102086 Designing Teaching & Learning

Lesson Plan Analysis, Revision & Justification

17976422
Irvin Cisneros

Contents
Part A: Original Lesson Plan. ................................................................................................................ 2
Part B – Analysing and Modifying the Lesson Plan.............................................................................. 3
Section 1: Australian Professional Standards for Teachers ............................................................... 3
Section 2: NSW Quality Teaching Model ......................................................................................... 4
Section 3: Identifying Areas for Improvement .................................................................................. 6
Section 4: Modified Lesson Plan ....................................................................................................... 6
Part C – Academic Justification .......................................................................................................... 13
References ........................................................................................................................................... 17
Learning Portfolio Weblink ................................................................................................................. 19
102086 – DTL Lesson Plan Analysis, Revision & Justification Due:12/5/17
Part A: Original Lesson Plan.

Figure 1 Lesson Plan retrieved from a contact working as a Science teacher in a High School. To protect the privacy of the
teacher the name has been removed.

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102086 – DTL Lesson Plan Analysis, Revision & Justification Due:12/5/17
Part B – Analysing and Modifying the Lesson Plan.

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)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4– Comments: There is acknowledgement of ESL students that may require additional needs.
5
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: No mention of any strategies to cater for Aboriginal and Torres Strait Islander
5 students, however there is scope to allow for this in the lesson plan.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: There is mention of ESL students that may require additional needs but there is
5 no mention for any activity that may differentiate instruction.

1.6 Strategies to support full participation of students with disability

1–2–3–4– Comments: No mention of any strategy to cater to students with disability. However, this
5 may be due to the teacher not having any students with disability and so was purposely left
out.

2 Know the content and how to teach it

2.2 Content selection and organisation
1–2–3–4– Comments: Clearly mentions the syllabus learning outcomes that will be addressed and its
5 descriptions. There is also mention of the lesson outcomes and how it links to the previous
lesson
2.3 Curriculum, assessment and reporting
1–2–3–4– Comments: Mentions how the students will be formatively assessed via follow up questions
5 from the previous lessons homework as well as setting homework to link the next lesson.

2.6 Information and Communication Technology (ICT)

1–2–3–4– Comments: The inclusion of a ‘smartphone microscope’ makes good use of technology
5 relevant to students. However, this may exclude students who don’t have access to
smartphones.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3–4– Comments: The outcome set for the lesson is vague with no detailed learning goals
5 mentioned. However, the lesson plan does mention the learning activities to be completed.
3.2 Plan, structure and sequence learning programs
1–2–3–4– Comments: The lesson plan is structured well with the activities presented with a logical
5 flow. There is clear links to syllabus outcomes and learning. However, there is no section
which describes the importance of the learning activity/strategy.

3.3 Use teaching strategies

1–2–3–4– Comments: The teaching strategies and activities seem to be primarily be teacher directed.
5 There is mention of students completing a mind map but makes no further description of how
that activity will proceed.

3.4 Select and use resources

1–2–3–4– Comments: Great use of ICT resources available as well as the use of the ‘Kitchen Garden’
5 to gather source materials required for the lesson.
4 Create and maintain supportive and safe learning environments

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102086 – DTL Lesson Plan Analysis, Revision & Justification Due:12/5/17
4.1 Support student participation
1–2–3–4– Comments: There is no mention of any strategy to encourage student participation. However,
5 there is scope to introduce strategies for this.

4.2 Manage classroom activities

1–2–3–4– Comments: The lesson plan clearly sets out classroom activities in conjunction with time
5 stamps. There is a logical flow for the activities but there is no description regarding it’s
importance to student learning.

4.3 Manage challenging behaviour

1–2–3–4– Comments: There is no mention of any strategy to manage challenging behaviour.
5
4.4 Maintain student safety
1–2–3–4– Comments: There is mention that there is no safety procedure required for the lesson.
5 However, the activity to ‘pull out some weeds’ may have inherent safety risks associated
with it.

4.5 Use ICT safely, responsibly and ethically

1–2–3–4– Comments: There is no mention of the safe, responsible and ethical use of ICT. This is
5 concerning as the improper use of ‘smartphone microscopes’ may cause damage to the
equipment.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1–2–3–4– Comments: Mentions formative assessment of students via homework questions. Not
5 mentioned but informal formative assessment occurs when students are asked to complete a
mind map.

