102086 Designing Teaching and Learning

Assignment 2: Mathematics Lesson Plan Analysis,

Revision & Justification

Student’s name: Lam Ngoc Tuyen Pham

Student’s number: 18322141

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

1–2–3–4–5 Comments: The content knowledge of the lesson is very strong and deep. It also centralises in
the main topic of public transport timetable and the advantages of using public transport toward
the environment. However, the lesson plan is lack of connection in identifying and reviewing
students’ prior knowledge.

1.2 Deep understanding

1–2–3–4–5 Comments: Students can gain deep understanding after completing the task of the lesson. It is
important for student to indicate high level of understanding in the relationship between the topic
of timetable and problem solving. Nonetheless, the lesson did not encourage student to work in
group or develop any reasoned argument for a point of view.

1.3 Problematic knowledge

1–2–3–4–5 Comments: Learning the use and benefit of timetable can be viewed as socially constructed. The
worksheet activity presents multiple and conflicting pieces of information that require students’
skills and knowledge in order to solve the problem.

1.4 Higher-order thinking

1–2–3–4–5 Comments: The lesson plan activities require students to demonstrate low or medium order of
thinking except the last worksheet activity. The activities only ask students to discuss the benefit
of using public transport and work out the timetable base on the provided information which did
not require high order of thinking to complete.

1.5 Metalanguage

1–2–3–4–5 Comments: The teacher briefly discusses with students about how using public transport can
 help with sustainability, by reducing carbon emissions and what the impact human activity has
on ecosystems. However, the important terminologies of the topic such as carbon emissions and
ecosystems have not been explained by teacher.

1.6 Substantive communication

1–2–3–4–5 Comments: The lesson plan provides sustained and reciprocal interaction between teachers and
students in class discussion. A wide range of communication types (Oral - discussion, written -
worksheet) promote deeper understanding for students.

Quality learning environment

2.1 Explicit quality criteria

1–2–3–4–5 Comments: The lesson plan only requires students to complete the assigned worksheet but the
teacher did not check it or asked students to share or explain their answer to the class. Therefore,
it can be very hard for students to access the quality of their work.

2.2 Engagement

1–2–3–4–5 Comments:The final worksheet related to Harry Potter movie can enhance students’ interest and
engagement in completing the task. The lesson also allows students to work in pair and discuss
with the whole class upon the topic which can encourage the engagement and inclusion.

2.3 High expectations

1–2–3–4–5 Comments: Students did not receive clear expectation from teacher most of the time. Students
can choose to work in pair or individually without any clear instruction. The level of difficulty of
the task and encouragement was not indicated by teacher; therefore, student participation might
reduce.

2.4 Social support

1 – 2 – 3– 4 – 5 Comments: Teacher allows students to share their point of view upon the topic. This is a way for
teacher to show all students’ perspectives and contributions are valued. Students are also
encouraged to work in pair so they can help each other in order to create social support.
Nevertheless, group work on harder task should be included to encourage broader discussion of
students.

2.5 Students’ self-regulation

1–2–3–4–5 Comments: Teacher asks students to settle down before the class begins. However, there is now
evidence to show that teacher has provided student set of expectation to regulate students
behaviours so the quality of the lesson can be assured.
2.6 Student direction

1–2–3–4–5 Comments: Students were given choice to work in pair or individually so they have some control
over different aspects of a lesson; through, the criteria that students will be assessed on should be
determined by teacher.

3 Significance

3.1 Background knowledge

1–2–3–4–5 Comments: Incorporate background knowledge of environmental sustainability in learning

activities can enhance connection between students’ prior knowledge and the substance of the
lesson. Popular culture such as Harry Potter movies in worksheet activity is a effective way to
integrate background knowledge into lesson plan.

3.2 Cultural knowledge

1–2–3–4–5 Comments: Cultural knowledge is low as there is no evidence of acknowledging or valuing skills
and understanding of other culture background and different social groups. Including cultural
background can create sense of belonging for students from other cultures and also help students
to learn how to respect diversity and differences.

3.3 Knowledge integration

1–2–3–4–5 Comments: The lesson plan provides very useful and strong connection between the topic and
other subject areas such as Science. Through the topic of timetable, teacher has implicated to
public transport and environmental sustainability.

3.4 Inclusivity

1–2–3–4–5 Comments: Teacher encourages students to participate in every class activities regardless
students’ cultural or social backgrounds. The types of activity are also vary (for example class
discussion, work in pair or individually) so it can be suitable for all students.

3.5 Connectedness

1–2–3–4–5 Comments: The lesson demonstrates the benefit of using public transport upon the environment.
This allows students to see the connection between learning topic and real-life experience and
consequently interpret personal meaning and highlight the significance of the learning topic
outside classroom. Students might need to use public transport in the future and the importance
of sustainable environment cannot be denied.
 3.6 Narrative

1 – 2 – 3 –4 – 5 Comments: The lesson somehow uses narrative for example students share with other their travel
experiences related to the learning topic of timetable.

Identifying Areas for Improvement

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

1)Metalanguage 2)Social support

3)Explicit Quality Criteria 4) High expectations

Lesson Plan Analysis

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.

