Designing Teaching and Learning 2H - Spring 2017: in This Assignment, I Will Analyse and Modify The History Lesson Plan
Designing Teaching and Learning 2H - Spring 2017: in This Assignment, I Will Analyse and Modify The History Lesson Plan
Designing Teaching and Learning 2H - Spring 2017: in This Assignment, I Will Analyse and Modify The History Lesson Plan
CONTENTS
In this assignment, I will analyse and modify the History Lesson Plan
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102086 Designing Teaching & Learning 2H 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.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1234 Comments: The lesson plan does provide an array of range and abilities that fit the need of
5 the students. It demonstrates knowledge and understanding for differentiating teaching.
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1234 Comments: The structure of the lesson is low in quality and the sequence of these learning
5 programs are ineffective.
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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: The lesson plan provides valuable knowledge, along with significant ideas for
5 classroom content. It provides a general focus as well as provide key concepts and ideas of
the topic.
1.5 Metalanguage
1 2 3 4 Comments: The lesson plan demonstrates some metalanguage, this can be seen in the
5 classroom activity where students were required to write words on the whiteboard. This
can also be seen in the Glossary Activity.
2.2 Engagement
1 2 3 4 Comments: The engagement of the lesson plan is variable. The tasks that were given to the
5 students did incorporate interaction amongst peers and did provide engagement.
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1234 Comments: There is a positive atmosphere for students and there is guidance and social
5 support from the teachers towards the students.
3 Significance
3.1 Background knowledge
1 2 3 4 Comments: The background knowledge of the class content is limited for most students. As
5 it is their first lesson on the given content.
3.4 Inclusivity
1234 Comments: There is inclusivity for most students. There is interaction as well as inclusivity
5 amongst the students and the educator. Students first worked in pairs then as a classroom
exercise they were asked to write on the whiteboard.
3.5 Connectedness
1 2 3 4 Comments: The lesson plan provides connectedness about the situation between outside
5 knowledge and inside knowledge.
3.6 Narrative
1234 Comments: Narrative can be seen to be used, though, it is a minor part of the lesson plan.
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APST
1) 3.2 Plan, structure and sequence learning 2) 4.3 Manage challenging behaviour
programs
QT model
1) 1.3 - Problematic Knowledge 2) 1.4 Higher-order thinking
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Lesson Plan (Simplified for DTL)
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Cross Curriculum themes Learn the sequence of historical events and the
developments during the Ancient period.
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia's engagement with Asia
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Sustainability Identifying and locating relevant sources with the use of
ICT and other methods.
General capabilities
Locate, compare and use a range of information and
Critical and creative thinking sources.
Ethical understanding Ethical understanding
Information and communication technology capability
Intercultural understanding
Literacy & Numeracy
Personal and social capability
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Time Teaching and learning actions Organisation Centred
T/S
Intro Students are to come in and settle in to class. Teacher: Instruct students to S
Teacher is to call out the Roll. come in and be prepared.
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Teacher is to call out the Roll.
Resources:
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25-30 Concept Map Classroom activity: Teacher: Provide instructions and T/S
assist with the concept map.
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. Teacher is to explain what Student: Follow instructions and
those words mean. Students are to include words respond to questions.
they didnt have in their concept map.
55-60 Pack up, remind students of homework and dismiss Teacher: To provide instructions S/T
the class.
Resources:
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How am I measuring the outcomes of this lesson?
HT4-2 The PowerPoint presentation will provide a timeline of events of the Ancient
period. The YouTube video will also assist with the outcomes of this
component.
HT4-9 Through the Concept Map and the as well as the Glossary task students will
be able to learn about historical terms and concepts. Though this they will
form an understanding of the past, with this they will develop a vocabulary
through these exercises.