5.2 Provide feedback to students on their learning

1–2–3–4– Comments: No mention of formal feedback to individual students or to the class. However,
5 there is scope to mention student feedback throughout the class activities.

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 – Comments: The knowledge addressed focuses on two key concepts within the unit and
5 describes its relationship to the concepts from the previous lesson.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: The lesson is mostly teacher directed but there are opportunities for students to
5 gain understanding of the concept via the formulation of hypothesis and mind map activity.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: The activity which requires the formulation of a hypothesis as well as mind map
5 activity may result in different perspectives.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: There is potential for higher order thinking during the hypothesis and mind map
5 activities but the lesson is heavily teacher driven.

1.5 Metalanguage

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102086 – DTL Lesson Plan Analysis, Revision & Justification Due:12/5/17
1–2–3–4– Comments: There is use of metalanguage in the lesson plan such as photosynthesis, leaf/root
5 system, hypothesise, samples and adapted. Though there are certain words that are lacking
to signify that the lesson is an experiment.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: Students are asked to communicate their understanding of the concept through
5 the mind map activity but seems limited. There is potential for substantive communication
through the addition of oral question and answer throughout the lesson.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Although the description of the activities states what the students are to do, it
5 does not explicitly state the quality of work they are expected to produce.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: The majority of the lesson plan seems to be engaging especially with the
5 implementation of ICT tools such as smartphone microscopes. However, there may potential
for disengagement if students are not given access to ICT materials.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: There are expectations that students have done their homework for the start of
5 class discussions as well as homework for the next lesson. However, there is no clearly set
out level of expectation for the students.

2.4 Social support

1 – 2 – 3 – 4 – Comments: There is no mention of any social support between peers as the description of the
5 activities are vague/broad. For example, the mind map activity may have potential for peer
support but makes no mention. As the lesson is primarily teacher driven, there is a reasonable
expectation that the teacher will be supportive throughout the lesson.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: The lesson plan does not implement any strategies to facilitate and promote the
5 learning of self-regulation.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: The lesson is heavily teacher directed with no alternative options available for
5 students to complete the set tasks.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The lesson plan makes clear links to the concepts covered in previous lessons
5 and how it relates to the concepts covered in the current lesson. There is time allocated for
revision throughout the entire class.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: There is no mention of different cultures within the lesson plan. However, there
5 is scope to implement other culture significance within the lesson.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: There is no mention of cross-curricular KLA significance to the concepts
5 covered.

3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: There is no mention of inclusivity to allow for student all student participation.
5
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: The content covered in the lesson does not make any links to its significance in
5 real-life contexts. However, there is scope to allow for this

3.6 Narrative
1–2–3–4– Comments: The lesson plan does not include the use of any forms of narrative to enhance
5 student understanding.

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 102086 – DTL Lesson Plan Analysis, Revision & Justification Due:12/5/17

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 Strait 2) 1.5 Differentiate teaching to meet the specific
Islander students learning needs of students across the full range of
abilities
QT model
1) 2.1 Explicit quality criteria 2) 2.4 Social support

Section 4: Modified Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Biology 6 NSW Biology Syllabus Stage 6
- Page 27
8.3 Patterns in Nature
Date: Location Booked: Lesson Number:
11/05/17 Science room and school 3/4
Kitchen Garden
Time: Total Number of students Printing/preparation
70 minutes 30  31 pages of the worksheets
 Box of laboratory gloves
 GoSoapBox quiz
 Namoo – Wonders of plant
life app
 Safety sheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes: Lesson assessment Students will be Students will make

BIO11-9 explains the
structure and function of
multicellular organisms
and describes how the
coordinated activities of
cells, tissues and organs
contribute to
macroscopic processes
in organisms

BIO11/12-3 conducts
investigations to collect
continuing their study comparisons between leaf
Formative into plant nutrition. structures and root
assessment via Students explain the structures.
GoSoapBox quiz at structure and functions
the start of the of plan roots. Syllabus:
lesson. 8.3.3.6 Explain the
Syllabus: relationship between the
Informal formative 8.3 Patterns in Nature organisation of the
questions 8.3.3 Plants and animals structures used to obtain
throughout lesson have specialised water and minerals in a
activities to ensure structures to obtain range of
students are nutrients from their plants and the need to
understanding the environment increase the surface area
content and remain available for
engaged. absorption

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102086 – DTL Lesson Plan Analysis, Revision & Justification Due:12/5/17
valid and reliable Extension activity 8.3.3.7 Explain the
primary and secondary via oral questions relationship between the
data and information for students who shape of leaves,
complete activities the distribution of tissues
ahead of timetable. in them and their role
Examples:
“Name the seven
types of roots?”

