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Contents:
Academic Justification 13
References 15
Jacinta McDowall
19025777
102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template
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.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
2 Comments: Not mentioned, however lesson plan does allow scope to
incorporate elements. Group activity and class discussion support inclusive
pedagogy
1.5 Differentiate teaching to meet the specific learning needs of students across the full range
of abilities
1 Comments: Differentiated activities are not available in lesson plan, however
individual letter writing could be scoped to support different learning levels
1.6 Strategies to support full participation of students with disability
2 Comments: Not mentioned, however inclusive nature of lesson plan could be
scoped to support students with disability
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
4 Comments: The central concept of ‘responses to graffiti’ is maintained
throughout the lesson. However where the content of the lesson fits in with the
overall continuum is not mentioned
1.2 Deep understanding
3 Comments: Students demonstrate learning depth through the use of informal
oral and written assessment, however student contribution and assessment is
uneven
1.3 Problematic knowledge
5 Comments: Lesson is scaffolded to encourage multiple and conflicting
perspectives on topic, with students exploring the historical, social and political
aspects.
1.5 Metalanguage
3 Comments: Key vocabulary is listed, however is not focused on throughout the
lesson or explained by the teacher how it works. Resource links provide
symbolic metalanguage to be deciphered by students.
2.2 Engagement
4 Comments: Student engagement is high throughout the lesson, allowing
students on different levels to effectively direct the flow of conversation and
debate. However some students may fall off topic through the lack of teacher
guidance.
3 Significance
3.1 Background knowledge
3 Comments: Students background knowledge is specifically mentioned in Activity
1 and seems to be drawn upon throughout aspects of the lesson
3.2 Cultural knowledge
4 Comments: Lesson is scaffolded to encourage diverse cultural perspectives
3.4 Inclusivity
5 Comments: The lesson plan promotes inclusivity and encourages significant and
equivalent diverse cultural, social and political perspectives to be presented
amongst students.
3.5 Connectedness
5 Comments: The focus on a public issue creates high connectedness for
students, especially when you take their age into consideration, as adolescents
are more often exposed to graffiti.
3.6 Narrative
4 Comments: The links provided for research include audio/visual narrative.
Students may also include their own biographical accounts throughout class
discussion.
Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
1) Strategies for teaching Aboriginal and 2) Manage challenging behavior
Torres Strait Islander Students
QT model
1) Explicit Quality Criteria 2) High Expectations
Lesson Plan
T documents a collection of
conflicting S answers on the board.
Students are also provided with an ‘Graffiti or art? Expression in the modern age’
example of a past students work who Daniel Ziffer, The Age, 14 May 2007
received top marks for this project, to www.theage.com.au/news/arts/graffiti-or-art-
ensure they understand what is expression-in-the-modern-
expected from them. age/2007/05/13/1178994997005.html
10 Individual graffiti drawing and Teacher: Asks the students to create their S
minutes description graffiti piece in their art diaries. T assists any
Ss who require additional attention.
Students are to use their research to
formulate individual graffiti images Student: Create an individual graffiti tag or
that reflect their relationship with the mural in VA diary. Encouraged to ask T and/or
school and community, and write a other Ss questions if necessary.
short description of their work, and
how it could be interpreted in Resources: lesson outline, resource links, past
numerous ways. This can be used as exemplar, VA diary, colourful pencils,
a summative assessment by the computer or iPad
teacher. Students are encouraged to
continue to interact with the teacher
and other students in this section,
including asking any further
questions they may have to ensure
they feel supported and are staying
on track.
Reflection Students place their art diaries at the Teacher: Clears a space at the front of the T/S
front of the room to display their room for students to display their VA diaries. T
5 minutes work to the teacher and other encourages students to view all works whilst
students. summarizing lesson.
T answers any outstanding questions.
Whilst students view their peers
work, the teacher sums up the lesson Student: File lesson outline, and pack away
and chooses students at random to pencils. Close any windows open on school
reflect on what they have learnt. computers and tidy desks.
I have found this assignment both challenging and interesting, and have enjoyed
putting my knowledge of the Standards and Curriculum into ‘action’. I chose to
focus on Indigenous student needs as well as managing challenging behavior, as my
experience in a public high school proved many of these students needs were not
met. I wanted to learn what improvements could be made to a lesson plan that
would ensure inclusivity and high expectations of all students, and believe I have
effectively made these changes in the updated lesson plan.
Overall, I enjoyed this assignment and believe I have deeper understanding of the
Standards and Curriculum and the challenges that practicing teachers face
everyday constructing suitable and meaningful lesson plans for all students.
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 Teacher must ensure tables and chairs are safely positioned so that there is
no trip hazard when students are participating in jigsaw activity. Sufficient lighting
and ventilation must also be in place to ensure a safe classroom environment. ICT
security should be set on school computers as well as monitoring from the
teacher throughout the lesson to ensure students have accessed only appropriate
web material.