HT4-8 Through the use of the glossary exercise and PowerPoint presentation,
students will develop historical inquiry
HT4-10 With the use of visual means, such using YouTube video. By using Digital
materials such as the PowerPoint Presentation
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Academic Justification
The original lesson encompassed a borderline layout in terms of structure and teaching
components. It covers the outcomes, (HPT-2) and (HPT-9). However, in order to distinguish
between an average lesson and an effective lesson, there must be a functional sequence and
structure to the lesson. The educator is lacking proficiency in the (APST - 3.2) component. It can
be seen that the during the 5 to 10 minute mark of the lesson, homework is assigned to the
students. As stated on the top of the Original Lesson Plan, this is the first lesson for a Stage 4
learner. The structure that educator has chosen as to when homework is provided is unusual as
it should assigned to the students towards the end of the lesson instead. I have made an
alteration to the lesson by moving the allocation of homework to the end of the lesson instead
as opposed to the beginning. Another alteration that I performed was moving the YouTube video
that was allocated to the end of the original lesson plan to the beginning of the lesson plan. To
reiterate, this is the first lesson for the students. By having the class view the National Geographic
YouTube video, they will able to form a higher level of understanding relating to the subject of
for students. Furthermore, their behaviour has a direct correlation to how much of the content
being taught by the eductor is understood and absorbed. The educator is lacking proficiency in
the (APST - 4.1) component, as they do not have effective plan to combat challenging behaviour
within the classroom. In my modified lesson plan instead of students working in pairs, I made the
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alteration of allocating the students in groups of four. This will assist the educator to create a
greater level of classroom management and hence a more effective lesson structure. Due to only
having to travel to six groups of four and assist them, instead of 12 pairs. By working in groups it
will assist the students to work as a team amongst their peers. Classroom management is an
essential component for every classroom. Felix (2011) states how teachers that have been
portrayed as those who lack class management skills and many are labelled as being ineffective
and incompetent teachers. (p.16). An educator must have a plan for effective class
management skills, as well as a plan for challenging behaviour. If the educator lacks the skillset
in these areas this may result in them becoming ineffective and incompetent teacher.
The original lesson plan provided evidence for lower order thinking but lacked higher order
thinking. For example, in the concept map exercise, students were required to think in lower-
order way of thinking. Zohar and Dori (2003) state that higher order thinking skills is considered
an important educational goal. Although learning theories see the development of students'
thinking as an important goal for all students, teachers often believe that stimulating higher order
thinking is appropriate only for high-achieving students ( p.145) The reason as to why the
educator may have not provided higher order thinking activities into their lesson, can be due to
the lack students with a higher knowledge and intellect in their class. Killien (2006) explains
that The way we teach can encourage student to think in different ways. For convenience, we
often divide cognitive processes into two broad categories lower- order thinking and higher-
order thinking. Higher-order thinking is the type of cognitive processing that stretches your
students minds or racks your students; brains. More formally, it is they types of cognitive
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processing described by the upper levels of acknowledge hierarchies of thinking. (p.67) The
educator did not provide students with higher order learning activities into their lesson plan.
Problematic knowledge can refer to several components. These include; knowledge only being
presented as fact without it being open to discussion and that certain knowledge being open to
different opinions. Knowledge that is open to different perspectives that is viewed as being
constructed by society and hence is open to questioning and knowledge that is stated as being
constructed by society and open to different opinions are not only displayed but are furthermore
this can refer to social, political, and cultural influence. Due to these different interpretations,
this can as a result make the knowledge problematic. Knowledge does not become problematic
when these components are static and when they are open to only one interpretation. The
original lesson plan did not evaluate problematic knowledge. In my modified lesson plan, I
included a segment that included a PowerPoint presentation. With this presentation, I would
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References
Australian Professional Standards for Teachers. (2017). NESA. Retrieved 24 September 2017,
from
http://tsa.det.nsw.edu.au/docs/Australian_Professional_Standards_for_Teachers.pdf
Felix, E. E. (2011). Modern Approach To Classroom Discipline And Management: Prevention And
Intervention Strategies For Students With Behavioral Problems. Xlibris Corporation.
History K10: Stage 4 Depth Study 1: Investigating the Ancient Past. (2017).
Syllabus.nesa.nsw.edu.au. Retrieved 24 September 2017, from
https://syllabus.nesa.nsw.edu.au/hsie/history-k10/content/807/
Killen, R. (2006). Effective teaching strategies: Lessons from research and practice. Cengage
Learning Australia.
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Quality Teaching in NSW Public Schools - A classroom practice guide. (2003). Retrieved 24
September 2017, from http://web1.muirfield
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.p
df
Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they
mutually exclusive?. The journal of the learning sciences, 12(2), 145-181.
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Learning Portfolio Web link
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