Original Lesson Plan

102086 Designing Teaching & Learning 1H 2017

Assignment 2: APST and QT Analysis Template

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: There is no mention of applying various teaching strategies to meet the
5 learning strengths and needs of students from diverse backgrounds.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: There are no explicit teaching strategies that are mentioned for these
5 students, however several strategies can be incorporated into the lesson for these
students.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1–2–3–4– Comments: There is only one activity that slightly differentiates the learning needs for
5 students, by providing more than one option on how to answer the question required at
the end of the lesson.

1.6 Strategies to support full participation of students with disability

1–2–3–4– Comments: No teaching strategies and activities are mentioned in the lesson plan to
5 support these students to participate and learn.

2 Know the content and how to teach it

2.2 Content selection and organisation
1–2–3–4– Comments: The lesson plan mentions students’ prior learning, and how this will relate to
5 the current lesson. However, the focus of doing anything that is ‘unrelated to the Stolen
Generation’ for half of the lesson is not effective for students learning on the topic.

2.3 Curriculum, assessment and reporting

1–2–3–4– Comments: Informative assessments are included at the end of the lesson plan to assess
5 students learning in relation to the content.
2.6 Information and Communication Technology (ICT)
1–2–3–4– Comments: The lesson plan presents as an outcome that students will use a range of
5 software. However, the lesson does not include the use of applying (ICT) in any of the
activities.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4– Comments: The overall lesson does establish a challenging learning goal, by getting all
5 students to try to empathize with the horrors of the stolen generation through an activity.
Although, the activity may not be challenging enough for some students.

3.2 Plan, structure and sequence learning programs

1–2–3–4– Comments: The structure of the lesson is not effectively organised. The lesson builds on
5 students’ prior knowledge for only part of the lesson, and some of the learning content on
the stolen generation.
3.3 Use teaching strategies
 1–2–3–4– Comments: Teaching strategies are relevant to the lesson, although it is mostly teacher-
5 led. Getting some students to share what they wrote could be expanded by getting all
students to work in groups.

3.4 Select and use resources

1–2–3–4– Comments: The resources include stationary utensils that are wrapped as gifts. Most of
5 the lesson involves pen and paper. There is no use of (ICT) and other creative tools in the
activities.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1–2–3–4– Comments: Students are encouraged to share some of their perspectives, and engage in
5 one class discussion. However, this is limited and could be expanded to several in class
discussions.

4.2 Manage classroom activities

1–2–3–4– Comments: Classroom activities are managed strategically by the teacher and most
5 activities are detailed. For some of the tasks, there is no mention of how much time
students should spend on the activity.

4.3 Manage challenging behaviour

1–2–3–4– Comments: The lesson plan does not provide clear expectations of students’ expected
5 behaviours, and strategies to manage challenging behaviour.

4.4 Maintain student safety

1–2–3–4– Comments: There is no mention of student safety in the classroom. There are no
5 curriculum requirements and legislations provided in the lesson plan to ensure students
safety and wellbeing.
4.5 Use ICT safely, responsibly and ethically
1–2–3–4– Comments: No strategies are mentioned of promoting safe and ethical use of (ICT) for
5 students.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4– Comments: Informal formative assessments are used at the end of the lesson to assess
5 students learning and their participation in the class discussion. Assessing students
learning throughout the lesson would enhance their learning.
5.2 Provide feedback to students on their learning
1–2–3–4– Comments: There is no specific feedback provided to students individually at the end of
5 the lesson, besides overall notes on students’ participation in the in class discussion.

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: Knowledge on the stolen generation is not sustained throughout the lesson.
5 The main focus is to empathise with the knowledge provided, although this is only
addressed in twenty minutes of the lesson.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: The lesson is mostly teacher led, and students deep understanding would
5 therefore be limited. There is a scope to generate deeper understanding for students,
through more student direction.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: The lesson plan explores some problematic knowledge on the stolen
5 generation. It draws on perspectives from the text, and is open to discussion.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: There is a higher order thinking activity in the lesson that requires students to
5 combine their knowledge from a text, to an in class activity.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Getting students to write their feelings down on paper, and answering the
5 question provided on the lesson plan is potentially low in metalanguage.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Substantive communication occurs occasionally in the lesson, by the teacher
5 getting students to communicate their feelings and understanding about the stolen
generation.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Teacher -led instruction provides details for the quality of work required by
5 students in the activities. However, the lesson plan does not mention any specific criteria
for the informal assessment.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: The lesson appears engaging by the several activities that are provided.
5 Students are able to reflect on their individual experience, and engage with peers to some
extent.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: High expectations are only provided during half of the lesson from the
5 teacher, when the students are required to participate in a challenging activity.

