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102086 Designing Teaching and Learning

Assessment 2: Lesson Plan Analysis

Contents

Original Lesson Plan………………………………………………………………2

Lesson Plan Analysis………………………………………………………………4

Modified Lesson Plan……………………………………………………………...9

Academic Justification…………………………………………………………….13

References………………………………………………………………………….16

Appendix…………………………………………………………………………...17

Learning Portfolio Link…………………………………………………………...19

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Original Lesson Plan

MABO DECISION

YEAR 10 HISTORY (RIGHTS AND FREEDOMS)

AUSTRALIAN CURRICULUM LEARNING OBJECTIVES

• ACDSEH1061: The significance of the following for the civil rights of Aboriginal and Torres
Strait Islander peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo
decision; Bringing Them Home Report (the Stolen Generations), the Apology.

RESOURCES REQUIRED

• After Mabo: Fiction of terra nullius2 (duration: 3.01)

• After Mabo: A country’s shame3 (duration: 3.02)
• After Mabo: Law stick4 (duration: 3.01)
• Mabo worksheet5
• Access to student computers for research

LESSON OUTCOME: Students learn more about the Mabo decision through a consideration of the
reception of this decision by political parties and Indigenous groups at the time.

Lesson outline:

1. Commence lesson by conducting a brainstorm with students about what they already know
about the Mabo decision.
2. Provide students with the Mabo worksheet. Students should complete the first task which
involves defining key people and terms which students will encounter in the video clips.
Students use their computers to complete the research required for this task. Students may
then share their answers.
3. Prior to commencing the film clips, explain that students should look out for the information
requested of them in the worksheet.
4. Show students After Mabo clips. In between each clip, provide students with time to make
notes which may assist them in writing their answers to the questions on the worksheet.
5. Once all three clips have been viewed, conduct brief class discussion regarding the content of
the clips and the understanding students have gained.
6. Students then commence work on the assigned questions on the worksheet.

1
http://www.australiancurriculum.edu.au/Elements/47a3b79c-d9f3-4ddb-b18f-9e4600a316d6
2
http://aso.gov.au/titles/documentaries/after-mabo/clip1/
3
http://aso.gov.au/titles/documentaries/after-mabo/clip2/
4
http://aso.gov.au/titles/documentaries/after-mabo/clip3/
5
http://www.capthat.com.au/sites/www.capthat.com.au/files/Mabo%20worksheet%20FINAL.docx

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Homework/extension

Students complete final question for homework, allowing them to conduct sufficient research on
Vincent Lingiari.

OPPORTUNITY FOR FURTHER ACTIVITY

Students begin to construct their own timeline of events which are significant in the plight for
indigenous rights. As the unit on indigenous rights and freedoms continues, students can build upon
this timeline.

This lesson plan was sourced from http://www.capthat.com.au/resources/mabo

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Lesson Plan Analysis

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: Nothing mentioned. Could have been included i.e. Indigenous students,
–5 as topic is of their cultural history.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 – 2 – 3 – 4 Comments: Nothing mentioned, however can easily be integrated into the lesson
–5 with consideration to the sensitivity on the issue and Aboriginal history.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of
abilities
1 – 2 – 3 – 4 Comments: Use of brainstorming, students conducting their own research and
–5 independent study on worksheets allowing room for students to work at their own
pace. Also opportunity for extension activities on topic. No mention of students
who require support.
1.6 Strategies to support full participation of students with disability
1 – 2 – 3 – 4 Comments: Nothing mentioned.
–5
2 Know the content and how to teach it
2.2 Content selection and organisation
1 – 2 – 3 – 4 Comments: Class brainstorm on prior known knowledge on topic. Relates to current
–5 content being taught.
2.3 Curriculum, assessment and reporting
1 – 2 – 3 – 4 Comments: Class discussion halfway through lesson recapping what they have
–5 learnt so far. Example of informal assessment.
2.6 Information and Communication Technology (ICT)
1 – 2 – 3 – 4 Comments: Students use computers to conduct their own research on the topic. Also
–5 view three documentary video clips which provides them with background
information.

