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Table of Contents
Original Lesson Plan ................................................................................................................. 2
APST and QT Analysis Template.............................................................................................. 15
Modified Lesson Plan ............................................................................................................. 20
Syllabus outcomes ..........................................................................................................21
Appendices.....................................................................................................................30
Academic Justification............................................................................................................ 35
References .....................................................................................................................40
E-Learning Portfolio ............................................................................................................... 42
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
How the quality teaching elements you have identified are achieved within the lesson.
Students consider the different features that make a place liveable. However, students
1.3 Problematic recognise that liveability is a subjective concept and they are to consider the reason why
Knowledge people may live in places, which they themselves do not consider to be liveable or less
liveable.
2.4 Social Students are given a pre-test in an informal manner with a question that allows all students to
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
Support answer the question even if the level of knowledge is minimal. Students participate in
think/pair/share activities prior to engaging in class discussion, which allows students to
formulate their ideas rather than being asked on the spot. Collaborative work also helps to
strengthen student relationships as well as their social skills to ensure a safe and effective
learning environment.
Students are required to call upon knowledge they already have in the pre-testing activity.
Furthermore, while students already have an understanding of the concept ‘ place’,
3.1 Background liveability may be a new idea. Once providing students with an explanation of this term they
Knowledge are to apply this concept to their local community, which helps students make these concepts
significant.
5 Students line up outside and enter the classroom in an Teacher: To write on the T
orderly fashion. Ask students to take their seats and pull board: PLACE &
out their books and writing utensils. LIVEABILITY and
underneath that the sentence
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
“Liveability: An assessment of what a place is like to live copy the definition into their
in, using particular criteria, for example, environmental books.
quality, crime and safety, education and health provision,
access to shops and services, recreational facilities and Resources: Advanced
cultural activities.” (Australian Curriculum, n.d) Organiser and Australian
Curriculum Website.
“Place:
A part of the earth’s surface that is
• What features of their local community make it a good Walk around the pairs of
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
While students are completing this activity, spend some Student: Participate in class
time with each group to ensure that students are on task discussion and make note of the
and on the right track. Extra time could be provided to homework.
students who find group work difficult or also who may
Resources: Assessment Task
need some extra assistance completing the task.
Notification.
Have students come up to the whiteboard and put the
factors they determined from the assessment of liveability
of each place on the board under the appropriate heading
(ie- whether it is environmental factors, human factor or
social factor). If some of the answers do not fit under
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
Although some of these photos demonstrated that some Facilitate class discussion and
places are less liveable than others, ask students ‘Why do ensure all students get the
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
next lesson.
Ask students if there are any other questions and when the
bell rings ask the students to pack up their belongings and
leave the room.
Reflection
While preparing this lesson, I found it difficult to determine whether the introductory content was
appropriate for this specific class of students. Before pre-testing students it is difficult to assess the level of
knowledge they have on the new topic. While I will not be able to use the information from the pre-testing
activity to shape this lesson, it is clear that this is an essential activity in order for me to determine the level
of student knowledge within the class and therefore shape future lessons accordingly.
GE4-1- locates and describes Students will write the answers to the visual representation activity in their
the diverse features and books, which will be taken for formative assessment.
characteristics of a range of
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.
with the ideas. Similarly, group work for the visual representation activity allows for all
students to contribute to some of the work who may not have been able to complete the
whole activity independently.
3.1.1 Establish Students are expected to consider the factors that make their local community liveable. The
Challenging reliance on the student’s previous knowledge allows students at all levels to participate in
Learning Goals this activity. As the lesson progresses, the activities become more challenging, however
students work in groups and this allows students to participate and achieve within the
lesson, while also learning from others. The final class discussion requires higher order
thinking as well as some degree of intercultural understanding. Students at a higher level
will be able to express their ideas but with careful classroom management, I will be able to
ensure that other students will also be able to participate in the discussion as well.
WHS
It is essential that all walkways are clear at all times, particularly as some students will be moving around the
room to form groups and to write on the board.
Students are to organise school bags neatly if the school policy allows them in the room.
The exit needs to be
clearly visible and accessible without obstacle.
