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CONTENTS
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Lesson Plan Analysis
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)
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However, limited use of ICT, improvements could be made by e.g. using
interactive learning resources.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 2 3 4 5 Comments: Student participation and social inclusion is well demonstrated as
most of the activities are carried out in groups.
4.2 Manage classroom activities
1 2 3 4 5 Comments: Teacher has managed the activities wisely and has given students
enough time to carry out the tasks.
4.3 Manage challenging behavior
1 2 3 4 5 Comments: not mentioned in this lesson plan. No strategies outlined to manage
challenging behavior and no rules outlined for students to follow.
4.4 Maintain student safety
1 2 3 4 5 Comments: not mentioned in this lesson plan.
4.5 Use ICT safely, responsibly and ethically
1 2 3 4 5 Comments: not mentioned in this lesson plan due to the lack of ICT materials
for students to directly engage with.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 2 3 4 5 Comments: no sign of initial assessment to examine students prior knowledge
of the authors and their speeches.
5.2 Provide feedback to students on their learning
1 2 3 4 5 Comments: does not mention any sign of feedback to students on their learning.
This needs to be added to the lesson plan.
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 activities tasks adhere to the Australian Learning curriculum
objectives. However, the key concepts of speech need to be tied to real life
situations outside the classroom.
1.2 Deep understanding
1 2 3 4 5 Comments: The procedure and activities provide students with ample
opportunity to demonstrate understanding of the lessons concepts and
relationship between concepts.
1.3 Problematic knowledge
1 2 3 4 5 Comments: Knowledge is constructed via communication with peers and
teamwork and a discussion of results is present.
1.4 Higher-order thinking
1 2 3 4 5 Comments: students are prompted to create their own speeches by employing
the language features and style of text they learned by the other authors.
1.5 Metalanguage
1 2 3 4 5 Comments: characters appearance, development, poetic techniques, culture,
plot, racism, freedom.
1.6 Substantive communication
1 2 3 4 5 Comments: lesson plan doesnt include questions to expand thinking and
prompt complex responses.
Quality learning environment
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2.1 Explicit quality criteria
1 2 3 4 5 Comments: The lesson plan does not include frequent, detailed and specific
statements of what students are asked to do.
2.2 Engagement
1 2 3 4 5 Comments: the lesson is somewhat engaging as it includes team communication
and group work however more attractive activities can be implemented.
2.3 High expectations
1 2 3 4 5 Comments: the lesson plan does not explicitly set high expectations of the
students.
2.4 Social support
1 2 3 4 5 Comments: social support is mentioned such as group work and team
communication however can be improved.
2.5 Students self-regulation
1 2 3 4 5 Comments: lesson plan includes independent activities to be carried out
individually by all students.
2.6 Student direction
1 2 3 4 5 Comments: Students are given the set tasks and have no choice in how they will
undertake them.
3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: explanation to reinforce and establish background knowledge is
eliminated. Improvement is needed.
3.2 Cultural knowledge
1 2 3 4 5 Comments: no explicit reference to other culture.
3.3 Knowledge integration
1 2 3 4 5 Comments: no meaningful cross-curricular or cross-topic connections are made.
3.4 Inclusivity
1 2 3 4 5 Comments: all students regardless of their background can participate in the
Introduction, discussion, watching the film and answering questions.
3.5 Connectedness
1 2 3 4 5 Comments: through team work and communication, a sense of connectedness is
implemented.
3.6 Narrative
1 2 3 4 5 Comments: lack of technology used within the lesson plan as there are only
Venn diagrams and worksheets implemented.
QT model
1) 2.6 Student Direction 2) Knowledge Integration
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Modified Lesson Plan
- Identify and explore the Self Assessment: Carry Students learn about - Work in groups to
purposes and effects of out a formal speeches as powerful come up with solutions
different text structures assessment of Types spoken texts by and to share personal
and language features of of texts quiz. considering two experiences and ideas.
spoken texts and use this speeches from
knowledge to create different contexts.
purposeful texts that - Team Collaboration: - Sharing research
inform, persuade and Building knowledge by findings with one
engage. having students to - EN5-3B selects and another so that all
research about Martin uses language forms, individuals acquire the
Luther King and features and background
- EN5-1A responds to and Richard Gill structures of texts knowledge of the
composes increasingly appropriate to a range texts.
sophisticated and sustained of purposes,
texts for understanding, - Questioning audiences and
interpretation, critical throughout the lesson contexts, describing - EN5-9E purposefully
analysis, imaginative to ensure students and explaining their reflects on, assesses
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expression and pleasure engaged and on track effects on meaning and adapts their
individual and
collaborative skills
- EN5-2A effectively uses - Provide students with - EN5-7D with increasing
and critically assesses a the I Have a Dream understands and independence and
wide range of processes, worksheet and have evaluates the diverse effectiveness
skills, strategies and them ask any question. ways texts can
knowledge for responding represent personal
to and composing a wide and public worlds
range of texts in different - Formal Assessment:
media and technologies Teacher asks questions
to test students
understanding of
- EN5-6C investigates the audience and purpose
relationships between and by writing their own
among texts speeches.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
1. Aboriginal and Torres Strait Islander history and 1. Students are completing the unit The
culture connected with relevance to lesson. Power of the Pen which is a topic on
2. The topic of freedom and injustice is forms of text and how making language
explored choices achieve intended effects. This
3. General capabilities such as writing, reading, lesson will be focusing on speeches and its
listening and taking part in discussion. powerful effect in producing meaning.
4. Critical and creative thinking- results and
discussion
5. Integration of knowledge: connecting context 2. Students have prior knowledge of
with the topic. different forms of texts such as narratives,
recounts and expositions. They also have
acquired historical information about
aboriginal history which will be applied
throughout this lesson.
