Assignment 2
Assignment 2
Assignment 2
YEAR 10 MATHS
AUSTRALIAN CURRICULUM LEARNING OBJECTIVES
• ACMSP2531 Evaluate statistical reports in the media and other places by linking claims to
displays, statistics and representative data2
RESOURCES REQUIRED
• World Statistics Day video3 (duration: 6 minutes) including facilities to watch video streamed
on the Internet.
• News articles:
o Alarm over 175m education gap for vulnerable4
o Moree hospital helps to close the gap5
o Give us a job: baby boomers ‘talent’ going to waste6
• Student computers
LESSON OUTCOME: Students learn about the relevance of statistics in their lives.
Lesson outline:
1
http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACMSP253
2
http://www.australiancurriculum.edu.au/Glossary?a=M&t=data
3
http://www.youtube.com/watch?v=piSCkkSvoMo&cc=1
4
http://www.smh.com.au/opinion/political-news/alarm-over-175m-education-gap-for-vulnerable-20120321-
1vka5.html
5
http://www.moreechampion.com.au/news/local/news/general/moree-hospital-helps-to-close-the-
gap/2502330.aspx
6
http://www.heraldsun.com.au/business/worklife/give-us-a-job-baby-boomers-talent-going-to-waste/story-
fn7j1dox-1226330598570
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Write a summary of the statistics relevant to your news story.
Why do you think these statistics are useful?
6. Arrange students into three groups according to the three different news articles. Students
then share the answers they have developed.
7. A representative from each of the three groups should then provide a short oral overview of
their group’s work.
HOMEWORK/EXTENSION
Students should each explore a component of the Australian Bureau of Statistics website7.
They should be prepared to report back on their allocated aspect of the site.
Students could consider other online articles about the value of statistics such as, Mind your
confidence interval: how statistics skew research results8.
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http://www.abs.gov.au/websitedbs/d3310114.nsf/Home/Home?OpenDocument
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http://theconversation.edu.au/mind-your-confidence-interval-how-statistics-skew-research-results-3186
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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.
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4.1 Support student participation
1–2–3–4–5 Comments: The lesson focuses on student-centred learning, which promotes student participation.
4.2 Manage classroom activities
1–2–3–4–5 Comments: No time frames are placed next to each activity. Not all activities and interactions are
detailed, for example, the introduction. Forming only three groups at the end of the lesson can be
chaotic unless the number of students is small.
4.3 Manage challenging behaviour
1–2–3–4–5 Comments: No expectations for behaviour and management techniques are mentioned. Arranging
students into only three groups can be challenging, however students are engaged in almost all
the activities so maybe the teacher expected challenging behaviour to be minimised.
4.4 Maintain student safety
1–2–3–4–5 Comments: No evidence of the implementation of school discipline, code of conduct, risk
management. However, activities in this lesson do not require dangerous resources or equipment.
4.5 Use ICT safely, responsibly and ethically
1–2–3–4–5 Comments: Teacher controls the video. Students use their computers to access the articles.
However, the teacher should mention that there are appropriate consequences for inappropriate
use of computers.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4–5 Comments: Diagnostic assessment at the beginning of the lesson. Informal formative assessment
at the end of the lesson but only one student presents the work; therefore, the teacher cannot make
sure that all students met the learning outcome.
5.2 Provide feedback to students on their learning
1–2–3–4–5 Comments: Since this lesson is based on questioning throughout the lesson and a presentation at
the end of the lesson, the feedback is provided when students answer the questions and present
their work. However, a feedback for students as individuals is not mentioned.
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 – 5 Comments: Students are learning about the relevance of statistics in their lives throughout the
lesson. Connections between statistics and different fields (such as medicine and education) are
shown through the various activities.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Throughout the lesson, students demonstrates their understanding by answering the
questions using full sentences and justifications. Thus, the teacher is able to know if students are
understanding the concepts instead of simply getting the right answer.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: No historical background is implemented in this lesson. However, the teacher asks
many questions which enables students to explore multiple perspectives of the knowledge such
as evidence and credibility.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Opportunity to identify, relate and investigate statistical components. Questions with
multiple answers are implemented. However, further elaboration to one question regarding the
accuracy of the claims is not mentioned (students can simply answer yes or no).
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Different usage of statistics is demonstrated in different contexts and subjects such
as science. Throughout the lesson, teacher asks questions about the structure and function of
statistics.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: Students are required to communicate their understanding in oral and written forms
in the beginning and second half of the lesson.
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Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Teacher does not explicitly state the requirements of the expected quality work in any
activity.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: The lesson is engaging most of the time. However, students can be disengaged while
reading the three articles. It is better to reduce the number of articles to read.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: No high expectations are set since the lesson is not designed in a way that meets the
needs of students with different abilities. However, students participate in a challenging activity
when investigating the statistical component to find answers.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: Encouragement for pair and group work and many opportunities for class discussion
mean that the teacher is encouraging students to take risks even if their answers are wrong.
