102086 Designing Teaching & Learning 2H 2017

Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only
standards directly addressed in Designing Teaching & Learning that are relevant to this assignment have been
included. However, this does not mean the other standards are irrelevant to lesson planning and evaluation
more generally.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1234 Comments:
5 These students do not seem to be represented in the lesson plan at all.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1234 Comments:
5 There are no strategies present in the lesson plan which relate to students who are of
Aboriginal and Torres Strait Islander background.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1234 Comments:
5 The teacher has given students the option to use dictionaries for words they may not know
how to spell, which would help students who need more support with spelling and
interpretation. Differentiation is used in the lesson plan. There are no activities or
opportunities for gifted and talented students to complete extra tasks.
1.6 Strategies to support full participation of students with disability
1 2 3 4 Comments:
5 There are no strategies present in the lesson plan which assist students who have a disability.
2 Know the content and how to teach it
2.2 Content selection and organisation
1234 Comments:
5 Content does not seem thought provoking enough, all elements in the lesson plan seem like
they're created very low element interactivity. Work sheet is the only time when students are
able to apply their knowledge which does not seem sufficient. The YouTube clip comes very
late in the lesson and this placement is problematic as it leaves no time to discuss the clip and
it's relevance to the lesson.
2.3 Curriculum, assessment and reporting
1234 Comments:
5 Informal assessment is present with the use of the concept map in class as a way to assess
what students already know about ancient Egypt. The use of worksheets also acts as a form of
assessment as the teacher can identify which students are able to apply the content learnt in
class and those who cannot. There is potential for reporting but it is not explicitly explained in
regards to how this will be done. Lesson plan does relate to curriculum.
2.6 Information and Communication Technology (ICT)
1234 Comments:
5 There has been use of ICT in the lesson plan but it is very brief and misplaced. The YouTube
clip explores an introduction to ancient history but there is no discussion and opportunity to
unpack this clip effectively as it is shown at the end of the lesson.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1234 Comments:
5 Activities included in the lesson plan are quite simple and don't present students with much of
a challenge. The work sheets are quite simple and aren't thought provoking or require so
much effort.
3.2 Plan, structure and sequence learning programs
1234 Comments:
5 The structure of the lesson plan is not ideal as it finishes with an introductory YouTube clip at
 the end of the lesson which is not actually discussed. Too much time is spent brainstorming
and the context of words aren't explored.
3.3 Use teaching strategies
1234 Comments:
5 Use of teacher centred and student centred learning is evident with group work as well as
teachers continued guidance.
3.4 Select and use resources
1234 Comments:
5 Students make use of their school books as well as worksheets which are provided by teacher.
Use of ICT is also integrated in the lesson. This means a range of resources were used to
maintain the interest of students.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1234 Comments:
5 Students working in pairs creates a comfortable environment for them to complete the task
and then contribute to the class a whole. All students are given the opportunity to participate
as the teacher asks each pair for their answers.
4.2 Manage classroom activities
1234 Comments:
5 Each activity has a rough time limit to reach which creates more efficiency with classroom
management. Teacher constantly has instructions ready for the students. Teacher also brings
the class back together after group work.
4.3 Manage challenging behaviour
1234 Comments:
5 Teacher seems to be monitoring the students constantly which decreases the chances of
challenging students becoming out of control. There is no explicit reference regarding the
management of difficult students.
4.4 Maintain student safety
1234 Comments:
5 WHS standards and expectations are attached at the end of the lesson plan. This indicates that
the teacher is aware of potential risks and is able to maintain student safety.
4.5 Use ICT safely, responsibly and ethically
1234 Comments:
5 YouTube clip is highly relevant and appropriate to the students.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1234 Comments:
5 Informal assessment is created with the use of the concept map to assess prior knowledge of
the topic. Worksheets act also as an informal assessment in regards to how well content is
applied. Worksheets also have the potential to be graded but it is not clear if they will be.
5.2 Provide feedback to students on their learning
1234 Comments:
5 There is no evidence of student feedback on their learning in the lesson plan.