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Time Teaching and learning actions Organisation Centred
T/S
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Provide students with I Have a Dream Teacher: Student
by Martin Luther King Jr. and The value
of music education by Richard Gill Teachers role is to provide
worksheet. students with the worksheets and
provide motivation and
25 minutes Encourage students to express their initial encouragement during the
thoughts by answering the questions on activity. Also, teacher must
the worksheets regarding the speeches. prompt discussion.
Allow ten minutes for this task.
Student:
Then, have them listen and watch to both
speeches via you tube and prompt Students must fill out the
discussion by asking the following worksheet and take part in the
questions: discussion questions prompted by
the teacher.
- What ideas were relevant to our
society? Resources:
- What language features were - Overhead Projector
apparent? How did that affect
you? - http://www.capthat.com.au
- Which speech was more direct? /sites/default/files/Close%
- How are the speeches alike or 20look%20at%20speeches
different? %20worksheet%201.docx
- http://www.youtube.com/
watch?v=_1zxq0TCjIg&c
c=1
- http://www.youtube.com/
watch?v=HeRus3NVbwE
&cc=1
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Teacher:
Resources:
Resources:
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Academic Justification
The selected original plan for this assessment task lacked constructive detail and informative
procedures. In relation the Quality Teaching Model (Ludwig & Gore, 2003), it was evident
that the lesson plan lacked the elements of 2.6 Student Direction and 3.3 Knowledge
Integration. In relation to the Australian Professional Standards for teachers (AITSAL, 2016)
there was no evidence of element 2.2 clear content selection nor standard 5.1 Assess
students learning. By taking into consideration that this lesson is about integrating cultural
context and learning about language and text, the implementation of the APST standards and
QT model element 2.6 Student Direction was improved by modifying the body of the lesson
plan which included the activities and group work that students needed to carry out. Within
the original lesson plan, students did not have the agency to influence their activities or to
choose which group they would like to be a part of. According to research conducted by the
European Students Union, it was proven that the student-centred learning approach creates
active participation within the classroom (Attard et al., 2010). According to Dewey, he
encourages the teacher to shift from being the authoritative leader and becoming more of a
facilitator in learning. This will give students the feeling that they are capable of learning and
are motivated to enhance the structure of the self (Dewey, 1916). As students settle into the
classroom, they are integrated into a student-centred learning approach by providing them
with the agency to choose which groups they wish to join as well as engaging in class
activities. Also, prompted discussion by the teacher has given them complete freedom to
express their ideas and experiences. This modification develops student direction and
converts the teachers role from being direct to creative and helpful. Thus, these
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modifications meet the criteria of element 2.6 where students can select the tasks they wish to
work on and have options to choose from (Department of Education and Training, 2006).
about the concept of freedom and injustice and how these themes relate to indigenous
context. This allowed the students to integrate their ideas into real life situations and propose
critical thinking. According to the Department of Education and Training (2003), knowledge
education and provides explicit contextual information. The discussion questions prompted
cross curricular connections such as connecting indigenous context with the topic, portrayal
of critical and creative thinking as well as general capabilities such as writing and reading
skills etc.
Moreover, APST standard 2.2 Clear content selection was improved by organising content
into an effective learning and teaching sequence. The original lesson plan was not placed in a
table and time duration as well as resources for every activity was not mentioned beside each
other. The content was modified by explaining in more detail every step and what type of
questions are needed within the discussions. Resources and time duration were placed next to
each activity so that the teacher can keep track of time and make sure that all materials are
available. The lesson plan was also divided into three sections such as introduction, body and
conclusion making it easier for any teacher to follow the lesson plan. Hence, it is essential to
incorporate clear content within the lesson plan so that one can implement a well-structured
learning and teaching program that engages students and promotes learning (NESA, 2017).
Thus, as one can see clear content has been implemented within the lesson plan to ensure
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Last, the APST Standard 5.1 Assess Students Learning, was improved by incorporating
formal and informal assessment. Initially, the original lesson plan incorporated a quiz
however it required ongoing student assessment. The modified lesson plan contains: i) quiz;
ii) group discussion; iii) open class discussion; iv) individual written responses; and v)
writing their own speech. The modified lesson plan focuses more on assessing students
learning throughout the entire lesson. This allows the teacher to see if students are on the
same level of understanding and helps to clarify ones expectations and performance criteria
to students (NESA, 2012). The modified lesson plan also mentions ongoing feedback as a
major role. The implementation of ongoing feedback and support provides the student with
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References
A Classroom Practice Guide. (2003). Department of Education and Training. Retrieved from
http://web1.muirfieldh.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teach
ing%20Guide.pdf
Attard, A., Loio, E., Geven, K., & Santa, R. (2010). Student Centred Learning. Retrieved from
https://media.ehea.info/file/ESU/07/4/2010-
T4SCL_An_Insight_Into_Theory_And_Practice_565074.pdf
Australian Curriculum v.8.3 F-10 Curriculum. (2016). Australian Curriculum. Retrieved from:
http://www.australiancurriculum.edu.au/
Ladgiw, J., & Gore, J. (2003). A classroom Practice Guide. Quality teaching in NSW public
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf
https://educationstandards.nsw.edu.au/wps/wcm/connect/de55f844-57d5-418b-9f62-
96f31be98dda/NESA+Proficient+Teacher+-
+Examples+of+Practice.pdf?MOD=AJPERES&CVID=
NSW Education Standards Authority. (2012). English K-10 Syllabus. Retrieved from:
http://syllabus.nesa.nsw.edu.au/english/english-k10/
Quality Learning Environment. (2010). Department of Education and Training. Retrieved from
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/mychangingworld/my_changing_worl
d/lo/qt/qt_02.htm
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Learning Portfolio Web
http://shaymahamed.weebly.com/
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