse, apply and evaluate their knowledge (Brahier, 2016). Moreover, Gore
(2007) states, higher performance is achieved by students when high order thinking is
incorporated by teachers in the key concepts and ideas. Thus, the modifications that could
help students apply the knowledge learnt in class into their daily lives which would help
them understand the meaningfulness of the concept are included in the modified lesson
plan.

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In the original lesson plan revision was done, however no prior knowledge with respect to
the lesson was elicited. The last modification made in the lesson plan was to elicit the
background knowledge of the students in the lesson plan. Modifications were done in the
discussion and the work sheet activity. According to Catchart (2011), building prior
knowledge for problem solving is inevitable, to solve a problem students need to have a
clear understanding of the problem which needs to be developed by the teacher through
the course of their lesson.

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References
Brahier, D. J. (2016). Teaching secondary and middle school mathematics (4th ed.). New
Jersey: Routledge.

Cathcart, W. (2011). Learning mathematics in elementary and middle schools : A learner-

centered approach (5th ed.). Boston, MA: Pearson Allyn & Bacon.

DET, N. (2003). Quality teaching in NSW public schools: A classroom practice guide. Sydney,
NSW: Department of Education and Training, Professional Support and Curriculum
Directorate.

Gore, J. (2007). Making a difference : challenges for teachers, teaching, and teacher
education. In J. Butcher & L. McDonald (Eds.), Challenges for teachers, teaching, and
teacher education (pp. 15-32). Rotterdam, The Netherlands: Sense Publishers.

Patall, E., Cooper, H., & Wynn, S. (2010). The effectiveness and relative importance of choice
in the classroom.(Author abstract)(Report). Journal of Educational Psychology,
102(4), 896.

Tadich, B., Deed, C., Campbell, C., & Prain, V. (2007). Student engagement in the middle
years : Year 8 case study. Issues in Educational Research, 17(2), 256-271.

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Learning Portfolio Web Link

https://shehzad23.weebly.com/

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