Academic Justification
Although the original lesson plan demonstrates a thought provoking activity for
students, its vagueness assures many aspects require modification to effectively
fulfill the specific requirements of the Australian Professional Standards for Teachers
(AITSL, 2017) and the Quality Teaching (Model) in NSW Public Schools (Ladwig &
Gore, 2009), as well as adhere to the NSW syllabus (NESA, 2012). This includes
strategic improvements to the learning preference of Indigenous students and
managing challenging behavior, whilst also exhibiting high expectations of all
students through the use of high explicit quality criteria.
Substantive communication and high order thinking activities have been maintained
throughout the amended lesson, relying heavily on group based activities and
student debate. However the addition of higher teacher involvement has been
introduced to ensure standard 4.2 and 4.3 are thoroughly addressed, as this was
lacking in the original plan. It is important that the teacher directs the lesson
offering prompt feedback to monitor student participation and development. This
helps to prevent discipline problems rather than attempting to solve them once they
have occurred, creating a much smoother and easier lesson for both teacher and
students (Edwards & Watts 2004).
Students with challenging behavior are given the responsibility of organising groups
during the jigsaw activity. This action is used as a motivational tool to encourage
them to commit to the task. They begin to feel a sense of positive responsibility
which encourages them to abide by the rules of the lesson, addressing Standard
4.1. This technique is much more effective than attempting to enforce rules upon
them out of a fear of punishment (Eggan & Kauchak, 2010).
Inquiry based learning is endorsed using both written and verbal communication.
Oral communication appropriately reflects the Indigenous history of non-written
language and is used as a form of decolonizing methodology (chilisa, 2012).
However it is also important that a written outline is available to students to
thoroughly and clearly communicate class expectations. Students are also provided
with an example of past students work to further outline expectations to ensure
high explicit quality criteria is met, addressing Standard 3.5. Maximum
communication between students and teacher ensures students have a thorough
understanding of how criteria will be used in the assessment of their submissions
(Harris, 1999).
The letter writing task and POV sheet in the original lesson plan was not suitable for
Indigenous or challenging students due to its extensive use of text, that could be
seen as intimidating for those with lower literacy skills. It also lacked a clear focus
on stage 4 syllabus requirements for Visual Arts. This has been altered to create a
lesson plan focused on the Visual Arts Cultural Frame, which explores social,
community and cultural interests (Lewthwaite et al. 2015).
Students have the opportunity to exhibit many different aspects of their research,
which can be used in formative and summative assessment. This includes their
participation in group activity, understanding of different perspectives, developing
an informed opinion, metalanguage, research skills, descriptive writing etc. This
dynamic approach to assessment presents a serious challenge to all students and
allows them to take risks at all learning levels. It ensures expectations are high for
each individual student and addresses standard 1.5. Students document their work
in their VA diary which the NSW syllabus deems mandatory, and are invited to
display their work at the front of the class which promotes belongingness and
creates a rewarding and positive effect on students learning (Jackson, 2011).
The class is kept small with sufficient time to complete tasks, allowing the
necessary teacher assistance of individual students needs. The positioning of class
seating as well as the inclusive pedagogy practice (jigsaw activity) promote a sense
of belongingness and equality for all students which effectively creates a positive
classroom environment where students can thrive.
References:
Australia Institute for Teaching and School Leadership (AITSL). (2014). Retrieved
from http://www.aitsl.edu.au
Harris. A. (1999). Teaching and Learning in the effective School. Haunts, UK:
Ashgate Publishing
Jackson. Y. (2011). The Pedagogy of Confidence. NYC, USA: Teachers Collage Press
Ladwig, J.G. & Gore, J.M. (2009). Quality teaching in NSW Public Schools: a
classroom practice guide. Sydney Australia: Department of Education and Training.
Retrieved from
http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality
%20Teaching%20Guide.pdf
Ladwig, J.G. & Gore, J.M. (2006). Quality teaching in NSW Public Schools: an
assessment practice guide. Sydney Australia: Department of Education and Training.
https://stjohnsprimarystaff.wikispaces.com/file/view/asspracg.pdf
Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., Laffin,
G., Harrison, M., Day, C., Kemp, C., & Wills, J. (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).
Retrieved from
http://dx.doi.org/10.14221/ajte.2015v40n5.8
http://www.curriculum.edu.au/verve/_resources/Currsec_Graffiti.pdf
Visual Arts Years 7-10. Advice on Programing and Assessment. (2003). Retrieved
from: http://educationstandards.nsw.edu.au/wps/wcm/connect/9665b01d-
0411-43f6-aec5-f82e8e36b34e/visual_arts_710_support.pdf?MOD=AJPERES&CVID=
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