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Taylor Laporte- 17790882

DTL Assessment 2

Table of Contents
Original Lesson Plan ....................................................................... 2-8
APST and NSW QT Model Grading ............................................. 9-12
Lesson Plan with Modifications ............................................. 13-14
Reflection and WHS Considerations ............................................... 15
Justification of Lesson Plan Changes ........................................ 16-17
Reference List and Weebly Link ................................................. 17

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102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis

Section 1: Australian Professional Standards for Teachers


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
1–2–3–4–5 Comments: While there is differentiation shown for gifted students and students with learning difficulties,
there is no differentiation for linguistic, cultural or socioeconomic backgrounds. This could be achieved
by showing the method for the steel wool experiment in pictorial diagrams to overcome language
differences. Should the students need to purchase equipment, hire equipment should be made available to
provide equitable outcomes for low SES students in this lesson.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: No differentiation shown for Aboriginal and Torres Strat Islander students

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: The lesson plan does give some suggestions for differentiation for both gifted and disabilities.
Although the differentiations for gifted students are insightful, the suggestions for disabled students are
superficial at best. Students with disabilities may need more than peer support as suggested in the lesson
plan

1.6 Strategies to support full participation of students with disability


1–2–3–4–5 Comments: The lesson plan does mention inclusivity and suggests some minor differentiations for disabled
students. These students may need more radical differentiation than the modifications suggested here.

2 Know the content and how to teach it


2.2 Content selection and organisation
1–2–3–4–5 Comments: Related concepts are all discussed conjunctively in this lesson and are set out in a clear, logical
manner. I do however, note that the concept of reduction is not mentioned in this lesson. It would be
beneficial to discuss oxidation and reduction together, as they are equal and opposite reactions, often
occurring together.

2.3 Curriculum, assessment and reporting


1–2–3–4–5 Comments: All concepts covered meet or partially meet curriculum/syllabus dot-points, and the students
are to be assessed on journal writing. The teacher can keep a record of students work this way. I pose that
having the students write a Scientific report would be even more beneficial.

2.6 Information and Communication Technology (ICT)


1–2–3–4–5 Comments: There is mention that ICT can be incorporated into this lesson by having students tabulate and
graph their results. This is not required and students could simply handwrite this instead. I would go
further, having the students research the chemical equation for oxidation of iron and perhaps video the
changing steel wool as well as use ICT to tabulate and graph results.

3 Plan for and implement effective teaching and learning


3.1 Establish challenging learning goals
1–2–3–4–5 Comments: Students are encouraged to reflect on prior knowledge and consider possible answers to
questions posed by the teacher. The questions suggested in the lesson plan require complex thought and
help to develop deep knowledge.

3.2 Plan, structure and sequence learning programs


1–2–3–4–5 Comments: The lesson is well structured and set out in a clear, precise manner. It would be easy for
students to follow along with the lesson content as it is presented in a sequential manner.

3.3 Use teaching strategies

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1–2–3–4–5 Comments: There is evidence of use of questioning to encourage deep thought from students and to
encourage critical thinking about the natural phenomena around them. Other than a small amount of
teacher-centred questioning, most of this lesson is student-centred, letting students prepare their own
equipment for use, experience and physically see the scientific concepts being discussed. There could be
room to let students develop their own questions which could be answered by further experimentation, or
by the teacher.

3.4 Select and use resources


1–2–3–4–5 Comments: The resources used are both cheap and easily sourced. This makes it easy for the school to
fund and provide these resources

4 Create and maintain supportive and safe learning environments


4.1 Support student participation
1–2–3–4–5 Comments: Students must work in pairs, complete a journal and answer a series of questions. All of which
encourage student participation. Further use of ICT may engage students further.

4.2 Manage classroom activities


1–2–3–4–5 Comments: Students are to follow a set method in conducting their experiment and any deviation from
task will be easily noticeable. As the task is student centred, it will be easy for the teacher to walk around
the classroom, check students work and handle any disruption or deviation from task while others work.

4.3 Manage challenging behaviour


1–2–3–4–5 Comments: There is no mention in the lesson plan suggesting methods to manage behaviour.

