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)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 The history lesson plan elaborates on content knowledge of “Ancient Egypt” and is deep in the
sense of familiarising and defining terminology and metalanguage to engage students with the
content.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Lesson plan is not designed for students to demonstrate a profound understanding of central ideas
as it is an introduction to the topic. A central concept is however introduced with prior knowledge
being accessed through group work and applying a concept map.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Students are not encouraged to address multiple perspectives and solutions. The lesson plan is
designed to introduce the topic through familiarising and defining terminology and metalanguage.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Students are barely engaged in thinking that requires them to synthesise and evaluate knowledge
and information. The glossary activity however does at-least allow some students to potentially
perform some higher order thinking.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Throughout the lesson plan there is a high level and use of metalanguage. In fact, the lesson plan’s
set outcome is to familiarise and define terminology and metalanguage to students.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Students are regularly engaged in sustained conversations with themselves and the teacher which
occurs through over approximately half the lesson plan.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 No mention is made in the lesson plan of the expected quality of work to students. Lesson plan does
not make any mention of even marking the glossary worksheet.

2.2 Engagement
1 – 2 – 3 – 4 – 5 Extent in which most students, most of the time, are seriously engaged in the lesson is unmeasurable
as lesson plan is yet to be conducted.

2.3 High expectations

1 – 2 – 3 – 4 – 5 The lesson plan neither encourages nor rewards conceptual risk taking. There is no mention to
students of any let alone high expectations. Homework is tedious and unchallenging lacking options
and creativity.

2.4 Social support

1 – 2 – 3 – 4 – 5 Although the lesson plan is designed to encourage strong positive support for learning and mutual
respect through allocated tasks, it is hard to measure how students will respond

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2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 The only mention made in the lesson plan of students’ self-regulation is that of the concept map
where the teacher is to get students into pairs.

2.6 Student direction

1 – 2 – 3 – 4 – 5 No mention of choice, time, pace or criteria given within the lesson plan for students. Even though
students are allocated into pairs to complete concept map, lesson plan is mostly teacher centred.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Students’ background knowledge is consistently incorporated within the lesson plan. Beginning
with the grouping activity within the concept map and continuing the concept map classroom
activity.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 There is no mention of any differentiating cultures or social groups within the lesson plan. There is
however a mention of differentiation within the teaching and learning actions.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 The lesson plan is mostly restricted to that of the specific topic and subject area of history. However,
it does make mention of describing the geographical setting of “Ancient Egypt”

3.4 Inclusivity
1–2–3–4–5 There is no mention of including or excluding any students from Aboriginal and Torres Strait
Islander background or students from English as an additional language or dialect (EAL/D).

3.5 Connectedness
1 – 2 – 3 – 4 – 5 The lesson has no clear connection to anything beyond itself. Neither teacher nor student offer any
justification for the lesson beyond the school

3.6 Narrative
1–2–3–4–5 Narrative is a minor part of the lesson and is loosely connected to the substance of the lesson. The
lesson does not enrich student understanding.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) 2.1 Explicit Quality Criteria 2) 3.4 Inclusivity
3) 3.5 Connectedness 4) 3.6 Narrative

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Assignment 2- Lesson Plan Analysis,

Revision and Justification
Lesson Plan

Topic area: Ancient Egypt Stage of Learner: 4 Syllabus Pages: 60

Date: 14/03/2016 Location Booked: Lesson Number: 1 / 14

Computer Room
Time: 60 minutes Total Number of students: Printing/preparation:
24 Glossary worksheet x 24

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson The physical features  Describe the
HT4-2 Describes major assessment of the ancient society geographical setting
periods of historical time and Concept map - and how they and natural features
sequences events, people and understand what influenced the of the ancient
societies from the past students already civilisation that society
HT4-9 Uses a range of know on the topic developed there
historical terms and concepts
when communicating an Glossary activity
understanding of the past - mark the
HT4-10 Selects and uses glossary
appropriate oral, written, worksheet as a
visual and digital forms to class
communicate about the past
Life Skills Outcome Recap of lesson
HTLS-11 Uses historical through
terms to describe the past classroom
HTLS-13 Selects and uses a discussion after
variety of strategies to YouTube video
organise and communicate
information about the past

GREEN represents content extracted out of the lesson plan

YELLOW represents content added to the lesson plan

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Time Teaching and learning actions

0- 5 Students are to come in and settle in to class.
Teacher is to call out the Roll.

