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: Deep knowledge is achieved when the content within the lesson stays focused
5 on the central key outcomes crucial to the intended learning goals. Most of the lesson’s
content remains on the topic, although focus drifts by handing out Lesson 7 test the beginning
of the class distracting from objectives.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Deep understanding is exhibited when the students demonstrate they understand
5 not just isolated facts, but when they integrate various individual facts or concepts in a
connected rational way to create a sum larger than the parts. Not observable by examining
the Lesson Plan (LP); however, revised LP’s increased levels of interactivity will ensure a
more profound understanding.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: High levels of problematic knowledge is achieved when the students
5 demonstrate the capability to identify the various factors laying behind a certain conclusion
considering competing frames of reference or possible narrative. This LP occasionally
provides students with the chance to evaluate different factors when arriving at solutions

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Higher order thinking is achieved when students can combine, manipulate,
5 integrate, or transform a set of individual facts into a novel or concept or conclusion
transcending the discrete initial facts. Not observable by examining the (LP); however,
increased use of IT will encourage this.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: High level in metalanguage is demonstrated through a constant willingness from
5 teachers and students to draw attention to, identify, and explain words, images or symbols
which are critical to evaluate and structure meaning within the field of knowledge. There is
periodic use of metalanguage; however, at times, LP digresses.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Classes high in substantive communication exhibit sustained, reciprocal, and
5 on-focus discussions within Students or within Teacher and Students. Although the result of
the original LP cannot confirm the result of exchanges, LP shows teacher’s intent for this
less than half of the class time.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: High explicit quality criteria are identified by clear definitions, reinforced at
5 various occasions, so the students have a solid understanding of what a high-quality response
should contain. LP uses only general statements by means of asking for simple answers.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: High engagement is evident when students routinely remain attentive and
5 enthusiastic on task without the need of frequent teacher interferences. The particular
element was not observable by only examining the Mathematics LP; however, in order to
ensure best practice is achieved, we have increased Relevancy to local Sydney scenarios and
increased use of IT

2.3 High expectations

1–2–3–4– Comments: Expectations are high when teachers and students intrinsically accept the value
5 of being challenged to maximize their unique learning potentials even when risk-taking may
be necessary. LP encourages solutions through relatively complex Worksheet Activity
although at times the material borders on extremely easy.

2.4 Social support

1 – 2 – 3 – 4 – Comments: Classrooms exhibit a high social support environment when all members value
5 and demonstrate the importance of trying hard and supporting each other even if temporary
failures occur along the way. Not able to judge the support in practice by examining the (LP);
however, the LP encourages support by working in small groups. Increased use of IT will
encourage this.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: High self-regulation is evident in classrooms when students remain on task
5 without the teacher having to frequently remind them to change their disruptive behaviour.
Not observable by only examining the Mathematics LP; however, the revised LP – through
additional engagement will result in improvements.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: Classrooms with high student direction occur when students have a high degree
5 of influence on learning activities, how much time to dedicate to them, the pace of learning,
and assessment criteria – all moderated by the teacher to responsibly meet learning outcomes.
Some student direction is observed in the LP when they choose to work in groups or not.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: High background knowledge exists when students are encouraged to integrate
5 their previous school learning and their outside of school experiences to facilitate and create
higher engagement in their current learning topics. Original LP includes some real-world
applications but digresses with outdated resources and Hogwarts fictional environment.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: Cultural knowledge is high when the lesson shows awareness, value, and accepts
5 the various influences, beliefs, skills and knowledge contributed by multiple social groups
currently and past. LP shows no evidence of this; revised LP acknowledges original owners
of the land.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: High knowledge integration exists when meaningful connections are drawn in
5 the classroom showing the relationship of concepts learned in other subjects to the current
LP. At least one meaningful integration is made with connecting the importance of reducing
carbon emissions.

3.4 Inclusivity
1–2–3–4– Comments: High inclusivity is exhibited when students from diverse social or cultural
5 backgrounds freely and equally contribute and are valued for their contributions to a more
complete interpretation of reality. LP shows no evidence of this; new LP will increase
everyone’s involvement through Kahoot surveys(Morgan, 2014).

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: High connectedness is palpable when the learning achieved in the classroom
5 extends beyond the school boundaries by establishing common threads through experiences
or physical interactions other people or the environment at large. The LP tries to connect to
the outside world, but uses generic and sometimes fantasy-based scenarios.

3.6 Narrative
1–2–3–4– Comments: High narrative exists within the classroom when stories told, read, or written
5 increase significance of topics being covered in the lesson objectives. Not evident in the LP;
increasing background knowledge integration will foster story sharing.

Identifying Areas for Improvement

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

QT model
1) 1.1 Deep knowledge 2) 2.2 Engagement
3) 3.1 Background knowledge 4) 3.5 Connectedness
Modified 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 (T) greets students and asks them to sit down in their seats. Students take out
their work book, tablet, and stationery required for the lesson. Teacher outlines
10 mins
what the lesson will entail Acknowledge owners of the land. Take roll. Show 1
min PowToon video assembled to show chronological progress for Sydney trains (subtitles
identify name and country used) including trams, Sydney Rail C, K, and Xplorer class trains,
and the New Intercity Fleet regional Trains), French TGV (Tres Grande Vitesse), and
Shanghai Maglev (fastest commercially operated train today) plus Sydney Ferries:
Kanangra (1912-1959), First-Fleet (1980-today), Emerald (2017), and Catamarans RiverCat,
and SuperCat. Ask students (S) what all of these have in common. S respond through
Kahoot – showing responses on Smartboard as the results come in. Mention the most
common responses (incl. funny if any) – how many mentioned public transport time-
tables? If not many, they’re in luck as we’ll play with different timetables today!

