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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)

*** means Note: This element needs to be assessed during the lesson and adjusted
accordingly.

1.1 Deep knowledge


Comments: There is an uneven focus on time and timetables, with
decent quality timetable activities and is interrupted by the brief
discussion of the use of public transport and their relation to
1-2-3-4-5
sustainability. The superficial sustainability discussion does not
transition well from the discussion of timetables but placed in to
satisfy the cross-curriculum priority of sustainability.
1.2 Deep understanding
Comments: Based on the content of the lesson that will be explored, so
far the ideas of timetables is deeply explored, engages with resources,
and should allow for students to reach deep understanding. Despite
1 - 2 - 3 - 4 - 5 this, the plan has also specified 12-hour and 24-hour time to be a
central idea yet there is no evidence in exploring this concept, nor a
link to timetables, therefore deep understanding is uneven.
***
1.3 Problematic knowledge
Comments: Time and timetable is pretty uniform across political,
social, and cultural viewpoints. Though, the lesson plan does open
1 - 2 - 3 - 4 - 5 public transport to multiple perspectives, such as its purpose and
impact in society and the environment, and the discussion of
sustainability.
1.4 Higher-order thinking
Comments: Students are required to manipulate information given
and synthesise it into a timetable, then interpret, explore and explain
1 - 2 - 3 - 4 - 5 the impact of a train running late which is open to multiple
perspectives. Creates new understanding of the complexity of
timetables.
1.5 Metalanguage
1 - 2 - 3 - 4 - 5 Comments: Discussion of time includes 12-hour, 24-hour, am and pm,
yet there is little discussion as what each means, how they relate to
each other, function, and use. The lesson does not specify time to
explain the language being used.
1.6 Substantive communication
Comments: Highest possibility of 4 as one activity has the option of
working alone on the worksheet, thus half of the lesson has the
potential to have sustained and reciprocal interactions between peers
1-2-3-4-5
and the teacher. The quality of interaction depends on the discussion
carried out.
***

2.1 Explicit quality criteria


Comments: According to the lesson plan, there is no evidence in
1 - 2 - 3 - 4 - 5 explicit specification or discussion regarding the students’ quality of
work during the lesson. Only procedural criteria are made explicit.
2.2 Engagement
Comments: Quality of engagement that could be achieved through
serious investnet students can put in, especially with the use of ICT
1-2-3-4-5
and application in the real world.
***
2.3 High expectation
Comments: There is no distinction of what work is challenging or not.
Hence, the students would have no idea what is considered high
1-2-3-4-5
expectation or challenging work is as it was not communicated.
***
2.4 Social support
Comments: According to the feedback notes that will be given for the
assessment held in lesson 7, the comments on performance in the
assessment is seen to be clearly positive and is suggested to be
1-2-3-4-5
directed at most students. Supportive feedback is given on what is
done well and what could be improved in the future.
***
2.5 Students’ self regulation
Comments: N/A
1-2-3-4-5
***
2.6 Student direction
Comments: Low student control, as students make minimal decisions
on what questions or ideas will be discussed during the task and has
1 - 2 - 3 - 4 - 5 the choice to work alone or in pairs on the worksheet. During
Smartboard activity, teacher only ensures that students stay on task
and help when needed.
3.1 Background knowledge
Comments: The discussion questions about when and where students
1 - 2 - 3 - 4 - 5 may need to use a transportation timetable, evokes briefly students
individual experiences from in and out of school.
3.2 Cultural knowledge
Comments: There is no explicit recognition and discussion from
diverse cultural knowledge or perspective. In the context of using
1 - 2 - 3 - 4 - 5 timetables, a cultural perspective does not seem to be appropriate as
timetables are universally used and uniform across cultures to utilise
public transport but may introduced historical context.
3.3 Knowledge integration
Comments: Sustainability and carbon emissions are minor links to the
1 - 2 - 3 - 4 - 5 disciplinary of Science through the brief discussion.

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.

Identifying Areas for Improvement

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

Topic area: Stage of learner: Syllabus pages: pp. 34


Timetables 11, Standard Updated to pp. 38 - 2017 syllabus

Date: Location booked: Lesson number: 8


23.03.17 Classroom

Time: Total number of students: Printing/preparation: Links to various


50 minutes 30 transport websites ready. Print worksheets
and corresponding timetables. Need access
to a Smartboard. Borrow tablet.

Outcomes Assessment Students learn about Students learn to

MS11-3, Formative The interpretation of Students review how to


MS11-4, assessment takes different timetables and interpret timetables and
MS11-9, place throughout how this can be used as use this to solve problems
MS 11-10 the lesson. a part of life. How using a range of different
Teacher walks public transportation timetables, including
around and asks can be used Timetables ferries, buses, and trains.
questions, and can/have been Incorporate 12-hour and
ensures that improved as a means of 24-hour time into
students are promoting understanding timetables.
staying on task. sustainability.

Time Teaching and learning actions

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.