2.4 Social support

1 – 2 – 3 – 4 – Comments: The lesson encourages students to state their own thoughts, and enforces
5 active listening. However, strategies for cooperative learning are limited and this may
decrease students’ support.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: There is no mention of disciplining students’ behaviours and managing their
5 movements, but student self-regulation would be limited as the lesson plan is teacher-
led.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: Students’ are not given the opportunity to direct their own activities, as the
5 teacher designates all aspects of the lesson.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Students’ prior knowledge of the Rabbit Proof Fence, and the history of the
5 stolen generation is connected to the activities in the lesson.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: Cultural knowledge of Aboriginal identity, place and history are recognised
5 and valued in half of the lesson. This challenges the framework of learning about the
dominant culture in society.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: Some meaningful connections are made about the stolen generation in the
5 English lesson plan. The lesson links to other subject areas, such as history.

3.4 Inclusivity
1–2–3–4– Comments: There are no explicit teaching strategies for including students from diverse
5 backgrounds. However, all student contributions are taken seriously.
 3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Students explore connections between the horrors of the stolen generation,
5 and how they would feel if they experienced the same trauma.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: Some of the experiences in the Rabbit Proof Fence are connected to the main
5 activity in the lesson plan.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 2.6 Information and Communication Technology 2) 3.2 Plan, structure and sequence learning
(ICT) programs
QT model
1) 2.6 Student direction 2) 1.2 Deep understanding
 Modified Lesson Plan

Topic area: The Stolen Stage of Learner: Stage 4 Syllabus Pages:

Generation ACELT1806: p. 46
ACELY1736: P. 38
ACELY1810: P. 32
ACELY1738: P. 34
ACELA1547: P. 32

ENA-24: P.34

Date: 12/08/2013 Location Booked: English room Lesson Number: 2/5

Time: 60 minutes Total Number of students Printing/preparation

24 Book: Rabbit Proof Fence

(ICT)
Kahoot quiz

YouTube clips that provide

scenes from the film Rabbit
Proof Fence.

Wrap Gifts for the students

Wapping paper, scissors, glue,
name tags, pen/texta, table/
desk, tablecloth, “gifts”.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment The novel and Film, The Rabbit
Proof Fence Use a range of software, including
(ACELT1806) Question: Now think, word processing programs, to
reflect, make posters, The stolen generation, and in create, edit and publish texts
Explore the interconnectedness write: letters; poems; particular the effects of imaginatively (ACELY1738)
of Country and Place, People, stories etc about this assimilation.
Identity and Culture in texts question: Experiment with text structures
including those by Aboriginal and language features to refine and
and Torres Strait Islander “Can we ever possibly Students will experience the clarify ideas to improve the
authors imagine or understand feeling of when something is effectiveness of students’ own
the absolute despair that taken away from you. texts (ACELY1810)
ENA-24 Mothers must have felt
when their children were This lesson is an attempt at Recognise that vocabulary choices
responds to and composes texts taken away?” creating empathy for the contribute to the specificity,
for understanding, interpretation, Mothers who had their children abstraction and style of texts
critical analysis, imaginative forcibly removed. (ACELA1547)
expression and pleasure Informal formative
assessment- Kahoot quiz Students will gain a deeper
understanding on the stolen
(ACELY1736) Informal formative generation, and learn to empathise
assessment - with the horrors that
Create imaginative, informative Class discussions Indigenous people faced.
and persuasive texts that raise throughout the lesson on
issues, report events and the novel, YouTube clips
advance opinions, using and answering the main
deliberate language and textual questions at the end of
choices, and including digital the lesson.
elements as appropriate
Extension questions for
students who are ahead
of schedule.

Glogster interactive
multimedia poster
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
 Australia has two distinct Indigenous Students are learning about the stolen generation,
groups, Aboriginal Peoples and Torres with a specific focus on assimilation.
Strait Islander Peoples.
 Aboriginal and Torres Strait Islander Students will develop skills in using (ICT), and
Peoples have lived in Australia for tens analysing texts through literary techniques.
of thousands of years and experiences
can be viewed through historical,
social and political lenses.
 Aboriginal and Torres Strait Islander
Peoples have sophisticated family and
kinship structures.

Time Teaching and learning actions Organisation Centred

T/S
Intro Teacher: Mark the role, and introduce myself to Teacher
Mark roll the classroom. Explain to students that we will
5 minutes continue to learn about the stolen generation
Mindfulness relaxation exercise to calm today.
students down and settle.