“what function
does the xylem
tissue have in a
root?

“Surplus of
carbohydrates are
stored as?”
Students with additional needs: Students Safety: Risks in pulling out roots and leaves,
with Language Backgrounds Other Than exposed cuts on hands to the environment may cause
English (LBOTE) infection or result in harm. Students are to wear
gloves when obtaining material.

Safe OH&S practices to be observed such as

washing hands after handling materials.
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
Students are continuing the unit ‘Patterns in Nature’
Aboriginal and Torres Strait Islander histories with emphasis on the topic of plant nutrition. The
and cultures – The plants chosen will be native students have prior knowledge of plant structures
flora which are used by the indigenous such as roots, stems and leaves from the previous
peoples. lesson. They will draw on this knowledge to
formulate a hypothesis as to the nature of the plant
Asia and Australia’s engagement with Asia – root system and its adaptations.
large majority of the students come from an
Asian background. Refer to how plant roots The teacher will highlight the basic safety guidelines
are used in traditional Chinese medicine in order to ensure student safety while outside the
classroom and during the practicals.
Sustainability – Relate to importance of
sourcing materials from sustainable areas such
as the school’s Kitchen Garden.

ICT Capability – Smartphone microscopes,

GoSoapBox quiz, PC’s and YouTube video.

Literacy – Writing up mind map and

discussions.