4.4 Maintain student safety


1–2–3–4–5 Comments: Students are required to tie back hair, wear safety goggles and enclosed shoes in the laboratory
for their safety. The materials used in this lesson have been carefully chosen so as not to pose any
significant risk to student safety.

4.5 Use ICT safely, responsibly and ethically


1–2–3–4–5 Comments: Where ICT is mentioned, it is to be used to graph and tabulate experiment data. This is most
certainly safe, ethical and responsible.

5 Assess, provide feedback and report on student learning


5.1 Assess student learning
1–2–3–4–5 Comments: Students are to hand in their astro journal to the teacher for marking. In it, they will answer
questions and reflect on the experiment. The teacher will be able to use this material to assess student
learning. Students could be further assessed by conducting further individual research into the topic and
adding this research to a standard scientific report.

5.2 Provide feedback to students on their learning


1–2–3–4–5 Comments: Feedback will be given when students are returned their marked astro journals

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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 – 5 Comments: Students are required to know not just that oxygen is reactive, but that it is important to life and
is found in many key molecules. This constitutes deep knowledge.

1.2 Deep understanding


1 – 2 – 3 – 4 – 5 Comments: Students have to understand the reason oxygen is reactive and observe its reactivity in multiple
scenarios. Students must visualise the formation of rust through its chemical equation.

1.3 Problematic knowledge


1 – 2 – 3 – 4 – 5 Comments: The questions suggested in the lesson plan require deep thought and require students to link
oxidation and combustion. They ask students to consider everyday chemical reactions they may have seen
such as baking soda and vinegar. This could be extended by including reduction reactions

1.4 Higher-order thinking


1 – 2 – 3 – 4 – 5 Comments: Students must analyse their prior knowledge to answer the Astro journal questions, must link
oxygen to several different types of reaction. Further high order thinking could be achieved by having
students research the equation for rusting rather than posting it on the board.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: There is a high usage of scientific meta language in this lesson plan. Students are introduced to
the words combustion and oxidation along with students learning to read chemical equations. This may be
prior knowledge.

1.6 Substantive communication


1 – 2 – 3 – 4 – 5 Comments: There is significant evidence of communication of key concepts between students and the
teacher. The teacher also leads the questioning and can help to lead students toward the right answer without
directly stating the answer, giving students a change to display higher order thinking.

Quality learning environment


2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: There is no mention of quality criteria in this lesson plan. However, students are expected to
maintain WHS standards and use their equipment appropriately.

2.2 Engagement
1–2–3–4–5 Comments: all students are assigned to a pair and will be working together to perform the experiment and
will be computing data as well as answering questions. This constitutes a high level of engagement.

2.3 High expectations


1 – 2 – 3 – 4 – 5 Comments: Expectations of adhering to WHS standards, staying on task and participating in class discussion
are implied, but not expressly stated.

2.4 Social support


1 – 2 – 3 – 4 – 5 Comments: As the students are working autonomously in pairs, any students needing assistance should be
able to receive attention from the teacher. This is not specifically stated in the lesson plan

2.5 Students’ self-regulation


1 – 2 – 3 – 4 – 5 Comments: Students are to work autonomously in pairs. This gives them the opportunity to self-regulate
their actions.

2.6 Student direction


1 – 2 – 3 – 4 – 5 Comments: Students have set tasks to complete are directed towards these. Any deviation from task will
need to be addressed by the teacher.

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3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: At the beginning of the lesson, there is a clear layout of expected prior knowledge. This gives
students expectations of what they should already know in order to complete this lesson. This could be
enhanced by assessing prior knowledge at the beginning of the lesson

3.2 Cultural knowledge


1 – 2 – 3 – 4 – 5 Comments: No evidence of this within the lesson plan

3.3 Knowledge integration


1 – 2 – 3 – 4 – 5 Comments: This lesson requires students to link concepts from within the Science KLA but not between
concepts covered in other KLA’s

3.4 Inclusivity
1–2–3–4–5 Comments: All students are required to be part of a pair and work together to complete the task. The task is
readily achievable by students of all abilities and this constitutes inclusivity

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Students are asked to link combustion to oxidation and in a later lesson to photosynthesis and
respiration. They are not asked to relate these concepts to other KLA’s, although they are asked to relate
these concepts to daily life.