Section 2: NSW Quality Teaching Model

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:
5 The only knowledge gained is the definition of words, but these words are not explored on a
deeper level. Words are not related to context.
1.2 Deep understanding
1 2 3 4 Comments:
5 Activities seem easy to grasp in terms of understanding, but deep understanding is not
stimulated.
1.3 Problematic knowledge
1234 Comments:
5 There isn't opportunity for problematic knowledge as tasks are based on definitions and
applying definitions,
1.4 Higher-order thinking
1 2 3 4 Comments:
5 Higher order thinking is not stimulated throughout the lesson plan as the activities are quite
simple and basic.
1.5 Metalanguage
1 2 3 4 Comments:
5 Lesson focuses heavily on terminology in relation to ancient Egypt which means many new
terms are used and applied by students.
1.6 Substantive communication
1 2 3 4 Comments:
5 Finding the definition of words related to ancient Egypt as well as mind mapping new words
allows for the opportunity of discussion. Students have the opportunity to communicate in
pairs as well as to the teacher.
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 Comments:
5 No reference to explicit quality criteria.
2.2 Engagement
1 2 3 4 Comments:
5 Shifting of activities means that students remain engaged during the lesson. Also the use of
pairs stimulates engagement. However, there is not a point in the lesson where there is a
whole class discussion which limits engagement. Activities also seem repetitive and simular
and so students may become bored.
2.3 High expectations
1 2 3 4 Comments:
5 The lesson plan seems to achieve only the ability to understand the definition of key words
which doesn't reflect high expectations.
2.4 Social support
1 2 3 4 Comments:
5 Students are given the opportunity to work in pairs as well as to report their findings to the
teacher. There isn't opportunity for a class discussion which does limit social support.
2.5 Students self-regulation
1 2 3 4 Comments:
5 Students have to complete the worksheet on their own which means there is an aspect of self
regulation in the lesson plan.
2.6 Student direction
1 2 3 4 Comments:
5 Students do not really have the opportunity to direct how the lesson is going. Students are not
given the chance to make suggestions or have options in regards to what activities they do in
class.
3 Significance
3.1 Background knowledge
1 2 3 4 Comments:
5 Students working on their concept maps allows them to brainstorm and think about any
background knowledge they have in regards to the topic. There is not much discussion about
these words and so background knowledge isn't discussed effectively.
3.2 Cultural knowledge
1 2 3 4 Comments:
5 Although students explored key words which relate to ancient Egypt, cultural knowledge in
relation to this is not expressed in the lesson plan. There is massive potential for cultural
knowledge to be explored but it is not explicitly explored in the lesson plan.
3.3 Knowledge integration
1 2 3 4 Comments:
5
3.4 Inclusivity
1 2 3 4 Comments:
5 Inclusivity is evident with the teacher asking each pair about what they came up with. There
is room for more inclusivity.
3.5 Connectedness
1 2 3 4 Comments:
5 An understanding of ancient Egypt allows for an understanding of the evolving world. Some
terminology learnt could relate to the world in a broader sense.
3.6 Narrative
1 2 3 4 Comments:
5 There is no mention of specific stories about ancient Egypt and there is no evidence of
narratives in the lesson plan.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 1.3 Students with diverse linguistic, cultural, religious 2) 2.6 Information and Communication Technology (ICT)
and socioeconomic backgrounds
QT model
1) 1.4 Higher-order thinking 2) 1.1 Deep knowledge
 Topic area: Stage of Learner: Syllabus Pages:
Ancient Egypt 4 60
Date: 14/03/2016 Location Booked: Lesson Number: 1 /14
Time: Total Number of students Printing/preparation
60 minutes 24 Kahoot quiz

Outcomes Assessment Students learn about Students learn to

Lesson assessment
Key words/elements Describe the geographical
Syllabus outcomes Concept map and concepts in Ancient setting and natural
HT4-2 describes major periods understand what Egyptian society. features of the ancient
of historical time and students already society.
sequences events, know on the topic The relationship
people and societies between modern day Contextualise objects,
from the past HT4-9 Informal customs/structures and individuals and concepts
uses a range of assessment via how they are influenced in relation to Ancient
historical terms and kahoot as well as by ancient societies. Egypt by understanding
concepts when opportunity to definitions.
communicating an compare results
understanding of the between quizzes. Contextualise words and
past phrases learnt in class.
Questioning
students in regards Use Kahoot.
to context with the
use of
differentiation in
order to assess
students based on
their ability.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