Time Teaching and learning actions Organisation Centred

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102086 – DTL Lesson Plan Analysis, Revision & Justification
Intro Roll call
2 minutes
Body GoSoapBox Quiz – Recap and
5 minutes overview of homework.
The homework questions on p.26 of
the textbook will be displayed as
multiple choice questions on
GoSoapBox.
Revision of Plant Structure
5 minutes
With emphasis on the leaves and
root system as it is the main focus of Or: set up and play the YouTube
the lesson.
Use of the app ‘Namoo – Wonders
of Plant Life’ to have an interactive
recap of plant structure. Teacher
should connect their iPad to class
projector as Namoo is a paid app
and students should not be required
to buy it.
Alternatively: Use the YouTube
video “Plant structure” which runs
for 2:09 minutes to recap and then
ask questions to the class for 2-3
minutes.
17976422 – Irvin Cisneros Page 8 of 19
Due:12/5/17
T/S
Teacher: Teacher performs roll Teacher
call and gets the GoSoapBox
quiz ready
Student: Students settle down
and answer their names
Resources: Roll, PC, Projector
Teacher: Asks students to take Student
out their smart devices and join
the event in GoSoapBox with the
access code. Students who do not
have access to a smart device
will be required to use the class
computers. Remind the class that
the activity is revision and
checking to see who completed
their homework
Student: Uses a smart device to
join the event.
Resources: GoSoapBox.com
Smart devices, PC’s
Teacher: Teacher will use the Teacher
Namoo app via the projector and
student
video named ‘Plant structure’
Or: will facilitate the drawing of
a plant diagram. If students are
not willing to draw, then the
teacher will draw the basic
outline of a plant.
Student: students will watch the
teachers presentation or the
YouTube video. Alternatively,
students will be asked to name
the sections of the plant.
Resources:
102086 – DTL Lesson Plan Analysis, Revision & Justification
Another alternative is to have some
students draw a diagram of a plant
and have the class call out the
sections
Introduction of class experiment
5 Minutes and OH&S Guidelines revision
Experiment – To identify the
sections of a plant root and leaf and
hypothesise why it has adapted in
that manner.
Teacher will read through the
experiment sheet and outline what
must be completed at the end of the
practical portion of class. The
teacher will assign the students into
pairs and give them the necessary
materials for the experiment.
OH&S guidelines which highlights
the possible risks while obtaining
plant roots/leaves and the
significance to preventing these
risks (e.g infection). Use of gloves
mandatory.
Set clear expectations regarding
student behaviour and the
consequences that will occur if
expectations or not met.
Experiment – Gather the
resources
40
Minutes The Teacher will guide the students
to the School’s Kitchen Garden
while observing student behaviour.
If there are any students with
physical handicaps, the teacher will
take the route that allows for wheel
chair access.
As pairs the students will then
proceed with the experiment sheet
and gather plant roots and leaves
only from the weeds in the Kitchen
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Due:12/5/17
http://namooapp.com/
Projector, PC
Plant Structure video:
https://youtu.be/TQRWHKvSop8
Teacher: Teacher
Hand out experiment sheet and
displays the information onto the
projector.
Assigns class into pairs for the
practical portion of the lesson.
Student: Establish clear
expectations of the goals of the
class and their responsibilities.
Resources:
Experiment sheet
Projector, PC
Smartphone microscope
Gloves.
Teacher: the teacher will help Teacher
students throughout the and
experiment where necessary. The Student
teacher will ask oral questions
regarding the students’
hypothesis to ensure they are
directed towards the right path.
The teacher will also ensure that
there is a correlation between the
experiment and Aboriginal and
Torres Strait Islander cultures
through Yam daisy root.
Students who finish the tasks
early will be asked to quiz each
102086 – DTL Lesson Plan Analysis, Revision & Justification
Garden. This will impart the need
for sustainability and how taking
only from the weeds will not impact
negatively on the rest of the plants.
Students will then form a hypothesis
as to why the roots and plants have
adapted in that way.
If weather permits, then guide the
students out to the local flora within
the school grounds (next to the
science rooms). The teacher will
then proceed to collect the root from
a Yam daisy (Microceris
lanceolata) which is also called
Murnong. Teacher is to make links
to the Aboriginal people and how
the root of the Yam daisy was used
as a food staple (Nash, 2004). The
Yam daisy root can be reused for
future classes.
Return to class with students and
samples. Proceed with experiment
worksheet, students are to observe
the root and leaf structure using the
smartphone microscope and create
diagrams with labels of what they
see.
10 Mind map activity and discussion
Minutes
Students to complete a mind map,
comparing the different types of
root structure as well as leaf
structure. They will then put this in
their experiment sheet/lab book
under the results section.
A class discussion will then occur
regarding the hypothesis and the
results seen through their
observations. The student pairs will
be asked to briefly describe what
they observed.
Students will then finish by
completing the
discussion/conclusion section. If not
then it will be for homework.
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Due:12/5/17
other regarding the topic.
Questions can include the
functions of the parts of the roots
and leaves.
The teacher will periodically ask
questions or extension questions
to gauge student engagement.
At the end the teacher will
remind students to observe
proper hand washing techniques
to ensure safety.
Student: students will line up in
pairs as they travel to the Kitchen
Garden, local bush and back to
class.
Students will be required to wash
their hands and dispose of the
gloves properly.
Continue with experiment sheet.
In pairs, quiz each other on the
content of the tasks which is a
form of social support.
Resources:
Gloves,
Smartphones
Access to Kitchen Garden
Teacher: teacher will facilitate Student
class discussions regarding the
experiment and start by asking
questions. The question difficulty
can vary depending on the
students. For example:
“What function do the Cortex
Pharenchyma cells have?” for
advanced students.
Or:
“What do plants need to grow?”
Where the answer can vary
depending on students
capabilities. Advanced students
may use terminology such as
carbon from the sun and nutrients
from the soil. While students
with learning difficulties may
answer with sunlight and water.
102086 – DTL Lesson Plan Analysis, Revision & Justification
Conclusion Reflection and Homework
8 minutes
Discuss briefly whether the goals
and expectations for the lesson was
achieved.
Use the Namoo – Wonders of Plant
life app to recall the importance of
photosynthesis and how it relates to
plant nutrition. Explain the benefit
of the leaf/root system and why it
would be necessary for it to survive.
Recall the use of the Yam daisy by
aboriginal people as a staple food
source and encourage students to
discuss other ways plant leaves and
roots can be used. There is a high
proportion of LBOTE students from
Asia in the school so the teacher can
draw parallels such as the use of
ginseng roots and other herbs in
Tradition Chinese Medicine.
Any work that is not completed
must be completed for homework.
Students are also to complete pages
27/28 in their workbooks.
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Due:12/5/17
The teacher will also provide
positive feedback of student
responses to create a positive
learning environment
Student: Social support during
class discussions as they can help
each other answer the teacher’s
questions.
Teacher: Teacher will address Teacher
the class to recap the lesson and
goals. Set up the iPad and Student
projector to show Namoo –
Wonders of Plant life app.
They will also facilitate class
discussions which aim to be
inclusive to all students. Teacher
will provide positive feedback to
signify acknowledgement of
student participation
Student: students will be
encouraged to participate in the
class discussion as well as ask
questions if they have difficulty
with certain concepts.
Resources:
‘Namoo – Wonders of Plant
Life’ or Diagram previously
drawn by the class.
DTL – Assignment 2 Due: 12/5/17