Body Class discussion


10 mins
12 mins Teacher defines what am and pm might mean (Latin, am: Ante meridiem
meaning before noon, pm: post meridiem meaning after noon) and
define when noon is. Briefly discuss where 12-hour and 24-hour time
may be used in society specifically, and pros and cons of each within
every use. Teacher facilitates discussion between students and asks
questions about when and where you may find/need to use a
transportation timetable. Teacher shows a transport (airport and event)
timetable on the Smartboard and asks:
1. What is the purpose of this timetable?
2. What features does this timetable have?
a. Meaning of arrival and departure
3. What would happen if this timetable did not exist?

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.

Promote discussion on where 24 hours in a day came from, for example:


• Egypt’s pioneered 24 hours in a day as they used they joints in
their fingers (excluding thumb) to count the hours and 10 hours
using shadow clocks plus 1 hour for the beginning and 1 hours
for the end of the day
• China and Japan had a double hour system of 12 hours which are
named after the zodiacs
Conclude discussion with: “Mathematics is an accumulation of diverse
cultural knowledge to create universal ideas.”

10 mins Class activity and Smartboard Tablet Interaction


15 mins
Let students group themselves into 6 equal groups and use the tablets
using apps such as “Google Maps” and “Tripview Lite” to plan a day out
that uses public transport for travel. Provide and display a basic layout
of the Day planner** and develop criteria with the students.
• Where do they want to start their journey?
• A minimum of how many destinations do they want to visit?
• What sort of event is this for?
• Who are you travelling with? (consider disabilities)

Students plans will be displayed in the classroom. Students are


encouraged to participate in challenges such as including which train
line or bus is being used, time taken to travel from one place to another,
and/or using 24 hour time. Headings of day planner may be adjusted.

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.

15 mins Worksheet activity*


10 mins
Teacher hands out bus timetable worksheet activity. Students have the
option of working on this alone, or with another person. Explicitly state
that a challenging exercise would be to use 24 hour time and to work out
travel time. Motivate students to try out the challenge if time allows.
Ensure to monitor and give feedback to students.

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

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MS11-3 Teacher and student questioning throughout lesson, timetable


worksheet.

MS11-4 Students working in groups pairs and helping each other perform
calculations based on time, timetable worksheet.

MS11-9 Class activity and tablet interaction

MS11-10 Timetable worksheet.

Day planner**

Place Transport Departure Arrival Travel time

Bonnyrigg T-way to Bus


11:13 11:54 41 mins
Parramatta T80
Worksheet activity*

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.

Work out the weekly train timetable for the 5 trains.

Trains Hogwarts London Central Travel Time

Hufflepuff Express

Slytherin All-Stations

Gryffindor Goods Train

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

knowledge through dimensions of meaning such as ‘ideation’ concerning people,

animals, objects, events and circumstances, ‘interpersonal’ involving power, attitude

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

outside of the school environment in a wide range of situations.

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

especially in mathematics (Chickering & Gamson, 1987). Rubie-Davies, Peterson, Sibley

& Rosenthal (2014) suggests that high expectation can be attained by motivating

students, acknowledging achievements, evaluating and providing constructive criticism

on their work, explicitly defining challenges, and promoting independence and


proactivity in students’ own learning and these ideas were added into the lesson plan to

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

or smarter’ from others (Rubies-Davies et al., 2014). This exposes students to

opportunities for challenging learning through Vygotsky’s sociocultural theory in

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

and cultural knowledge as it engages students and broaden their networking.

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

possibly be able to develop skills such as cooperation, organisation and independence

from this activity

Cultural knowledge

There was no evidence explicit acknowledgement of cultural knowledge within the

lesson plan and this may be due to the assumption that mathematics is thought to be

‘value-free’ and ‘culture-free’ as it is decontextualised. Bishop (1998) however states

that cultural knowledge is an aspect of mathematics when it is recontextualised and the

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

knowledge, challenge the framework of the dominant ‘universality of truth’, and

promote inclusivity of a multitude of cultures within the classroom.

Link to Learning Portfolio: https://mjnguyen.weebly.com/


References

Agran, M., King-Sears, M. E., Wehmeyer, M. L., & Copeland, S. R. (2003). Teachers' guides

to inclusive practices: Student-directed learning. London: P.H. Brookes.

Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies

in Mathematics, 19(2), 179-191.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in

undergraduate education. American Association for Higher Education bulletin , 80,

3-7.

Gore, J. & Ladwig, J. (2003). Quality teaching in NSW public schools: A classroom

practice guide. Retrieved from

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

practice of teaching historical concepts. In A. Kozulin, B. Gindis, V. S. Ageyev, & S.

M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 246-266).

New York: Cambridge University Press

Lunenberg, M., & Korthagen, F. A. J. (2003). Teacher educators and student-directed

learning. Teaching and Teacher education, 19(1), 29-44.

Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2014). A teacher

expectation intervention: Modelling the practices of high expectation teachers.

Contemporary Educational Psychology, 40, 72-85.

Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts

of text and image in classroom practice. Buckingham: Open University Press.