Need access to A4 papers,

internet, iPad or any electronic
devices that can access to
Kahoot quiz online to be used in
group work activities

Outcomes Assessment Students learn about Students learn to

Formative The interpretation of Students review how to

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

Teacher outlines all the activities and contents that the lesson will focused on.

Revision Revision
5 mins

Teacher hands back results from the in-class assessment from lesson 7.
Teacher outlines what was done well overall and what the class will work on
together, to improve students’ understanding of content, as a path to achieve
syllabus outcomes.

Teacher explains the relationship and relevance aspects between prior lesson
to today lesson.

Body Class discussion

10 mins

Teacher facilitates discussion between students and asks questions about 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 impact human activity has on ecosystems. Teacher asks students what
sustainability means to them.

Teacher explains the terminologies of carbon emission ad ecosystem. Teacher

also highlights the role that an individual can play in improving the
environment after today lesson (for example, using public transport instead of
personal car to reduce carbon emission). Teacher asks students to voice their
understanding and contribution in maintaining environmental sustainability.

Teacher explains the importance of how interpreting timetables can benefit

travelers. It can helps travelers save time and money by traveling to a certain
location in the shortest way and time available. Consequently, this reduces the
negative impact of carbon emission on the environment.

5 mins Class activity and Smartboard interaction

Students get into pairs and ask each other travel related questions, based on
 the ferry timetable that appears on the Smartboard. 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.

Teacher can inform students this is an easy task so they understand what is
expected from them. Teacher should suggest students to focus on how to
achieve the shortest travel time which once again emphasize the importance of
using timetable effectively.

15 mins Group activitiy and Smartboard interaction through Kahoot quiz website

Divide students into group of 3 - 4 students, allow students to choose their own
group; if there are any students do not have a group, assign them into one. Let
them sit together in one table facing the smartboard. Questions will be
displayed and set a certain amount of time for each question. Students will
discuss in their group and write the answer on the A4 paper. After all the group
hands over the answer, one person of the group can stand up to explain how
they come to the answer (encouraging groups to switch between students who
speak every time). This activity can help students to enhance social support by
working with each other and harder questions require students to demonstrate
higher order of thinking and gain deeper understanding of the learning topic;
however, it will not reduce the participation due to the difficulty as students
can help each other. Lastly, this activity encourages students to explain their
answer; therefore, teacher can examine the quality of students’ work and
understanding. Three groups that answer most questions correctly are the
winners and will receive a prize from the teacher. All other groups will also
receive smaller prizes to encourage them to try harder next time.

Questions:

Train timetable from Casula to Kingswood:

Station 1 2 3 4 5 6
 Casula 7:04 7:34 7:38 7:45 8:16 8:23

Cabramatta 7:14 7:44 7:47 7:54 8:25 8:33

Paramatta 7:33 8:03 = = 8:45 =

Lidcome = = 8:13 8:19 = 8:57

Blacktown 7:50 8:20 8:51 8:51 9:07 9:21

Kingswood 8:14 8:41 9:11 9:11 9:26 9:41

1. Billy will have his graduation ceremony at 9 am in Kingswood university

campus. University requires him to arrive 1 hour before the scheduled time. It
takes him 15 minutes to walk from home to Casula train station and it also
takes him 10 minutes to catch the bus from Kingswood station to University.
What time should he leave his house and which train should he catch to arrive
on time? Clearly justify your answer with detailed explanation.

2. Billy arrived at Kingswood station at 9:11 am which train did he catch? And
approximately estimate what time should he leave his house? Justify your
answer and explain full calculations

3. How long does it take Billy to travel from Casula station to Kingswood station
if he catchs the train at Casula station at 7:34? Show all working out

4. Tom drives from his house to Paramatta station in 10 mins. He needs to go to

Blacktown to see his friend at 8:40. Let say on the date every train is delayed at
Paramatta for 10 mins. Which train should he catch at to arrive on time. How
long does it take him to travel from his house to Blacktown? Show full
calculations and justify your choice.

5. Anna wants to go to Kingswood from Paramatta as quick as she can

regardless of the arrival time. Which train should she catch? Explain your
answer
 8 mins Worksheet activity*

Teacher hands out bus timetable worksheet activity. Students have the option
of working on this alone, or with another person.

Teacher goes around the classroom and checks students work to make sure
they are on track. Teacher can also help students if they are struggle with the
activity. Encourage high ability students who finish their work early to help
other students.

If students do not finish the activity in class, they can complete it as homework
and teacher can check it in the next lesson.

Conclusion Teacher summarises the key points of the lesson. Discusses what the next
lesson will entail. Asks students if they have any further questions.
5 mins

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.

Group activities by Kahoot quiz

MS11-4 MS11-9 Students working in pairs and helping each other

perform calculations based on time.

Students work in group and justify their answer in

Kahoot quiz.

MS11-10 Timetable worksheet.