ICT capability Kahoot, YouTube clip and use of Understanding historical terms and themes, literacy
smart board. skills.
 Time Teaching and learning actions
Intro Students are to come in and settle in to
class. Teacher is to call out the Roll.
0-5
Body Ask students what they know about ancient
societies in general and also ask students
5-15
about what languages they speak apart from
English. Allow students to explore their
identity and their personal culture, religion
and socioeconomic background through a
whole class discussion.
Concept Map: Teacher is to get students into
15-25 pairs and in their workbooks ask every
student to write Ancient Egypt in the
middle of the page. Instruct students to
write as many words they know that relate
to the topic around the page, they are to
collaborate with their partner. They may use
a dictionary if they are unsure of spelling.
YouTube Clip
25-35
Show students an introduction of Ancient
Egypt and discuss the content of the video.
Allow students time to add new concepts
and words learnt from the video into their
concept maps. They can do this as they
watch the video.
https://www.youtube.com/watch?v=KdtgX9
ORiW 4
At this point, words that should be included
in concept map are:
Mummification, Desert, Hieroglyphics,
Domesticate, Egypt, Delta, Scribe,
Embalming, Inundation, Irrigation, Famine,
After Life, Dynasty, Sarcophagus, Oasis,
Deities, Papyrus, Pyramid, Ploughing,
Pharaohs, The Nile River, Canopic jars,
Shadoof
Organisation Centred
T/S
Teacher: Instruct students to
come in and be prepared.
T
Teacher is to call out the Roll.
Student: Following instructions.
Resources:
Teacher: moderates the class
discussion by allowing students
who put their hand up to share
their personal experiences.
Student: following instructions T/S
as well as has the ability to
explain their personal affiliation
with culture. Language, religion
and socioeconomic background.
Resources:
Teacher: Provide instructions on
concept map
Student: Work in pairs to create
T/S
a concept map.
Resources:
Teacher: Show YouTube clip and
have students involved in a
group discussion. Allow
students the opportunity to
build on their concept map to
reflect building on their
knowledge.
Student: Listen and engage with
content.
Resurces:
T/S
https://www.youtube.com/wat
ch?v=KdtgX9ORiW 4
Access to a smart board to show
the video.
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 Students have the opportunity to ask
teacher what these words mean if they need
more clarification.
Focus on contextualising knowledge and
contextualising the words that have been
35-45
learnt in class. Ask students what they
believe the significance of the Nile river was
for the flourishing of ancient Egypt?
Integrate other key terms learnt and ask
students what the purpose of these
concepts are in relation to ancient Egypt.
Ensure that all students answer at least one
question by differentiating questions
towards different student, depending on
their skill level.
45-55 Use kahoot to conduct a quiz based on the
content learnt in class in relation to ancient
Egypt. Gather results. Keep these to make
comparisons with a follow up quiz.
Tell students that the person with the top
score will be awarded a merit certificate.
Conclusi Pack up and ask students to revise the class
on content as a different kahoot quiz will be
55-60 given next week as revision and results will
be compared with current results to see if
there has been improvement made. Assure
students that this will be an informal
assessment and will not go towards grades.
Teacher: Asks specific questions
to particular students until all
students have answered at least
once.
Student: Considers the context T/S
of ancient egypt and answers
teachers questions about the
purpose and significance of key
terms.
Resources:
Teacher: Organises quiz before
the lesson. Explains to students
how Kahoot works and displays
the Kahoot quiz on smart board S
for all students to see.
Student: Takes part in quiz.
Resources: Computers/tablets.
Acceess to https://kahoot.it/
Game pin: 253223
Teacher: facilitate packing up
and explain what needs to be
T
prepared before the next
lesson.
Student:
Resources:
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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 Through understanding student background knowledge
students can list what they already know about the topic
and I will be adding new terms into their vocabulary to
encourage interest
HT4-9 Students gain an understanding of new concepts and
vocabulary through concept map activity

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Justification

The justification will discuss the four main improvements made to the original History lesson plan.
The main changes made focus on the Australian Professional Standards for Teachers (APST) and
the NSW Quality Teaching Model (QTM). The reason these changes were made was because they
were either absent or very poorly executed in the original lesson plan.

The first element which will be explored is standard 1.3 from APST. Students should be
encouraged to share their personal affiliation with languages, culture, religion and socioeconomic
backgrounds as a way to establish an understanding of the society in which the lesson will be
delving into. It is common for students in many schools to come from diverse backgrounds and so
it is a good opportunity for students to find customs that they are part of which may be relevant
to customs of ancient Egypt. Standard 1.3 assists students to have a connection with the content
being learned in class as it makes it more relevant to students when they are able to compare and
contrast personal experiences in their contemporary society, with customs and experiences of
those who lived in ancient Egypt (Bender, 2012). By doing this, students are placed into the
correct mind set as they will understand ancient Egyptian customs, hierarchies and religions more
effectively because they can relate to a certain extent. This task also promotes higher order
thinking as students are comparing two very different societies.