3.6 Narrative
1–2–3–4–5 Comments: No narrative is shown in this 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) 1.4 Strategies for teaching Aboriginal and Torres 2) 2.6 Use of ICT safely, responsibly and ethically
Strait Islander students
QT model
1) 3.2 Cultural Knowledge 2) 3.6 Narrative

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Lesson Plan

Topic area: Science Stage of Learner: Stage 5 Syllabus Pages:

Date: 12/05/2017 Location Booked: Laboratory 1 Lesson Number: 1/3

Time: 60 minutes Total Number of students- 30 Printing/preparation- 30 sets of Astro Astro Journal materials
(Narrative included if desired)

Outcomes Assessment Students learn about Students learn to


SC5-6WS/WS5.3 a, b and c/C57WS/ WS6 a, - Students will -The reactivity of oxygen -participate in an
b, c, d, e/WS9 b, c /CW3 a, f, g/CW4 perform an - chemical reactions can be investigation by
a/ACSSU179/ACSIS170/ SCLS-7WS SC4- experiment, exothermic or endothermic following a sequence
7WS/SC5-7WS collect and - Reactions involving Oxygen -collect, record and
compile data are usually exothermic interpret data and
Partially meets using information
CW3 d /SCLS-24CW/SC5-17CW technology

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- Aboriginal and Torres Strait Islander histories and cultures - Read and visualise chemical equations
-Critical and creative thinking - Know the chemical formula for oxidation of
-Information and communication technology capability Iron

Time Teaching and learning actions Organisation Centred


T/S
Intro . Listen to narrative Teacher: Give students a short narrative of John Teacher
10 mins . Discuss lesson outcomes the ship captain noticing orange spots appearing centred
. Discuss prior knowledge- Kahoot quiz on his ship. John thinks the air and water is causing with input
the spots on his steel ship. John designs an from
Quiz questions- (NASA, 2005) experiment to test this. students.
Plants make food from water, carbon dioxide, and
sunlight in a process called photosynthesis Ask students what they think the spots might be.
• Humans need oxygen, carbon dioxide, nitrogen,and
water. Discuss lesson outcome, that students will observe
• Properties of a gas describe unique characteristics of a oxidation in steel wool. Ask students if they have
gas heard of oxidation- mention that it is also known as
• The atoms of the same element are alike but are rusting. Allow students to share any stories about
different from atoms of other elements. Atoms may form rusting they may have.
molecules by bonding with other atoms.
• Different molecules have different properties. Kahoot quiz to assess prior knowledge
.Carbon dioxide and water vapor are greenhouse gases
Greenhouse gases increase the surface temperature of Student:
Earth Think about the narrative, share any prior
• A chemical change or reaction occurs when molecules knowledge of oxidation
change or transform by combining with other substances, Complete Kahoot quiz.
interchanging atoms with another molecule, or by
breaking down into separate atoms. Resources:
• About 100 different elements have been identified Computer, projector/monitor.
(periodic table) Narrative can be spoken or printed on worksheet
with Astro Journal questions.

Astro Journals
Body  Give sheet with experiment method and Teacher: Give out experiment sheet (found in Teacher
instructions lesson plan) with method and instructions. Give centred
 Answer any questions that arise time for students to read sheet and organise with
5 mins  Pair off students equipment. Allow time for questions about the allowance
procedure or equipment. for

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Pair off students student
input
Student: Read sheet, organise equipment

Resources: Handout with experiment method


. Students perform experiment Teacher: Observes experiment progress across all Student
. Teacher walks classroom to assist where necessary pairs and assists where necessary centred
20 mins
Student: Performs experiment as per experiment
sheet. (Found in lesson plan) while recording
temperature.

Resources: Materials as found on page


. Students will tabulate and graph results in excel while Teacher: Along with students, teacher will Both
15 mins teacher demonstrates (this is to save time in walking demonstrate tabulating and graphing temperature teacher
around the class assisting individual pairs) data in excel and
Student: Tabulate and graph temperature data in student
excel according to demonstration centred.