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3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1 – 2 – 3 – 4 Comments: Students examine the reception of the Mabo decision at the time,
–5 fulfilling lesson outcomes.
3.2 Plan, structure and sequence learning programs
1 – 2 – 3 – 4 Comments: Lesson planned out well, starts on recap of prior knowledge and
–5 provides resources for students to build upon that content.
3.3 Use teaching strategies
1 – 2 – 3 – 4 Comments: Teacher initiates class discussion, students also given time for
–5 independent work.
3.4 Select and use resources
1 – 2 – 3 – 4 Comments: Use of computer research, information provided from video clips.
–5 Worksheets provided to shape student responses to the topic.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 – 2 – 3 – 4 Comments: Students involved in class discussion. Students undertake independent
–5 study.
4.2 Manage classroom activities
1 – 2 – 3 – 4 Comments: Teacher directs students on what to do with content and resources
–5 provided. Rest of work is student driven.
4.3 Manage challenging behaviour
1 – 2 – 3 – 4 Comments: Nothing mentioned to address this.
–5
4.4 Maintain student safety
1 – 2 – 3 – 4 Comments: Nothing mentioned. Can be integrated to include respect to students of
–5 an Indigenous background.
4.5 Use ICT safely, responsibly and ethically
1 – 2 – 3 – 4 Comments: Video clips controlled by teacher however, no mention of safe and
–5 ethical use for when students undertake independent research (computer).
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 – 2 – 3 – 4 Comments: Informal assessments through class discussion and recap of topic points.
–5
5.2 Provide feedback to students on their learning
1 – 2 – 3 – 4 Comments: Feedback can be provided in the discussions, no direct feedback given
–5 to individual students.

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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: Brainstorm and class discussion prompt student’s viewpoints to topic.
–5 Video clips provide various perspectives on the issue which increases students’
understanding of the topic.
1.2 Deep understanding
1 – 2 – 3 – 4 Comments: More activities can be included which allow students to demonstrate
–5 their level of understanding to the topic.
1.3 Problematic knowledge
1 – 2 – 3 – 4 Comments: Students are exposed to the various viewpoints of political parties,
–5 Indigenous Australians and other groups to the topic which provides students with
background information. `
1.4 Higher-order thinking
1 – 2 – 3 – 4 Comments: Facts and information provided to students. Worksheet questions cause
–5 for higher order thinking.
1.5 Metalanguage
1 – 2 – 3 – 4 Comments: Students asked to write definitions to some words provided at start of
–5 lesson.
1.6 Substantive communication
1 – 2 – 3 – 4 Comments: Brainstorm and discussion initiate’s thoughtful responses. Feedback
–5 from student research is student centred.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 Comments: Only mentioned once, prior to commencing film teacher explains to
–5 students that they should look out for the information requested on the worksheet.
2.2 Engagement
1 – 2 – 3 – 4 Comments: Seems to be a significant amount of engaging activities. Students might
–5 go off task during film viewing and computer use.
2.3 High expectations

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1 – 2 – 3 – 4 Comments: Nothing mentioned to encourage students or outline expectations.

–5
2.4 Social support
1 – 2 – 3 – 4 Comments: Students share and discuss answers from their research.
–5
2.5 Students’ self-regulation
1 – 2 – 3 – 4 Comments: Student proceed with computer research independently, also view film
–5 and fill in the worksheet, followed by a discussion of that information.
2.6 Student direction
1 – 2 – 3 – 4 Comments: Independent research and class discussions.
–5
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: Class brainstorm on topic prior to starting lesson, recapping background
–5 information.
3.2 Cultural knowledge
1 – 2 – 3 – 4 Comments: Some activities in worksheet. Can easily be more incorporated by
–5 drawing on importance of Mabo decision for indigenous Australians etc.
3.3 Knowledge integration
1 – 2 – 3 – 4 Comments: Nothing mentioned, no connections between different topics/subjects.
–5
3.4 Inclusivity
1 – 2 – 3 – 4 Comments: Seems quite inclusive, although nothing mentioned in regard to
–5 including Aboriginal students especially since the topic is a historically important
one for them.
3.5 Connectedness
1 – 2 – 3 – 4 Comments: Some levels of connectedness explored through the video clips which
–5 provide knowledge of individuals, public groups and political parties towards the
topic.
3.6 Narrative
1 – 2 – 3 – 4 Comments: Video clips provide insight to the perspectives of Indigenous people to
–5 the Mabo case.