ICT has been incorporated and managed in the new lesson plan, in a logical sequence so that
students can get the most out of its use. The YouTube video has been placed earlier on in the
lesson plan to allow more time for reflection and discussion in relation to the information
presented in the clip. Research has shown that use of ICT in the classroom promotes "active and
independent learning" which ultimately means that students range of learning skills are
strengthened (Jarvis, 2014).The addition of the Kahoot quiz into the lesson plan allows for
effective use of ICT as a tool to measure how well students can apply knowledge they have learnt
in class. The tool is efficient and results can be viewed by teacher as a way to highlight students
abilities and work towards bettering them.

In relation to NSW Quality Teaching Model, changes were made to the original lesson plan in
order to create a better quality of Higher order thinking and deep knowledge for students. Higher
order thinking was implemented by teaching students to contextualise the key terms they had
learnt in the lesson. Students are not simply asked to define words, but to also be questioned
about their significance, purpose and use in the context of Ancient Egypt. Higher order thinking is
also promoted with the implementation of standard 1.3 as students are not only analysing Ancient
Egypt, but are able to draw connections and differences between the ancient and modern world
(Ludwig, J., & Gore, J. 2003). Contemporary research suggests that the implementation of
technology into lessons actually promotes higher order thinking as students must "solve
problems" and remain focused in order to complete ICT tasks such as Kahoot (Lee & Choi, 2017).
The use of smart-boards along with YouTube clip and Kahoot means that students minds are
constantly stimulated and higher order thinking is activated with the activities associated with
these ICT based activities.

Deep knowledge was broadened in the updated lesson plan by incorporating more challenging
tasks in the lesson. This includes the incorporation of contextualising knowledge as applying the

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terms to their context gives students a deeper understanding of Ancient Egypt and life during this
time. This allows students to also develop the skills to understand the relationship with power
structures, everyday life and customs of Ancient Egypt in relation to the modern world. This
broadens students knowledge of the world and history and ultimately develops and exercises
their ability to process knowledge in depth. Research has shown that having discussions about
class content stimulates deep thinking and ultimately allows students to gain deep knowledge
about the content (Strahan, D., Hedt, M., & Melville, C. 2014). This is why the new lesson plan
incorporated more opportunity for discussion and questioning throughout the lesson as a means
to promote deeper knowledge of the topic. Research also states that learning new and
complicated words has a direct impact on gaining deep knowledge, as students are able to express
themselves more effectively and intelligently in relation to content (Goel & Singhal,2016). This is
why the lesson plan has a massive emphasis of learning new terms which relate to Ancient Egypt.
These terms are repeated and tested using the Kahoot quiz as a means to maintain the use of
deep knowledge throughout the lesson.

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References:

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list

Jarvis, M. (2014). Brilliant ideas for using ict in the classroom : a very practical guide for teachers and
lecturers. Retrieved from https://ebookcentral.proquest.com

Lee, J., & Choi, H. (2017). What affects learner's higher-order thinking in technology-enhanced learning
environments? The effects of learner factors. Computers & Education, 115, 143-152.
http://dx.doi.org/10.1016/j.compedu.2017.06.015

Strahan, D., Hedt, M., & Melville, C. (2014). Literacy integration through seminars: teacher and student
perspectives on efforts to nurture deep thinking. Middle Grades Research Journal, 9(1), 53+. Retrieved
from
http://ezproxy.uws.edu.au/login?url=http://go.galegroup.com.ezproxy.uws.edu.au/ps/i.do?p=AONE&s
w=w&u=uwsydney&v=2.1&it=r&id=GALE%7CA394232642&asid=3c83a84af54d71343560f8206410b6e8

Goel, A. K., & Singhal, P. (2016). Product Innovation through Knowledge Management and Social Media
Strategies (pp. 1-421). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-9607-5

Bender, T. (2012). Discussion-based Online Teaching to Enhance Student Learning: Theory, Practice, and
Assessment. Stylus Publishing, LLC.

Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom practice guide Retrieved
from http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003- Quality_Teaching_Guide.pdf

ePortfolio Weblink:

http://raassoum.weebly.com

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