5-10 Introduce the topic of Ancient Egypt.

Ask students to leave a page in their workbooks for a title page titled “Ancient Egypt.” tell
students that they need to have at least three pictures that relate to the topic. Set the task for
homework – ensure students write task in their diaries. Tell students homework will be
checked during the next lesson.

Briefly explain to the classroom the learning outcomes that will be covered within today’s
lesson plan as well as throughout the term on the topic of “Ancient Egypt.” Provide
students with explicit criteria for the quality of work they are expected to produce before
engaging them with the first allocated classroom activity they are to complete individually.
10-20 Concept Map: Teacher is to get students into pairs and in their workbooks (after the title
page) 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.

Kahoot: Teacher is to get students seated individually on computers. Instruct students on

how to use Kahoot on the computer and on how the activity allocated to them on Kahoot
will record all the words they are currently familiar with that relate to the topic. Inform
them that the student who records the most words on Kahoot that relate to the topic within
the allocated time of 2 minutes will be the class champion for the lesson.

20-25 Concept Map Classroom activity:

Teacher is to have the words “Ancient Egypt” on the white board. Teacher is to go around
the room and ask each pair if they had any words to contribute to the class concept map
write down all the words that should be included on the board while rewarding students
who included at least 5 of those words with lollies. Teacher is to explain discuss what those
words mean and may use google images to aid them in this. Students are to include words
they didn’t have in their concept map.

Words that should be included:

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.

25-45 Glossary Activity 1:

Students are given a glossary worksheet to complete (resource attached below). They need
25-35 to use words from the concept map classroom activity to fill it in. Teacher is to than instruct
students to mark the glossary activity as they inform them what the correct answers are.
The student with the most correct answers in the glossary activity will receive praise,
positive reinforcement, a classroom applause and a lolly.

Differentiation (resource attached below): Word bank and the first letter of the word to be
included. Students are to glue in worksheet once completed. For Aboriginal and Torres

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Strait Islander students as well as EAL/D students who are known to be visual learners,
teacher will include a slide show on the screen showing images of the key words

45-55 YouTube Clip

Show students an introduction of Ancient Egypt video where students will then be required
35-53 to discuss examples of similarities between “Ancient Egypt” customs and modern
practices.
https://www.youtube.com/watch?v=hO1tzmi1V5g
55-60 Pack up, remind students of homework and dismiss the class discuss with students
homework options based upon previous discussions after YouTube video. Allocate
53-60 homework options to students that include begin with finding a Google image that is
relatable to “Ancient Egypt” and that collaborates with one of the 3 previously discussed
areas. Students than have the option to write down how and why their chosen image relates
to both. Students can also choose to find and image for each discussed area instead of just
one and write down how and why all chosen images relates to both “Ancient Egypt” and
relatable discussion point. Dismiss the class.

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.
HT4-10 Through ICT gathering of information in Kahoot
activity student learn new concepts in line with 21st
century learnings.

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Academic Justification

There is a definite need for improvement within the original lesson plan with respect to the
New South Wales Quality Teaching Model, NSW QTM which was implemented for teachers to
express further critical reflection and analysis of classroom pedagogy (DET, 2008). The original
lesson plan has a definite need for improvement within the key quality criteria for curriculum,
pedagogy, resources and assessment. While there are multiple elements within the NSW QTM that
need addressing from the original lesson plan, the four that have been addressed for amendment, to
better improve teachers’ pedagogical skills (Archer, 2009), within the revised lesson plan include
explicit quality criteria, inclusivity, connectedness and narrative.

Under the quality learning environment component of the NSW QTM, the original lesson plan
scored poorly under the explicit quality criteria element. It had no explicit statements made by the
teacher regarding the quality of work expected by students. Not only were explicit criteria not a
regularly referenced point throughout the lesson plan for the development and assessment of
student work, attempts were not made at all to mark or grade students’ learning. By amending the
lesson plan to introduce and mark the Kahoot activity as well as mark and grade as a classroom the
glossary activity, consistent evidence is found of student examining the quality of their work in
relation to the criteria. This allows for student appraisal, validation and reward as all students work
harder to achieve and excel in the explicit quality criteria expected from them by the teacher. As
stated by Allen and Tanner “this can be designed to formulate standards for levels of
accomplishment and used to guide and improve performance. It can also be used to make these
standards clear and explicit to students” (Allen & Tanner, 2006, p. 197).

