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Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)
*** means Note: This element needs to be assessed during the lesson and adjusted
accordingly.
3.4 Inclusivity
Comments: Timetables are used by everyone to understand the reality
of public transports and delays, and are essential tools to use for the
1 - 2 - 3 - 4 - 5 active participation in Australian society. Timetables are used by
people from all ranges of diversity.
***
3.5 Connectedness
Comments: The brief discussion on the sustainability of transport may
inspire students partake in sustainability activities such as taking
1 - 2 - 3 - 4 - 5 public transport or riding a bike for travel. Through this lesson,
students would be able to use timetables in out of the classroom
situations and highlights the significance of this topic area.
3.6 Narrative
Comments: The worksheet is somewhat of a narrative used to
1 - 2 - 3 - 4 - 5 demonstrate and enhance the understanding of how timetables work
and its significance in society.
Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) Metalanguage 2) High expectation
3) Student direction 4) Cultural knowledge
Modified Lesson Plan
Intro Teacher greets students and asks them to sit down in their seats.
5 mins Students take out their work book and stationery required for the
lesson. Teacher outlines what the lesson will entail.
Revision Revision
5 mins
Teacher hands back results for the in-class assessment from lesson 7.
Teacher gives constructive criticism outlines by acknowledging what
was done well overall and what the class will work on together to
improve students’ understanding of content as a path to achieve
syllabus outcomes. If possible, give feedback for individual students or
suggest during the break to see teacher at staff office for further advice
for improvement. Then ask students to set their own mastery goals for
either the next assignment, assessment, or depth of knowledge and
motivate students to reach their goals. Discuss techniques with the class
on how to achieve the goal.
If time allows for it: How they could timetables be more/became more
environmentally friendly.
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 of human activity has on
ecosystems. Teacher asks students what sustainability means to them.
Students get into pairs and ask each other travel related questions,
based on the ferry timetable that appear 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 2pm?” Teacher walks around the
room and check if 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 summarises the key points of the lesson. Discusses what the
5 mins next lesson will entail. Ask students if they have any further questions.
3 mins
MS11-4 Students working in groups pairs and helping each other perform
calculations based on time, timetable worksheet.
Day planner**
Five trains travel from Hogwarts School of Witchcraft and Wizardry to London Central
on the same morning every week. 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.
Hufflepuff Express
Slytherin All-Stations
Ravenclaw Express
Muggle-stops
1. What is the latest time train you could catch from Hogwarts to arrive at London
Central before 8:40 am? 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 8:45 am. What may be a possible solution for her? Justify
reasons for your answer.
Justification
Metalanguage
Metalanguage is not really met in the as the only mentions of words involving timetable
is arrival, hence it is low on the coding scale. Unsworth (2001) states that metalanguage
can be represented both visually and verbally to help students immerse themselves into
timetables. Thus, the modified lesson plan will incorporate visuals of actual timetables
that contains words like destination, arrival and departure, combined with a discussion
of the meaning of these words. Metalanguage allows for depth in understanding and
and affect, and ‘textual’ which concerns the value of information (Unsworth, 2001).
Timetables are heavily relevant in the daily lives of students, hence the metalanguage
that are introduced in the ‘mini-lesson’ is a life skill that would be useful to them in and
High Expectation
The aspect of high expectation according to the lesson plan as it is not explicitly
communicated what is challenging work and all students are encouraged to pursue the
challenges. Teachers should evoke students desires to aim for their personal best as
expecting students to be committed learners, they will in turn meet the expectation of
being successful learners (Gore & Ladwig, 2003). There is a correlation between
teachers who have high expectations of their students and higher levels of achievement
& Rosenthal (2014) suggests that high expectation can be attained by motivating
promote high expectation. This can be achieved in activities such as goal setting and
using flexible grouping. The mastery goals that students personally make for themselves
will regularly inform students on their progression to reach the end-goal and is
achieved by frequent update and review exercises whilst also giving clear and concise
feedback (Rubies-Davies et al., 2014). Flexible grouping is where students get to choose
the peers they work with, and thus removes this idea that there is segregation of ‘better
comparison to ability based grouping (Kozulin, 2003). Thus, a goal setting activity and
use of flexible grouping was included into the modified lesson plan.
Student Direction
There was low student direction in the lesson plan as students were able to have control
in very minute & trivial areas of the lesson. To improve this aspect, the class activity was
modified to give students more freedom of choice and the criteria of the activity was
negotiated with the class. Student-centred learning can be achieved through deliberated
expectations of the learning, ensuring the activity was relevant to their daily lives
and/or future profession and inclusivity of all students (Lunenberg & Korthagen, 2003).
Therefore, the teacher facilitates the development of the criteria of the activity by asking
key questions and made the activity inclusive and relevant to students. Agran (2003)
suggests that teachers should include lessons that are motivated by student interest in
the subject and personal development, and creating connections to student background
Lunenberg and Korthagen (2003) asserts that group activity that requires cooperation
will reduce the sense of abandonment commonly associated with student directed
learning. Hence, the use of flexible grouping allows students to determine many
significant aspects of the activity with the collaboration of their peers. Students may
Cultural knowledge
lesson plan and this may be due to the assumption that mathematics is thought to be
cultural history of where the mathematical ideas originate from is brought into light.
Bishop (1998) further informs that all cultures generate their own form of mathematics
and could look slightly different to the ‘Western’ or ‘Universal’ language of mathematics.
Hence the lesson plan has been modified to incorporate the cultural history of 24-
hour/military time into the discussion of timetables to recognise the value of cultural
Agran, M., King-Sears, M. E., Wehmeyer, M. L., & Copeland, S. R. (2003). Teachers' guides
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in
3-7.
Gore, J. & Ladwig, J. (2003). Quality teaching in NSW public schools: A classroom
http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20
Guide.pdf
Haenan, J., Schrijnemakers, H., & Stufkens, J. (2003) Sociocultural theory and the
Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2014). A teacher