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

Throughout the process of modifying this lesson plan, I gained valuable insight on the

difficulties teachers face to cater to every aspect of the Quality Teaching (QT) model and

Australian Professional Standards for Teachers (APST). I personally found it easier to

differentiate teaching to meet the specific learning needs of students compared to

implementing strategies for teaching Aboriginal and Torres Strait Islander students histories

and culture. This may be because my current knowledge of Indigenous culture and histories

is severely limited to what I learned in High School 12 years ago. Although I had

recommended to use the Yam daisy root as a link to Aboriginal Histories and Culture, it is a

rather tenuous link to the topic of plant nutrition.

The knowledge of the school environment played a critical role in the structure of the lesson

plan. The school in question is rated above average in the Index of Community Socio-

Educational Advantage rating. There is only 1% of indigenous students in comparison to 81%

students of LBOTE. With these statistics in mind and a lengthy discussion with the teacher I

gained the lesson plan from, I was certain that the teacher would have access to all the

required materials as well as the majority of students having access to a smart device.

After deep reflection, I believe that this assignment has opened my eyes to the necessity of

structuring lessons to suit the learning environment. It has also shown me that other teachers

lesson plans may not necessarily fit my teaching style; it is important to create my own lesson

plan so that it best fits the needs of my students. Through analysing the lesson plan I believe I

have gained a deeper understanding of the APST and QT model and why it is vital to refer to

them when creating or adjusting a lesson plan.

How am I measuring the outcomes of this lesson?

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DTL – Assignment 2 Due: 12/5/17

Learning Outcome Method of measurement and recording

8.3.3.6 Explain the relationship between
the organisation of the structures used to
obtain water and minerals in a range of
plants and the need to increase the surface
area available for absorption
Formal Formative assessment during the
start of the lesson through the GoSoapBox
quiz.
Informal formative assessment through
observations and student answers to
questions.

8.3.3.7 Explain the relationship between Informal formative assessment through

the shape of leaves, the distribution of observations and student answers to
tissues in them and their role questions.

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?

The main potential risk in this lesson involves the practical portion where students are

required to gather plant material from the Kitchen Gardens. Gloves should be worn at

all times when gathering plant material and be disposed properly afterwards. Students

should also observe proper handwashing techniques after handling the plant material

to help prevent infection.

Part C – Academic Justification

The information provided in the original lesson plan is best described as concise but is

rather limited in addressing several of the outcomes set in the APST (AITSL, 2016), QT

model (NSWDPET, 2003) and cross curriculum priorities (ACARA, 2012). The modified

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DTL – Assignment 2 Due: 12/5/17

lesson plan attempts to address these deficits but specifically targets the APST standard 1.4

and 1.5 (AITSL, 2012). It also focuses on the QT model 2.1 and 2.4 to enhance student

learning (NSWDPET, 2003).

Hackling et al. (2015, p. 35) suggest that “links made between science activities and familiar

context and experience …would help enhance [Aboriginal] student’s perceptions of the

relevance of science and their interest and engagement in learning”. The modified lesson plan

includes the use of the Murnong plant (Yam daisy) and an explanation of its relevance to

Aboriginal culture and the lesson activity (Nash, 2004). This addresses the APST standard

1.4 which calls for the implementation of strategies for teaching Aboriginal and Torres Strait

Islander students. Additionally, this aligns with the cross-curriculum priority to draw

significance to Aboriginal and Torres Strait Islander Histories and culture (ACARA, 2012).