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – Comments: The class discussion at the end of the lesson
4–5 did provide some level of deep knowledge, however
other parts of the lesson were very brief. This is evident
in the lesson when students are being provided with
definitions.
1.2 Deep understanding
1 – 2 – 3 – Comments: There was a lot of information given which
4–5 did not prompt them to think critically or evaluate their
thought process.
1.3 Problematic knowledge
1 – 2 – 3 – Comments: It does provide some level of problematic
4–5 knowledge during the class discussion at the end of the
lesson.
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
Identify the two APST standards and two NSW QT model elements
you are targeting for improvement.
APST
1) 3.4 Select and use resources 2) 2.6 Information and
Communication Technology
(ICT)
QT model
1) 2.2 Engagement 2) 2.6 Student direction
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
Student:
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
- Get to their
seating
arrangement.
- Ask questions
if they’re
unsure about
anything.
Resources:
- White board
markers.
- Assessment
task
notification.
Student:
- Complete the
activity as a
class.
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
- All students
should
participate.
- Copy down
the answers
from the
board.
Resources:
- White board
markers.
- Notebooks.
- Writing
equipment’s
such as pens.
15 Think/ Table Group/ Teacher: S
Share Activity: - Hand out the
- Advise the students A3 butcher
that they’re doing a paper to each
group activity with group
their group. - Hand each
- Provide each group group an
with a large A3 image of a
butcher paper. place
- Also provide each - Walk around
group with images of a each group to
place/ location. make sure
- Ask the students as a they’re on
group to write down track.
on the A3 paper the - Also have
pros and cons small
regarding their given discussion
image. List down the with each
good and bad things group on their
about the location, it answers and
can be anything.
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
provide
feedbacks.
Student:
- Work together
in the groups
Resources:
- A3 butcher
papers
- Coloured
markers
- Images of
places (all
different and
diverse)
-
Resources:
- Spare laptops
from the
library
Notes:
- Borrow
laptops from
the library for
those who
needs it.
Conclusion Reflection: Teacher: S
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
Student:
- Think about
what they
learn today
Resources:
Appendices
Mind Mapping
Images references
Bondarenko, V. (2017). Australia is home to 3 of the world's most
https://www.businessinsider.com.au/top-10-liveable-cities-
world-the-economist-canada-vancouver-2017-8#/#1-melbourne-
australia-1
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
http://www.businessinsider.com/worlds-most-livable-cities-
cost-of-living-2017-9/?r=AU&IR=T
http://listverse.com/2013/10/18/10-more-places-around-the-
world-you-wouldnt-want-to-live/
http://www.businessinsider.com/the-worst-places-to-live-in-the-
world-2017-8?IR=T
http://www.businessinsider.com/the-worst-places-to-live-in-the-
world-2017-8?IR=T
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
http://www.businessinsider.com/the-worst-places-to-live-in-the-
world-2017-8?IR=T
https://www.boredpanda.com/amazing-places-to-see-before-
you-die-2/
a. New York
b. Melbourne
c. London
d. Rome
5. Which is the most expensive city to live in?
a. London
b. Sydney
c. Singapore
d. Tokyo
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
Academic Justification
Lesson planning
Lesson planning is an essential part of teaching, as it allows the
preparation has the potential to determine how the students will learn.
as a whole.
APST
2.6 Information and Communication Technology (ICT)
The society we live in is constantly changing with advanced
as an effective tool for education so they could provide a safe use for
safely use Kahoot before starting the game to ensure that all the
students understand how to use Kahoot correctly. The use of ICT will
teachers and students, while learning becomes more relevant with the
will facilitate the teaching and learning experience for teachers and
and also creating a productive learning. The students can also explore
2013). While the use of ICT (Kahoot) in the lesson plan has helped
QT Model
2.2 Engagement
In my lesson plan, I had constructed activities that are student-centred
add a fun element into the class discussion, where the discussion will
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
are in control of their own learning instead of being given all the
own content and ideas through using mind maps, injury base learning
through images and class discussion. However, I made sure that there
are constant support and monitoring to ensure that the students are in
References
https://www.aitsl.edu.au/teach/standards
Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K.
63.
education, 15-33.
Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers' ICT use
161-170.
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872
E-Learning Portfolio
Standard 3.2
Plan, structure and sequence learning programs