Zaynab Taha

18656435

English Lesson Plan Analysis and Revision

Bin Liners

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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 teacher had deep knowledge on the topic and sustained key knowledge and
concepts. He kept referring back to the main issue which was plastic bags are not biodegradable.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: students were seen contributing to the class and coming up with solutions. Contribution
was coming from many students not only a specific few.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: most of the knowledge given to the students through the worksheet is facts on how
plastics bags are bad for the environment and what they are made of so there were no aspects of
problematic knowledge. However it was seen within the class discussion aspect of the lesson,

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: students were seen discussing their answers together and justifying their thoughts. They
were also seen utilising different method on how to make the bin liners more effective.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Uses the term high density polyethylene and explains it well. The questions that the
children have to answer with true and false also incorporate words that are relatable to the content
and the children seem to understand it.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: the teacher had shown three styles of communication within this lesson. The first was
with the students’ partners, the second as a class and the third one on one with the teacher.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: students were advised to examine the quality of their bin liners and think of methods in
which they can improve the liners.

2.2 Engagement
1–2–3–4–5 Comments: most students were taking the work serious and working hard especially during the bin
liner making. However some students sitting in the back did not engage in answering questions.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: all students were encouraged to try hard in making the bin liners more efficient for
everyday use. The teacher also complimented the students that showed their new bin liners to the
class.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: all students were seen as supportive to their peers and were working together in coming
up with ideas to create the bin liners. The teacher also showed much interest in the ideas of the
students and made sure to write each students thoughts on the board.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: all students demonstrated autonomy and diligently followed the instructions of the

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 teacher. There were no interruptions and all chatter displayed was seen to be about the lesson.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: the teacher directed the students well, telling them when it was time to move to the next
part of the lesson. His direction on making the bin liner was also very clear and well conveyed.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: the teacher does mention that the students families use many plastic bags at home,
however most of the information given to them where facts on Australia as a while and relied less on
the students using their background knowledge.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: the teacher mentions the Australian culture in regard to using plastic bags however no
mention of any other culture was made.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: meaningful connection were made within the lesson when the teacher spoke about the
issues that plastic bags can do to the environment and the harm it can do to the sea creatures.

3.4 Inclusivity
1–2–3–4–5 Comments: the teacher spoke to all the students equally and attempted in making them all participate
in the tasks and feel included.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: creates connectedness by constantly mentioning Australia’s statistics in regards to
plastic bags and the effects it will have on the environment. Also add what the government is doing
to help the situation and what they can do individually.

3.6 Narrative
1–2–3–4–5 Comments: there was no use of storytelling in the lesson at all.

Identifying Areas for Improvement

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

QT model
1) Narrative 2)Background knowledge
3) Cultural knowledge 4) Problematic knowledge

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 Lesson Plan – Bin Liners

Syllabus: Science Stage: Stage 4 Topic: Earth and Space

Outcomes Assessment Students learn about Students learn to

SC4-13ES Explains how Informal formative ES3 Scientific knowledge Classify a range of the
advances in scientific assessment. influences the choices Earth’s resources as
understanding of people make in regard to renewable or non-
processes that occur the use and management renewable.
within and on the Earth of the Earth’s resources.
influence the choices Investigate some
people make about strategies used by people
resource use and to conserve and manage
management. non-renewable resources,
e.g. recycling and the
alternative use of natural
and made resources.

Note: Not all activities may be captured by the video. Assume they were covered by the teacher.

Time Teaching and Learning Actions

5 min Lesson Preliminaries/Administration
 Settle students into the classroom.
 Mark the roll.

10 mins Direct Instruction

 Welcome students and remind them of the topic.
 Introduce students to high density polyethylene as a non-renewable resource used to
make plastic bags.
 Key ideas for this lesson are cause and effect with questions being “why do we use so
many plastic bags in Australia?” and “what is the effect on the environment?”
 Another key idea is solutions with questions being “what have governments done to solve
problems caused by plastic bags?” and “what can citizens do to solve problems caused
by plastic bags?”
 Give overview of activity:
 Designing renewable alternatives to plastic bags using newspapers. Teacher will
show students a design and they will improve that design.
 Give overview of thinking tools to be used:
 Think-pair-share
 Cause-effect map
 Pros-Cons-Questions

10 mins Think-Pair-Share Activity

 Give students true/false statements worksheet with questions like “the average plastic
bag is used for only 5 minutes but can take up to 1,000 years to break down in the
environment.”

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  Students have 2 minutes to individually answer the questions (think).
 Students then have 1 minute to discuss their responses with the student sitting next to
them (pair).
 Teacher will then lead class discussion based on worksheets for 5 minutes (share).
10 mins Cause-Effect Mapping Activity
 Give students cause-effect map worksheets.
 Students have 2 minutes to think of as many reasons for why we use so many plastic
bags in Australia.
 Ask student to have a moment and think how many plastic bags they use around their
own house within a week and write an estimate
 Go around the class to check student understanding. Highlight the link between the
causes identified and the production of high density polyethylene bags.
 Students have 2 minutes to list as many sub-effects of the production and use of plastic
bags. Circulate to assist students.
 While circulating to the students, ask them on the estimate number of plastic bags used
in their household and whether discuss with pairs whether cultural background and
number of people in the house influences this number.
 Teacher leads brief class discussion to summarise the environmental effects identified by
the students.
5 mins Direct Instruction
 Teacher to show students how to construct a biodegradable bin liner by folding 4 sheets
of newspaper. The bin liner will fit into the teacher’s waste-paper basket.
 Add background story on the utilisation of paper bin liner and how they were useful to
myself
5 mins Pros-Cons Activity
 Teacher invites students to highlight the pros and cons of the biodegradable bin liners.
 After understanding all the knowledge students to decide which would be more efficient
for society, plastic bags or liners.
15 mins Student-Centred Activity
 Students to identify ways to improve the bin liners using the MAS sheet.
 Students to work in pairs to refine the newspaper bin liners. Circulate around the room to
assist students.
 Students demonstrate their improved designs to the teacher, using the teacher’s waste
paper basket as a test.
 Teacher to encourage peer support during demonstrations.
 Summarise and close the lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-13ES Informal questioning of student understanding as the lesson
progresses.