Perhaps the directions for mutual respect are given during practice.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: Teacher is encouraging students’ self-regulation through independent work.
However, this is not explicitly stated and nothing more is mentioned.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: Students choose the article they want. However, no other decision-making
opportunities are available for students.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Prior knowledge not mentioned in the lesson plan although the reading activity
requires a deep understanding and knowledge of the statistical characteristics. Students are only
questioned at the beginning of the lesson to check their understanding of statistics.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: The video is focussed on the United States and an article is focussed on Aboriginals.
Nothing more includes cultural knowledge.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: Connections between statistics and other topics and areas are made through the
articles (such as education) and the video (such as economics).
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: Not mentioned in the lesson plan. However, all students are required to work in
groups or pairs and to involve in class discussion.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: The video demonstrates the relevance of statistics in students’ lives: birth, importation
and exportations, deaths, transportation and many more. The whole purpose or focus of the lesson
is to make statistics relevant to students’ lives.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: Listening and viewing the video, reading articles and writing about the usefulness of
statistics enhance student learning. This element was used throughout the lesson.
Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
1) 1.5 Differentiate teaching to meet the specific learning 2) 2.6 Information and Communication Technology (ICT)
needs of students across the full range of abilities
QT model
1) 2.1 Explicit quality criteria 2) 2.6 Student direction
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Topic area: Stage of Learner: Syllabus Pages:
Mathematics Stage 5 Syllabus elements/ Outcomes/ Table of objectives and
Outcomes- Continuum of learning, pdf/ Page 6
Date: Location Booked: Lesson Number:
12-10-2017 Classroom 1/3
Total Number of Printing/preparation
students - Kahoot and Quizizz
24 - World Statistics Day video:
http://www.youtube.com/watch?v=piSCkkSvoMo&cc=1
- Links to news articles:
Alarm over 175m education gap for vulnerable:
http://www.smh.com.au/opinion/political-news/alarm-over-175m-
education-gap-for-vulnerable-20120321-1vka5.html
Moree hospital helps to close the gap:
http://www.moreechampion.com.au/news/local/news/general/moree-
hospital-helps-to-close-the-gap/2502330.aspx
Give us a job: baby boomers ‘talent’ going to waste:
http://www.heraldsun.com.au/business/worklife/give-us-a-job-baby-
boomers-talent-going-to-waste/story-fn7j1dox-1226330598570
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Time Teaching and learning actions Organisation Centred
T/S
Intro Introduction Teacher:
Introduce the concept of statistics as an - Ask students to choose a game: Teacher
important component of contemporary Kahoot or Quizizz, to make sure all students
society have an understanding of the key terms
- Give the pin for Kahoot or the code
3 min Recap of statistics for Quizizz
Kahoot or Quizizz: mean- median- mode-
Student:
range of a set of data- sample
- Students vote for their preferred
Student
game and enter the pin given by the teacher
Resources:
https://quizizz.com/admin/quiz/58ef1e2b161
180b96835ce66
https://play.kahoot.it/#/lobby?quizId=91deec
bb-5910-4a2a-93cc-57e3070c51e0
IWB- Computer/Laptop/Tablet- Projector-
Internet
Body Activity 1: World Statistics video Teacher:
Introduce the video and explain that it - Project the questions on the board. Teacher
provides an overview of statistics, and Make it clear that two sentences at least are
that although it is focussed on the United required for every answer. Less capable
States, it remains useful for Australian students can write one sentence.
10 min context. - Play the video
Student:
Tell students that after watching the
- Take notes while watching the video
video, they will be required to answer Student
- Share results
the following questions
How do statistics come about? Resources: IWB- Projector- Computer-
Why do we need statistics? Notebooks- Internet- World Statistics Day
Give 2 examples of subjects covered video
using statistics.
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Tell students to answer the following - Answer the questions - Discussion
questions after reading the article:
Resources:
Did you find the claims made in your
Links to articles- Computer/Laptop/Tablet-
news article were accurate? Justify
IWB- Notebooks- Mind map program (google
Write a summary of the statistics
docs)
relevant to your news story.
Why do you think these statistics are
useful?
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I found that preparing a lesson plan is very challenging when it comes to address all the
elements from the APST and QT model. I always thought that a written lesson plan consists of
the activities that are to be done, such as the original lesson plan. This means that all the things
written. Therefore, I have been missing all the details that I now know to be much important.
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Writing them makes it easier for me to reflect on my lesson so that I do not miss a thing, and
this is how I can learn from my mistakes and improve my teaching. Moreover, it helps me get
more confident in the classroom. When I compare the original lesson plan and the modified
one, I can tell that preparing a detailed lesson plan is very demanding and takes much more
time, but makes it easier for the teacher when delivering the lesson.
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?
Since this lesson requires the use of technology resources, teacher must make sure that the
cables/leads are not everywhere so that students and the teacher do not trip over them and
get injured when moving around the classroom.