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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 2) 4.1 Support student participation
Torres Strait Islander students
QT model
1) 1.5 Metalanguage 2) 2.3 High Expectations

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Modified Lesson Plan

Topic area: History Stage of Learner: Stage 5 Syllabus Page: 21

Date: 15 May 2017 Location Booked: Computer Labs Lesson Number: 3 /6

Time: 60 minutes Total Number of students: 25 Printing/preparation:

- Mabo Worksheet
- Access to Video Clips

Outcomes Assessment Students learn about Students learn to

Lesson assessment  Students learn more  Outline the
about the Mabo background, aims and
SYLLABUS  Informal
decision through a significance of key
OUTCOMES Assessment
consideration of the developments in
through
reception of this Aboriginal and Torres
brainstorm
The significance of the decision by political Strait Islander
session and
following for the civil parties and peoples' struggle for
class discussion
rights of Aboriginal and Indigenous groups rights and freedoms
- recap of topic
Torres Strait Islander at the time. (Syllabus, p.21)
points.
peoples:
- 1962 right to vote
federally; 1967
Referendum;
- Reconciliation;
- Mabo decision;
- Bringing Them
Home Report (the
Stolen Generations);
- The Apology
(ACDSEH106)

 Explains and
analyses the motives
and actions of past
individuals and
groups in the
historical contexts
that shaped the
modern world and
Australia HT5-3

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Cross Curriculum themes & General
capabilities
ICT – Use of computers to conduct research.
English – Ability to formulate answers for
questions on the worksheet.
Geography – Relation to background history
of Mabo decision, issue of land and why it is
important.
Explicit subject specific concepts and skills
 The Core Study section in the History Syllabus,
specifically Depth Study 4: Rights and
Freedoms (1945-Present). This lesson will
focus on the syllabus outcome ACDSEH106;
the significance of the Mabo decision for the
civil rights of Aboriginal and Torres Strait
Islander peoples.

Time Teaching and learning actions Organisation Centred

T/S
Intro Class brainstorm conducted with Teacher: Starts brainstorm Student
students to informally assess and gain an and encourages students to
understanding of what knowledge they participate in answers.
6 Minutes already have on the Mabo decision. Writes student responses as
a mind map on the
whiteboard.

Student: Participation in
brainstorm. Gives their
answers/ known
information they have of
the topic.

Body Students conduct research on the
internet/computer to find descriptions of
the terms provided in the worksheet.
Teacher then explains to students the
15 Minutes
significance of these key terms and why
they are important for the topic.
Resources: Whiteboard/
whiteboard marker
Teacher: Hand out to Student
students the first page of and
the worksheet (key terms). Teacher
After students have filled it
in, explain to the students
the significance of each
term. Can use images to
help explain.

Student: Students use

computers to search and fill
in brief descriptions of the
terms provided. Share some
answers with class.

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Students watch the video clips After
Mabo. Students then get into pairs
24 Minutes
(Think-Pair-Share strategy) to make
(Video notes about the Video clips and then
Clips 9 participate in a class discussion on what
Minutes) they have learnt.
In this activity, the teacher should pair
an Indigenous Australian student with a
non-Indigenous if able to. In order for
Aboriginal students to voice their views
on the matter and provide a range of
input to the class discussion.
Resources: Internet
Access/Computer,
Worksheet 1
Teacher: Plays each video Student
clip for students (3 clips).
Video Links: After Mabo:
Fiction of terra nullius
After Mabo: A country’s
shame
After Mabo: Law stick
Student: After watching
video, gets into pairs to
take down notes. Share’s
findings with rest of class.