Furthermore, Hackling et al. (2015, p. 33) suggests that “an interactive-dialogic

communicative approach within a supportive classroom climate” which encourages student

contribution will help cater to Indigenous students. This is implemented in the modified

lesson plan whenever class discussions or student questions are occurring. However, this

strategy of ‘inclusive education’ is not limited only to Indigenous students but can benefit all

students with a variety of needs and capabilities. The implementation of inclusive education

challenges and encourages teachers to use a variety of pedagogical approaches and strategies

to cater for the various learning needs of students, which can have a positive impact on all

students (Anderson, & Boyle, 2015). The APST standard 1.5 calls for teachers to differentiate

teaching to meet the specific learning needs of students across the full range of capabilities.

Differentiation in the educational context can refer to programmes that split students

according to student ability such as ‘gifted and talented’ and ‘special education’ classes

(Mills et al., 2014). However, for the modified learning plan I have focused on differentiation

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DTL – Assignment 2 Due: 12/5/17

at the classroom level where “modifying curriculum materials based on perceived ability” is

essential (Mills et al., 2014, p. 334). The implementation of differentiation is purely

dependant on formal and informative assessment of student ability and the lesson plan

outlines strategies to cater to different learning needs via differentiation in questions. In

conjunction with inclusive education (Anderson, & Boyle, 2015), the range of complexity in

questions and class discussions will vary depending on the feedback the teacher gains from

the student (Mills et al., 2014), as an example advanced students who accomplish the task

early are asked extended questions. The revised lesson plan takes into consideration the

school facilities to allow for students with various physical disabilities to gain access to the

Kitchen Garden. This promotes an inclusive learning environment where all the students feel

included and helps encourage engagement and participation (Anderson, & Boyle, 2015).

Along with inclusion of Aboriginal and Torres Strait Islander Histories and cultures, the

cross-curriculum priorities have as emphasis on Sustainability and Asia and Australia’s

Engagement with Asia (ACARA, 2012). Since the teacher who I received the lesson plan

from asked not to disclose her name or the school, I can’t properly reference the fact that it

has 81% of students of LBOTE which primarily come from Asia. However, the revised

lesson plan differentiates by accommodating to students’ cultural experiences (Mills et al.,

2014). The class discussion encourages students to make connections regarding cultural

significance and the classroom activities. The use of inclusive education is important to

facilitate a safe and positive learning environment (Anderson, & Boyle, 2015). The addition

of sustainability is briefly mentioned and explained why gathering the required materials only

from the weeds is ecologically beneficial.

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DTL – Assignment 2 Due: 12/5/17

The area of the QT model targeted for revision was the quality learning environment section,

specifically 2.1 explicit quality criteria and 2.4 social support (NSWDPET, 2003). The

original lesson plan did not include any specific goals or teacher expectations of the quality

of work expected of the students. This has been amended to include the high teacher

expectations regarding student behaviour, student safety throughout the practical and the

goals of the class activities in class. The benefits of explicit quality criteria in teaching

pedagogy is described by Amosa et al., (2008, p. 11) who states that ‘making more explicit

high expectations about the quality of student work has a positive and significant effect on

student authentic achievement, and can reverse traditional achievement patterns for students

of Aboriginal and Torres Strait Islander descent’. The other quality criteria 2.4 social support

has been discussed at length with the use of inclusive education to facilitate a safe and

positive learning environment (Anderson, & Boyle, 2015. Furthermore, the introduction of

student pairs to accomplish tasks draws from the benefits of the ‘think-pair-share’ model,

where students are asked to think on a problem alone, then discuss with their student pair and

then finally as a class (Bambiro, 2015). This model is implemented throughout the lesson and

addresses the 2.4 social support criteria in the QT model.

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References
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9604.12074.

Amosa, W., Ladwig, J., Griffiths, T., & Gore, J. (2008). Equity effects of quality teaching:

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Hackling, M., Byrne, M., Gower, G., & Anderson, K. (2015). A pedagogical model for

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Nash, D. (2004). Aboriginal Plant Use in south-eastern Australia. Australian National

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Learning Portfolio Weblink

http://icisneros.weebly.com/

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