Resources: At least 1 electronic device with Excel


per pair, teacher computer and projector/monitor
Conclusion . Discuss as a class the results of the experiment Teacher: Student
. Ask students to share their observations and any Centred
10 min . Use molecule kits to build Iron Oxide molecule insights they may have learned in this activity.
. Give students their homework of writing a lab
. Give assessment/homework to write lab report report with Astro Journal questions included
including answers to Astro Journal questions . Write chemical equation for Iron Oxide formation
on board and ask students to build the Iron Oxide
molecule

Student:
Share their results and any insights gained. Build
Iron oxide molecule

Resources: The data, tables and graphs generated


by the students. Molecule kits

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Reflection
What have I learned about the teaching and learning process when preparing this lesson?

One lesson can incorporate many syllabus outcomes, making it easier for teachers to cover the
immense load of content our students are required to know. While researching strategies to teach
Aboriginal and Torres Strait Islander students, it became clear that it is not easy to differentiate a
Science lesson for ATSI students. Learning is not a linear process as it seems to be on the surface,
but instead is a cycle. One is consistently relating new concepts to already established knowledge
and reassessing the value of pre-established knowledge.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


SC5-6WS WS5.3 a, b and c All outcomes are to be measured by observing student
SC5-7WS WS6 a, b, c, d, e participation in class and by having the students write a lab
WS9 b, c CW3 a, f, g report with their experimental data and answers to the
CW4 a ACSSU179 Astro Journal Questions included
ACSIS170 SCLS-7WS
SC4-7WS SC5-7WS

Partially meets
CW3 d SCLS-24CW
SC5-17CW

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key
WHS considerations that are to be applied in this lesson?

Students will be working with open flame (Bunsen burner) and glass laboratory equipment.
As such, there is risk of burns and cuts. Under the Work Health and Safety Act 2011 (NSW
Government (2011)), risks must be eliminated or managed by those who have a duty to do so,
i.e. teachers. This must be done before setting up the workspace and the following need to
be considered (NSW Department of Education and Training (2003)):
 Practices and systems
 Hazardous substances
 Handling of equipment
 Biological organisms (Biology Classroom)
 Work environment
In this instance. risks are to be reduced by ensuring students wear appropriate PPE i.e., a lab
coat, tie their hair back and wear enclosed shoes. Any students who are unable to comply
with these WHS requirements will be excluded from the lesson. Should any WHS incidents
occur, they must be reported immediately.

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Justification:

The lesson plan chosen was scored low in the APST standards of 1.4 Strategies for teaching Aboriginal and
Torres Strait Islander students and 2.6 Use of ICT safely, responsibly and ethically. It was also scored low
in the NSW QT model standards of 3.2 Cultural Knowledge and 3.6 Narrative. In the classroom, it is
important to build understanding of other cultures, including Aboriginal and Torres Strait Islander culture.
For succinctness, the standards 3.2 Cultural Knowledge and 1.4 Strategies for teaching Aboriginal and
Torres Strait Islander students have been merged, as strategies for teaching Aboriginal and Torres Strait
Islander students are applicable to any other culture with modification. By implementing strategies for
teaching Aboriginal and Torres Strait Islander students, students also learn some knowledge of Aboriginal
and Torres Strait Islander culture, thus improving the Cultural Knowledge standard as well.

According to (Lewthwaite et al., 2015) where Aboriginal and Torres Strait Islander students were asked
how they best learn, and why they like certain teachers, there are 7 main things a teacher must do to
engage these students.
Firstly, the teacher must develop a good relationship with the students and show interest in individual
students by asking to hear their personal stories. This was achieved in this lesson by asking students to
share stories in the introduction of the lesson. This also ties in with (Drozdowski, 2012) which states that
story-sharing is an integral part of Aboriginal and Torres Strait Islander culture.
Next, (Lewthwaite et al., 2015) suggests that teachers support literacy by using diagrams and pictures for
better understanding. This was done in the lesson by having students physically make the Iron oxide
molecule. It is mentioned in (Lewthwaite et al., 2015) that Aboriginal and Torres Strait Islander students
learn best through symbols and hands-on experiences. This same idea can help culturally and linguistically
diverse students as well, therefore I consider this modification to cover the Cultural Knowledge standard.