Revision Revision
5 mins

Teacher hands back results from the in-class assessment briefly mentions overall
assessment outcomes from lesson 7. T outlines what was done well overall and what
the class will work on together, to improve students’ understanding of content and T
will handout exams at the end of class as a path to achieve syllabus outcomes.

Body Class discussion

15 mins
The teacher asks students to:

• Google the Sydney Trains timetable

(https://transportnsw.info/routes/metro-train) in their Tablets.
• T asks: Besides train timetables, which other timetables can they find?
(Train, Bus, Light rail, NSW TrainLink - tabs).
• T tells students there will be a special price for the winner at the end.
• Use timetables to establish the earliest time they could reach Central
Station if they left the school immediately and catch a train from Penrith
Railway Station. When finished, Post on Kahoot their earliest arrival
time - we will refer to this as “Time 1”.
• T asks if their “Time 1” includes the travel time between the nearest Bus
Stop and the Penrith Railway Station?
o Respond “Yes” or “No” in Kahoot.
o Do any “Yes” results seem suspiciously early?
o S who responded “No”, look in Kahoot and when asked by T, report
on ONE suspicious early arrival time reported by one “Yes”
respondent. T reminds Friendly and tactful discussion a must
between “No” and “Yes” S one at a time. How was it possible for S
to arrive so early – funny & tactful exchange encouraged between
two S at a time. Repeat between another pair of students.
o Class reaches an agreement all arrival times are fair-dinkum
o S who posted non-challenged “Yes”, post in Kahoot total time (bus +
train) – we will refer to this as “Time 2”.
o S who indicated “No” Bus-Time or did not successfully challenge
questions, locate bus timetable in tablet and post revised earliest
arrival time in Kahoot. – we will also refer to this as “Time 2”
• T asks class S to record in Kahoot (Yes or No) if they know where is the
closest bus station to the school?
o If No, S find Station Name via Google Maps.
o All students input Station Name in Kahoot.
• T asks: Did they include walking time between School and closest Bus Stop?
o Respond “Yes” or “No” in Kahoot
• T asks to locate Google Maps to find the walking time.
o Record Walking Time in Kahoot
o Record total time in Kahoot – we will refer to this as “Time 3”
(Walk + Bus + Train)
• T asks if they have allowed extra 10 minutes between segments for
unforeseen schedule delays?
o Record Yes or No in Kahoot
• Students who by plan or fortune enjoy an extra 10 min between
segments, record in Kahoot their difference in travel time between
“Time 3” and “Time 1”
• The smallest difference recorded above is the winner of a work of art
the most accurate planner throughout the game – Dali’s “The
Persistence of Memory”.
 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.

5 mins Sustainability – Checking Facts with Smart Board

Teacher asks students what sustainability means to them. If blank stares are
noticed, teacher asks students to google “Sustainability” and quietly read how
Wikipedia defines it.
Teacher asks students:
• Which mode of transport do they think is best to minimise the impact
on our planet – Metro Trains or Cars?
• Can they guess how much better trains are than cars? On the
smartboard bring up https://www.climatecouncil.org.au/wp-
content/uploads/2017/09/FactSheet-Transport.pdf
Highlight the following table and discuss their estimate to reality:

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 2 pm?” 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.
(For Ref Only: Highlighted + Strikethrough text – relocated to “Worksheet activity”
below)

10 mins Worksheet activity*

Before commencing, ask students if they are familiar with the 24-hour time numbering
system. Query what 10:00 am, 6:00 am, and 3:30 pm would look if written under the
24-hour time numbering system? Teacher hands out bus timetable worksheet activity.
Students have the option of working on this alone, or with another person to consult
their tablets.

Teacher shares within the classroom’s WhatsApp group the following Worksheet
Activity:

Your family is celebrating your 14th birthday by going to a 3 pm Football game next
Saturday at ANZ Stadium. After the game, your family wanted to meet uncle Joe and
Auntie Sue for a 7 pm dinner at a restaurant in Circular Quay. Your mum and dad
would rather not drive from your home in Penrith to all these places, but they are
unsure how to do all this. Quite proudly, you tell them you can create a plan to get
there and back by train. Your parents ask you:
1. By what time must we leave home to be at ANZ Stadium by 2:30 pm?
2. By what time would we have to leave ANZ Stadium to make sure we make it to
dinner on-time?
3. If we missed the trains above, at what time would we be getting to the game
and restaurant by?
4. Mum has an early start Sunday morning, so she needs to be home by 10:00pm.
At what time should we leave the restaurant if the restaurant is a 15-minute
walk from the Circular Quay train station?

Teacher asks to provide answers via WhatsApp private messaging feature to protect
Worksheet’s confidentiality.

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

Conclusion Teacher summarizes the key points of the lesson. Discusses what the next lesson will
entail. Asks students if they have any further questions about today’s lesson or Lesson
5 mins
7 Assessment, to please contact him by WhatsApp PM or make an appointment to
discuss. Hand-out each student’s Lesson 7 Assessments.
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 helping 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 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
Slytherin All-Stations
Gryffindor Goods Train
Ravenclaw Express
Muggle-stops
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.