Resources:
Computer/Projector to view
video clips
Students are given the second worksheet. Teacher: Hands out Teacher
Teacher should explain here what worksheets, explains to
15 Minutes
students are expected to do, encourage students what is expected
them to write meaningful answers not of them.
just what they think the answer is but
encouraging them to utilise the
knowledge they have just learnt through Student: Fills worksheet
the research independently conducted according to required
and the class discussions. expectations.
Students complete questions in the
worksheet. Resources: Worksheet 2.

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

The modifications made to this lesson plan have enabled me to get a brief insight into the ways

teachers prepare lessons for students and how important it is to ensure the correct criteria is being

met in order for an effective learning process for students. I found it easier to incorporate strategies

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for teaching Aboriginal and Torres Strait Islander students and ensuring student participation. What I

found more difficult was modifying parts of the lesson to highlight the expectations that teachers

require students to fulfil. This assessment also helped me to see the significance of making sure

classroom lessons effectively meet the outcomes that are outlined in the syllabus as they are

important for student assessment in the long term.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

The significance of the
Mabo decision for the civil
rights of Aboriginal and
Torres Strait Islander
peoples.
Explains and analyses the
motives and actions of past
individuals and groups in
the historical contexts that
shaped the modern world
and Australia HT5-3
Informal assessment through completing worksheet 2.
The questions address the significance of the Mabo
decision.
Informal assessment through the discussion that
follows the think, pair and share activity after viewing
the video clips.
The video clips provide information about the motives
and actions of past individuals and groups.

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 key risk issues which may arise during this lesson is in regard to the safe use of
ICT resources. When students are conducting their own research on the computers,
the teacher should check on the students to ensure they are doing the work they have
to do and are not abusing it by being distracted from the lesson. Also, that they are
using the internet safely according to school rules i.e. not going on social media
accounts or using the internet for other personal use.

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Academic Justification
The original lesson plan does adhere quite sufficiently to the Australian Professional Standards for

Teachers and the Quality Teaching model, yet there are certain areas which can be improved. The

modified lesson identifies the changes in order to meet the standard requirements.

The first modification addressed in the lesson is of the QT model, 1.5 Metalanguage. The activity

here requires students to conduct their own research in order to fill out the worksheet provided to

them. The worksheet has key terms relating to the Mabo decision and the overall topic of rights, once

they have the information required they may share this information with the class. The modification

here is that once the students fill out the worksheet, the teacher can explain the importance of each

definition and the relevance it has to the topic. If the teacher explains the significance of the key

terms, it will allow for students to critically engage with the research they have found, which will

prepare them for the remaining activities in the lesson (Brookfield, 1995). Engaging in conversation

on the way the terms relate to the topic will also be stimulating for the students and will allow them

to consider various viewpoints in later parts of the lesson (Brookfield, 1995). This activity will also

fulfil the requirement of Metalanguage as students will be engaging with the meanings of these

words and how they are important as the basis to the overall topic.

The second modification relates to standard 4.1 Support student participation. Here the students view

the video clips which will provide them with information about political groups, Indigenous

perspectives and others towards the Mabo case. The modification here is to get students to work in

pairs to implement the TPS, Think, Pair and Share strategy. Students will work together to make

notes about the information just learnt from the video clips and will then participate in a larger class

discussion. This strategy is an example of active learning, and allows students to think about the

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topic, then discuss it with a partner and share their findings in a discussion with the rest of the class

(Radhakrishna, Ewing & Chikthimmah, 2012). The use of this strategy will help the lesson to reach

the requirements for standard 4.1 as it will ensure each child is participating. Sometimes with larger

class discussions, not every child gets the opportunity to participate or may not want to. Working in

pairs will not only ensure that everyone is participating but will also allow room for student support

to help each other formulate ideas. By allowing students to interact with each other, the class also

becomes more interactive and is a beneficial way for students to keep track of the content

(Radhakrishna et al, 2012).