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Academic Justification
The lesson plan was modified to meet the standards 1.5 and 2.6 of the Australian Professional
Standards for Teachers (APST). That is to differentiate teaching to meet the specific learning
needs of students with across the full range of abilities and the use of Information and
Communication Technology (ICT) (Australian Institute for Teaching and School Leadership
[AITSL], 2014). Moreover, it was modified to improve the elements 2.1 and 2.6, explicit
quality criteria and student direction respectively, of the Quality Teaching (QT) model (Gore,
2007).
Differentiate teaching to meet the specific needs of students across the full of abilities
Standard 1.5 was not mentioned at all in the original lesson plan. Therefore, modifications were
made to support students with different levels of abilities throughout the lesson.
their learning, progress and achievement (Bartlett, 2016, p. 5). Improvements to the lesson plan
were made with respect to some of the ways of differentiation stated by Bartlett (2016) which
are by task, by support, by resources and by grouping (p. 6-8). These are achieved by giving
gifted and talented students more challenging tasks, assisting less capable students, focusing
on key vocabulary for English as an additional language or dialect learners, guiding students
and grouping for student interests (activity 2) and needs (activity 3) to assess their learning. In
others words, the flexibility in the content (what is taught), product (how students learn) and
process (how students demonstrate their learning) is the core of differentiated instruction,
which enhances the learning experience for all students (Levy, 2008). Indeed, a combination
of two or more of these ways was made to improve the lesson plan.
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Information and Communication Technology (ICT)
In the original lesson plan, ICT was not implemented throughout the lesson. Standard 2.6 is
addressed by integrating a digital game at the beginning of the lesson to check students’ prior
knowledge. In addition, a mind map in the middle of the lesson is implemented to share the
information that students gathered. Finally, at the end of the lesson, a web-based research and
a poster design or a PowerPoint presentation are incorporated to improve and assess student
learning. Callow and Orlando (2015) state that using ICT in the classroom enhances student
engagement and learning. Moreover, an effective use of ICT has a positive influence on student
achievement (Callow & Orlando, 2015; Skryabin, Zhang, Liu, & Zhang, 2015). The web-based
research and the poster/PowerPoint task help students to determine credible sources on the
Internet and acquire new skills such as creativity, respectively. In the original lesson plan, the
teacher was in control of the ICT and students were passive observers. Therefore, the
modifications made enable students to practice their ICT skills and become active learners.
Gore (2007) states that giving students explicit criteria for what counts as a good work helps
reducing the achievement gaps for students whose performance is low (p. 22). That is because
some students know what is required and expected from an activity while others need clear
criteria (Gore, 2007, p. 22; Hammond, 2008). This is addressed by implementing explicit
details for every activity in the body of the lesson. The first two activities require students to
answer questions. Therefore, it is important for the teacher to mention that full sentences are
required for justification; otherwise, students will only answer with a yes or a no.
Consequently, the teacher will not be able to assess their learning. Moreover, according to Gore
(2007), without clear criteria, students waste their time and energy on determining what is
expected from them (p. 22). For that reason, students will be directed to use the Australian
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Bureau of Statistics so they do not waste time while gathering information from unreliable
Student direction
According to Conner and Pope (2013), when students are given opportunities to have a voice
and choice in their learning, they become much more engaged and motivated. Therefore, to
address this element, students are given the chance to choose their preferred digital game to
assess their prior knowledge, and their preferred topic to make a presentation. When students
choose a topic and articles of their interest, they are more likely to get engaged in the reading
(Callow & Orlando, 2015; Kanakri, 2016, p. 146) and consequently, acquire a deep
understanding and comprehension of the text. As a result, answering the questions related to
this task becomes easier because students will be able to support their arguments. Thus,
students meet the learning outcome of this lesson, which is to understand the relevance of
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References
Australian Institute for Teaching and School Leadership (AITSL). (2014). Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/
development/purpose-of-the-standards
Bartlett, J. (2016). Outstanding differentiation for learning in the classroom (pp. 5-11). New
Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: framework of student
engagement for students from low socio-economic backgrounds with implications for
Conner, J., & Pope, O. (2013). Not Just Robo-Students: Why full engagement matters and how
schools can promote it. Journal of Youth and Adolescence, 42(9), 1426-1442. doi:
10.1007/s10964-013-9948-y
difference: Challenges for teachers, teaching, and teacher education (pp. 15-33).
Hammond, J. (2008). Intellectual challenge and ESL students: Implications of quality teaching
from http://search.informit.com.au.ezproxy.uws.edu.au/
Kanakri, A. (2016). Using ESL fiction texts to increase motivation and comprehension. In J.
Kilgour & Y. Gao (Eds.), Pump it up: Literacy activities for the classroom (pp. 145-
docID=4777237&ppg=1
Levy, H. M. (2008). Meeting all the needs of all students through differentiated instruction:
Helping every child reach and exceed standards. The Clearing House: A Journal of
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Education Strategies, Issues and Ideas, 81(4), 161-164. doi: 10.3200/TCHS.81.4.161-
164
Skryabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and
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Learning Portfolio URL web link:
http://www.pamelakh.weebly.com
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