Under the significance component of the NSW QTM, the original lesson plan scored poorly
under multiple elements. The elements that have been addressed and modified in the amended
lesson plan include inclusivity, connectedness and narrative. Regarding inclusivity, the current
amended lesson plan gives opportunity for the teacher to include students from Aboriginal and
Torres Strait Islander, ATSI backgrounds as well as students from English as an additional
language or dialect (EAL/D) (Gore, 2007). This can be especially applicable within the current
amended lesson plan after viewing the YouTube clip through class discussion. The element of
inclusivity through class discussion is a golden opportunity for teachers to recognise and value
students from diverse social and cultural groups. Differentiated classroom activities have been
added to the modified lesson plan with pedagogical modifications and best-practice approaches

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evident in the modified version of the glossary worksheet activity. This allows for a more engaging
and inclusive classroom catering to students from all cultural and social diversities. As a one size
caters to all approach no longer meets the standards of contemporary learners in the 21st century
(Ross-Hill,2009).

Connectedness was another element that has been revised and addressed under the significance
component. The original lesson plan had no clear connection to the students’ cultural background
and the content covered in the lesson were not transferable outside of it. The original lesson plan
could not be incorporated into other subject areas nor the students’ personal lives outside the
school. The amended lesson plan however does well to incorporate information and communication
technology, (ICT) into the lesson (Luu & Freeman, 2011). Through attaching the Kahoot activity
into the lesson plan as well as adding the YouTube video with meaningful classroom discussion,
the teacher is now able to collaborate the ancient history lesson with that of contemporary 21st
century learning standards. The in-depth classroom discussion after viewing the YouTube video is
a prime opportunity for the teacher to correlate the information within the video to that of current
issues in local communities, media and cultures. The teacher is also able to make connections with
other relevant subjects beyond the history lesson such as Geography and Maths.

The final element modified within the original lesson plan is the narrative. The only form of
narrative evident in the lesson plan is that of the YouTube clip which is loosely connected to the
substance of the lesson. The time of ten minutes initially allocated in the original lesson plan was
not near enough as the YouTube clip itself ran for six minutes. This left only four minutes for well
informed, progressive discussion which is detrimental not only to the narrative element of the
lesson plan, but also to the inclusivity and connectedness elements. ATSI students have also been
identified to connect better with education through storytelling which leads to improving
educational outcomes (8ways, 2016).

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References
8ways. (2016). 8 Aboriginal Ways of Learning. Retrieved 16 August 2016
http://8ways.wikispaces.com/

Allen, D., & Tanner, K. (2006). Rubrics: Tools for Making Learning Goals and Evaluation Criteria
Explicit for Both Teachers and Learners. CBE—Life Sciences Education, 5(3), 197. doi:
10.1187/cbe.06-06-016

Archer, J. (2009). Motivational Implications of the Quality Teaching Model in New South
Wales. Reforming Learning. Education In The Asia-Pacific Region: Issues, Concerns And
Prospects, 5(1), 277-291. doi: https://doi.org/10.1007/978-1-4020-3024-6_13

DET, Department of Education and Training (2008) Quality Teaching to support the NSW
Professional Teaching Standards

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a difference:
Challenges for teachers, teaching, and teacher education (pp. 15-33). Rotterdam, Netherlands:
Sense Publishers.

Luu, K., & Freeman, J. (2011). An analysis of the relationship between information and
communication technology (ICT) and scientific literacy in Canada and Australia. Comput. Educ.,
56(4), 1072-1082. Doi:10.1016/j.compedu.2010.11.008

Ross-Hill, R. (2009), Teacher attitude towards inclusion practices and special needs students.
Journal of Research in Special Educational Needs, 9: 188–198. doi:10.1111/j.1471-
3802.2009.01135.x

Learning Portfolio Web Link:

https://ok1990.weebly.com

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