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Academic Justification

The bin liner lesson was an excellent example of a teacher utilising almost all aspects of NSW

Quality Teaching (QT) model, which was created in order to guide and support educators with their

teaching practise. However, reflecting and the consideration of other teaching methods is an

essential asspect for a teacher (Waring & Evans, 2014), and after much consideration four elements

were selected for improvement from the QT elements. These were 3.6 Narrative, 3.1 background

knowledge, 3.2 cultural knowledge and 1.3 problematic knowledge.

According to the QT practise guide, storytelling is a unique method in portraying knowledge to

students within a classroom as it aids in keeping the students engaged by “bringing the knowledge

to life” (NSW Department of Education, 2006 p.50). To be able to convey knowledge to ones

students through storytelling is an important aspect in teaching hence why it is an essential element

in the quality teaching practise. Bunker (2005) states that narrative through teaching can allow the

students to gain a perspective on their own lives while also providing information that can help

“facilitate self-understanding and the understanding of others and situations” (p.1). Within the

lesson plan there was no element of storytelling, thus the decision to alter the lesson plan in adding

a section where the teacher mentions his experience in utilising bin liners instead of plastic bags.

The addition of this aspect is believed to add more depth to the lesson and for the students to gain a

new perspective on the bin liners through the story of their teacher.

Paying attention to ones students and understanding what knowledge they already have is an

essential aspect to being a teacher (Ernst-Slavit, 2002). With an understanding on the student’s

knowledge, teachers can create connections with the student’s background knowledge, which will

allow them to develop a deeper understanding on the lesson. It is also believed that utilising

background knowledge can enhance ones teaching and learning especially when mixed with the

participants own experiences (Ernst-Slavit. 2002). Therefore, although minimum background

knowledge was used in the lesson, it was not enough to allow the lesson become one students were

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able to relate to in their everyday lives. Hence the addition of the section that encourages students

to estimate how much plastic bags their families use. With this students would be able to realise the

extent of plastic bag usage though their own perspectives, allowing them to attain further

understanding.

Cultural knowledge is also an important element of the QT practise guide that the teacher had not

demonstrated much of. Ones culture may be the determining factor for many decisions and

standards and is therefore an important element in everyday life (Hou 2011). It is important to add

cultural knowledge in lesson as it assists in enhancing the students understanding and acceptance

towards diversity (NSW Department of Education, 2006). Within the bin liner lesson, the teacher

made small mentions on Australia’s culture with the utilisation of plastic bags however no

references to other ethnic or social group was made, therefore lacking the depth of cultural

knowledge. Hence the addition of the section where the teacher encourages the students to talk

about their cultural background in regards to the usage of plastic bags. This will allow students to

become aware of diverse experiences of students depending on their culture.

The last amendment made to the lesson plan was done so in order to improve the problematic

knowledge element of the lesson plan. According to the quality teaching practise guide, it is

valuable for students to be able to receive knowledge not as a “fixed body of situation but as being

socially constructed” (NSW Department of Education, 2006 p.16). The class discussion as it allows

for perspectives to be shared through and questions to be brought forward demonstrated a good

display of problematic knowledge. However, the class activity and worksheet are based on facts,

right or wrong answers, therefore not portraying aspects of problematic knowledge. In order to

balance out the facts sheet aspect of the lesson, the addition of the discussion on the student’s

opinions of whether plastics bags or bin liners were more efficient will allow the students to display

more elements of problematic knowledge and therefore balance out the lesson.

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The lesson plan has overall been amended to increase student direction and maintain student

interest, engagement and motivation to encourage student learning. By adding sections to the lesson

plan to enhance the QT elements of narrative, background knowledge, cultural knowledge and

problematic knowledge, the lesson plan can be said to meet all elements of the QT practise guide.

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References

Bunkers, S. (2005). The Use of Narrative in Teaching-Learning Experiences. Nursing Science

Quarterly, 18(4), 306.

Connell, R., Welch, Tony, author, Vickers, Margaret, author, Foley, Dennis, author, Bagnall,

Nigel, author, Hayes, Debra, author, . . . Campbell, Graig, author. (2013). Education, change

and society (Third ed.).

Ernst-Slavit, Gisela, Moore, Monica, & Maloney, Carol. (2002). Changing lives: Teaching

English and literature to ESL students: To enhance learning for ESL students the authors

provide selected background knowledge and strategies.(English as a Second Language).

Journal of Adolescent & Adult Literacy, 46(2), 116-128.

Hou, L., & Lu, Z. (2011). Exploring Cultural Knowledge in EFL Teaching in an EAVSC*.

Journal of Language Teaching and Research, 2(1), 279-283.

NSW, Department of Education and Training. (2006). Quality Teaching in NSW Public Schools: A

Classroom Practice Guide (p. 10). Ryde NSW: Professional Learning and Leadership Development

Directorate.

Waring, M., & Evans, C. (2014). Understanding pedagogy: Developing a critical approach to

teaching and learning [Ebook] (p. 18). UK: Routledge. Retrieved from

https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=1829352

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Learning Portfolio Web Link

https://zaynabt.weebly.com

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