The Think, Pair and Share strategy ties in with standard 1.4 Strategies for teaching Aboriginal and

Torres Strait Islander students. The original lesson plan did not mention anything relating to this

standard, however it is important that this standard is taken into consideration as the topic relates to

Indigenous Australian history, one that might be sensitive for those students. In previous conducted

studies on this topic, teachers of Aboriginal students have pointed out that Indigenous students feel

shyness in the classroom and sometimes that can be a cause for concern (Harkins, 1990). This feeling

of shyness or shame that some Aboriginal students feel must be overcome, as it can be related to low

self-esteem or negative self-concepts (Chadbourne 1983 cited in Harkins, 1990). If not addressed it

may become a barrier to full educational achievement for Indigenous students (Harkins, 1990). The

modifications made to the lesson plan, enable teachers to pair an Indigenous student in the class with

a non-Indigenous student. This is because that pairing will allow for Indigenous views to be

expressed whilst also the views of the non-Indigenous student. It can allow for more open views to

Indigenous history and an understanding from their heritage. What this pairing will also do is allow

Aboriginal students who face shyness or a low confidence in having their history discussed, to work

with a partner to overcome that barrier. Rather than the way some teachers may single out Aboriginal

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students, making them feel uncomfortable (Harkins, 1990) working with a partner may allow the

student to be more comfortable about the topic.

The fourth modification made to the original lesson plan is under the Quality Teaching Model, 2.3 of

High Expectations. Throughout the original plan there is no reference made to the teacher outlining

what the students are not only expected to do but the quality of work they are expected to produce.

This is an important criteria to address as the way teacher’s relay expectations can result in positive

or negative influences on student performance (Rubie-Davis, Hattie, & Hamilton, 2006). Sometimes

teachers may also have specific expectations due to the ethnicity or the social class of students

(Rubie-Davis, et al, 2006). However, if students know the expectations that they need to work up to,

they will be able to produce quality work to meet those standards. The modification in the lesson

plan is for teachers to properly explain to students what is required of them, if teachers use

encouraging tones it can influence the student performance in a positive manner.

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References

After Mabo. (n.d.). Retrieved May 3, 2017, from https://aso.gov.au/titles/documentaries/after-

mabo/clip1/

Brookfield, Stephen. (1995). Becoming a Critically Reflective Teacher (pp. 1-28). San Francisco:

Jossey-Bass.

Harkins, J. (1990). Shame and shyness in the Aboriginal classroom: A case for practical semantics.

Australian Journal of Linguistics, 10(2), 293-306. Doi: 10.1080/07268609008599445.

Mabo. (n.d.). Retrieved May 3, 2017, from http://www.capthat.com.au/resources/mabo

NSW Syllabus for the Australian Curriculum. (n.d.). Retrieved May, 10, 2017, from

http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_s5.pdf

Radhakrishna, R., Ewing, J., & Chikthimmah, N. (2012). TPS Think, Pair and Share as an active

learning strategy. NACTA Journal, 56(3), 84-85. Retrieved from

http://search.proquest.com.ezproxy.uws.edu.au/docview/1112926208?accountid=36155&rfr_id=info

%3Axri%2Fsid%3Aprimo#

Rubie-Davis, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher

expectations and academic outcomes. British Journal of Educational Psychology, 76, 429-

444. Retrieved from

http://onlinelibrary.wiley.com.ezproxy.uws.edu.au/doi/10.1348/000709905X53589/epdf

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Appendix

Worksheet 1

AFTER MABO
PRE-VIEWING: Before viewing the relevant video clips, write a brief description of each of the
following key people or terms.
Paul Keating Eddie Mabo John Howard Native Title

High Court Terra nullius Racial Discrimination Crown land

Act

House of Senate Claimants Legislation

Representatives

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Worksheet 2

POST-VIEWING: After viewing the relevant video clips, complete the following.
Why was the Mabo decision so significant? In your answer, focus on the impact upon Indigenous Australians.

Explain three key ideas you learnt about the reception of the Mabo decision from the After Mabo clips.
1.

2.

3.

Does the Mabo decision remain controversial? Further, do you think most people living in Australia in
2012 are aware of the Mabo decision? (You will need to do some research to inform your answer to
these questions.)

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Learning Portfolio Link

http://pqureshi.weebly.com

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