Excerpt from Design Teaching and Learning Assessment 2 Lesson Plan

Alterations to the geography lesson plan in the view of deep knowledge promoted a deeper

sustained focus on central concepts or ideas which is occasionally interrupted by superficial

or unrelated ideas or concepts. The pursuit of these changes align with Ingvarson's (1998)

view of professional teaching practice as being powerfully responsive to the characteristics of

learners and the curricula environment as well as a thorough integration of pedagogic content

external knowledge. QT coding in this change utilises the teacher's content knowledge and

attempts at ingraining into the student key concepts which will be referred to along the

learning of the topic. The purpose of the extension of learning is to enable "students to

demonstrate they have achieved an understanding of the key concepts" (Stephenson et al.,

p.57) in conjunction with the ability for students to attain ability for higher order thinking.

QT improvements for higher order thinking within the adapted lesson plan provides the

demonstration of higher-order thinking in at least one major activity where Lock (2014) is

informed that acquiring deeper knowledge of the topic can the students project themselves in

a higher thinking manner. This applies in Lock (2014) in that students engaged in a topic

which was to be meaningful and inclusive found ownership of their own work and learning in

the asking of new questions and thinking towards the next level of inquiry. Isaias et al. (2017)

created a foundation of higher order thinking through their PSYC1030 study of flipped

learning and found that "student evaluation are overall positive, in particular in terms of

assessment, collaboration, interaction, time management and comprehension" (Isaias, 2017,

p.68). As a reflective point, the lesson plan has been adapted to enhance self learning in

different modules of the lesson, not all, but in areas where student collaboration is used even

through the Sapire & Sorto (2012) study providing exception in student performance where

there was engagement in cognitive task, discourse, hands on and collaborative works ongoing

throughout the classroom.