Furthermore, (Lewthwaite et al., 2015) states that Aboriginal and Torres Strait Islander students prefer
their teachers to create a dialogue about learning goals at the start of each lesson. It is intended in this
lesson that outcomes are clearly stated in the lesson introduction. (Lewthwaite et al., 2015) also shows
that teachers should not assume the level of students’ prior knowledge and allow them to receive support
without judgement. The lesson attempts to test students’ prior knowledge with a quiz as a means of
determining whether and what manner of support is necessary (Hailikari, Katajavuori, & Lindblom-Ylanne,
2008) and by giving students the opportunity to read the experiment and ask questions before beginning
the task. (Drozdowski, 2012) supports this concept, as it is stated that deconstructing and reconstructing
content into manageable pieces is an important part of ‘Aboriginal pedagogy’. As a way of deconstructing
meaning, (Lewthwaite et al., 2015) suggests that Aboriginal and Torres Strait Islander students are given
varied and relevant examples. In this lesson, the narrative of John the ship captain attempts to do this by
giving students an example of oxidation seen in everyday life. However, in non-coastal classrooms this
narrative may not be so relevant. According to (Lewthwaite et al., 2015) and (Drozdowski, 2012), it is wise
to have mechanisms to support and monitor student behaviour. In this lesson, the teacher can assist
individual students while others work as this a student-centred task. The changes made to this lesson have
attempted to make it non-linear, (Drozdowski, 2012) linking to prior knowledge using an introductory quiz
and giving further opportunity to make connections in the conclusion.
Narrative, or story-telling is an important part of Aboriginal and Torres Strait Islander culture, but also has
been known to improve knowledge retention as through narrative, students are able to make their own
links between new and prior experiences and knowledge in a way that best suits them (Drozdowski, 2012)
and (Bradford W. Mort & Seung Y. Lee, 1999). This is because “people learn in relationship to what they
know, what they believe, their fears and prejudices.” (Bradford W. Mort & Seung Y. Lee, 1999). Stories can
show the reader or listener new ways of thinking. Narrative was included in this lesson by using the story of
John the ship captain who noticed orange spots on his steel ship. A teacher could find a narrative to use, or
in this case, make one up themselves. ICT standards were improved by using Microsoft Excel to tabulate
and graph experiment data, as suggested in the original lesson plan, (NASA, 2005) to meet the Australian

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Curriculum standard WS6.c. (Board of Studies (2013)). In the introduction of the lesson a Kahoot quiz on
the expected prior knowledge listed in (NASA, 2005) was also implemented. This could be further improved
by filming the experiment to document the changes taking place in the steel wool.

Reference List:
Bradford W. Mort, C. B. C., Luke S. Zettlemoyer,, & Seung Y. Lee, a. J. C. L. (1999). Towards
Narrative-Centered Learning Environments. Retrieved from
https://vvvvw.aaai.org/Papers/Symposia/Fall/1999/FS-99-01/FS99-01-013.pdf

Drozdowski, V. (2012). The Eight-way Framework of Aboriginal Pedagogy (pp. 1-12).

NSW Government. (2011, 6th January, 2017). Work Health and Safety Act 2011. Retrieved from
http://www.legislation.nsw.gov.au/#/view/act/2011/10/part3/sec38

Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The Relevance of Prior Knowledge
in Learning and Instructional Design. American Journal of Pharmaceutical Education,
72(5), 1-8.

Lewthwaite, B. E., Osborne, B., Lloyd, N., University, J. C., Boon, H., & Llewellyn, L. (2015).
Seeking a Pedagogy of Difference: What Aboriginal Students and Their Parents in North
Queensland Say About Teaching and Their Learning. Australian Journal of Teacher
Education, 40(5), 132-159.

NASA. (2005). Oxygen, oxidation and Combustion. Retrieved from


http://www.australiancurriculumlessons.com.au/wp-content/uploads/2013/04/Oxygen-
oxidation-and-combustion.pdf

NSW Board of Studies (2013). NSW Syllabus for the Australian Curriculum: Science K-10
Syllabus. Retrieved from
http://syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_full.pdf.

NSW Department of Education and Training (2003). Teachers Handbook 2003.

Weebly Link: http://tlaporte95.weebly.com/

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