Worksheet activity*
Five trains travel from Hogwarts School of Witchcraft and Wizardry to London Central
on the same morning. 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 8:53am. 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 8:37, 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 8:13 am 8:45 am

Slytherin All-Stations 8:26 am 8:59 am

Gryffindor Goods 8:07 am 8:53 am

Train

Ravenclaw Express 8:23 am 8:39 am

Muggle-stops 8:03 am 8:37 am

1. What is the latest time train you could catch from Hogwarts to arrive at London
Central before 8:40am? 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 8:45am. What may be a possible solution for her? Justify
reasons for your answer.
Academic Justification

The original lesson plan can be improved through modifying number of areas in NSW Quality

Teaching model. These areas are metalanguage, social support, explicit quality criteria and

high expectations. The modified lesson plan allows teachers to enhance students’ engagement

through group work activity with technology interaction and therefore improve the quality of

lesson plan and also learning experience.

Metalanguage is one area which can be improved in this lesson plan. Metalanguage highlights

the importance of language and how language can be used to construct texts, knowledge and

power in teaching (Ladwig & Gore, 2009). This element has been modified to strengthen and

support students understanding on the teaching topic. Terminologies such as sustainability,

ecosystem and carbon emission should be clearly explained to students as it directly relates

to the topic. Once students fully understand the meaning of the important terminologies, then

they can relate it to not only the topic in the particular subject but also can be used in real life

application. This can also endorse cross-curriculum priorities, specifically to promote

sustainability. This modified area can allow students to develop knowledge, skills and values

in improving the environment and therefore create a more sustainable life for future

generations (Australian Curriculum, Assessment and Reporting Authority, Cross-Curriculum

Priorities, 2018). Teacher must allows students to see the benefits of learning contents in gaining

personal meaning to apply these in their future lives in order to encourage them participating in

learning more effectively. Gore (2007, p. 25) states that “If students perceive some other reason for

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engaging in the work, it is likely to strengthen the engagement.” Therefore, the connection between

learning timetable in Mathematics and improving environmental sustainability is very useful.

Social support is another area can be modified in the original lesson plan. Group work activity

with technology interaction can enhance students’ communication, teamwork skills. This is

also a way to allow high ability students to get a chance to support other students in the class

and therefore create strong social support. Provision of harder questions can also enhance

students’ high order thinking. Durkheim - a father of functionalist theory believes that

education systems are "socialization agencies that teach children how to get along with others

and prepare them for adult economic roles". According to Durkheim, the primary function of a

school is to teach children how to socialise smoothly and become a member of the wider

society and also provide them the necessary skills for future careers. Consequently, it is

essential for teacher to provide students with communication skills so they can work in team

at school and also in a larger society. Group work entitles students to learn from diverse

perspectives and gain new knowledge and skills from other members of the group.

Explicit quality criteria should be strengthened in any lesson plan. Teachers should clearly

identify the quality of work required of students. This element can be used as a guide or a

standard point for teachers to develop and examine the quality of students' works.

Additionally, if teachers can assist students to use quality criteria in reflecting and modifying

students’ own works will also benefit students skills of self-evaluation ( Ladwig et al., 2009).

Clear instructions and expectations from teachers enable students to complete the task

successfully by meeting the criteria. For example, in the Kahoot quiz through group work

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activity, the question distinctly states “ Clearly justify your answer with detailed explanation”,

“ show full calculations” allows students to understand what is expected in their answers.

Gore (2007, p. 22) emphasizes “Students' performance tends to rise, or sink, in relation to the

demands placed on them”. Hence, teachers are encouraged to set high expectations on student to

promote student learning and engagement. It is teachers' role to engage, support and set high

expectations for every students regardless their background or disadvantages (Gore, 2007).

According to the Mitchell & Daniels (2003), the research from Pygmalion effect shows that high

expectations can improve performance. Students were expected to answer more difficult questions

in group work task not only enhance their high order thinking but also encourage them to improve

their knowledge and ability. However, the learning level might not be suitable for all students in

class; hence, the group work activity will be practical. High ability students can helps other students

by sharing their understanding about the topic. This will also have positive psychology effect in

students to encourage them to solve harder task next time.

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Reference:

Gore, J. (2007). Improving pedagogy: The challenges of moving teachers toward higher levels of

quality teaching. In Butcher, J. & McDonald, L. (Eds). Making a difference: Challenges for

teachers, teaching and teacher education (pp. 15-33). Rotterdam, Netherlands: Sense Publishers.

The Australian Curriculum, Assessment and Reporting Authority . (2018). Cross-Curriculum

Priorities. Retrieved from https://www.acara.edu.au/curriculum/cross-curriculum-priorities

Ladwig, J. G., Gore, J. M. (2009). Quality teaching in NSW public school: a classroom practice

guide. NSW, Department of Education and Training Professional Learning and Leadership

Development Directorate

Grace, M. B. (1977). Emile Durkheim’s Contribution to the Sociology of Education. The Journal

of Educational Thought (JET), 11 (3), 213-223. Retrieved from

https://www.jstor.org/stable/23768661

Mitchell, T. R., & Daniels, D. (2003). Motication. In Handbook of Psychology, 11, 245-266.

https://doi.org/10.1002/0471264385.wei1210

eLearning Portfolio Link

https://lampham.weebly.com/

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