Explain what students will be learning about Student: Students listen to a 1 minute YouTube
mindfulness relaxation exercise with eyes closed,
 while teacher puts up the Kahoot quiz.
Explain gifting process
Resources: Computer and projector to present the
As you start the lesson, tell the students that YouTube clip and Kahoot website to the
because you have been really pleased with classroom.
the work they have been doing etc . . . (talk it
up!) You have decided to get each of them a Mindfulness relaxation exercise:
present. https://www.youtube.com/watch?v=aTJpYGllSD8
Uncover the ‘gifts’.
A few at a time, students can come out and
look/check to see if there is one there with
their name on it.
They can only look, they must not touch!
Tell them that in order to avoid distractions
throughout the lesson, they’ll be receiving
their ‘gifts’ at the end of the lesson.

Body Teacher: Teacher explains to students that they Teacher

Have as normal a lesson as you can, doing will be revising the novel through a Kahoot quiz.
5 minutes something/anything unrelated to The Stolen Teacher asks students to take out their smart
Generations, leaving about 15-20 minutes for devices. Teacher directs students to the website to
the next part of the ‘gifting’ process. complete the quiz.

Revise the novel, The Rabbit Proof Fence- Student: Takes out device to access Kahoot quiz
through Kahoot quiz.
Resources:
Questions include: https://play.kahoot.it/#/lobby?quizId=00fc16bf-
909d-4a6c-a7ff-69527c3eb988
Who is the author of The Rabbit Proof
Fence? Game pin: 1193080
What is the main plot in the novel?
What does the rabbit proof fence represent in
the text?
How is the novel a true story?
What language does the text use?
How does the text present the horrors of the
stolen generation?

15 Provide some short scenes from the film Teacher: Puts up the YouTube clips on a Teacher/
minutes Rabbit Proof Fence, for students to have a projector for students to watch. Teacher suggests and
deeper understanding. to students to make notes on any similar themes in Student
the film to the text. Teacher directs the students to
Direct students to discuss their own thoughts work in groups, in order to discuss their own
on similar themes, and experiences between thoughts.
the text and film.
Student: Students works in groups to discuss
Class discussion. connections between the film and text. Students
scaffold the class discussion with the teacher’s
assistance.

Resources: Computer and Projector to present

YouTube clips.

https://www.youtube.com/watch?v=lPn3rn6iTnc

https://www.youtube.com/watch?
v=XaZtOIsgBqQ

Now tell them (they may take some Teacher: Teacher explains to students that they Student
convincing) that you’ve decided not to give will not be getting their gifts. Teacher insists that
10 minutes them the gifts. Cover the gifts up. Ask the students decide on how they want to explain how
students to write down how they feel about they feel about this.
 this decision!
Teacher encourages students to decide on Student: Students decide on how they want to
how they want to explain how they feel about complete this activity. For example, students can
this. express how they feel through role playing or a
poster.
Teacher
Explains to them: Resources: Wapping paper, scissors, glue,
These ‘gifts’ were never really theirs. name tags, pen/texta, table/
Before this lesson, they didn’t even know that desk, tablecloth, “gifts”
their ‘gift’ existed. .
They don’t even know what’s inside the Smart devices if students chose to complete their
package with their name on it. activity through (ICT).
Yet when they were told that they were not
going to receive it, they felt all of these
horrible feelings.
 Get some students to share what
they wrote . . . angry, sad, betrayed,
furious etc.
Students can choose on how to present what
they felt to the class.

 Remind them now about “The

Stolen Generations”.
 The students felt angry, sad,
betrayed etc when something that
wasn’t even really theirs in the first
place was taken away. Something
they’d only known about for about
half an hour, something that they
hadn’t even really seen let alone
touched.

Direct students to answer one of the multiple Teacher: Tells students to choose one of the Student
20 minutes questions provided about the effects of questions provided on the board. Teacher
assimilation, and overall the Stolen encourages students to answer more than one
Generation. question if they are ahead of schedule.

Students can choose on how to answer the Student: Students have to answer one of the
questions. multiple questions provided.

Now think, reflect, make posters, write: Resources: White board and smart devices for
letters; poems; stories etc about this question: students who choose to answer questions through
(ICT).
“Can we ever possibly imagine or
understand the absolute despair that Mothers
must have felt when their children were taken
away?”

Discuss how literary techniques in the novel

The Rabbit Proof Fence, present the effects
of the stolen generation?

Evaluate the impact of assimilation during the

Stolen Generation. Refer to the novel and
film when responding to the question.

Conclusion Discussion Teacher: Student

Class discussion about what the students have Student: Students lead the class discussion about
5 minutes learnt from this learning experience. what they have learnt in the lesson. Teacher helps
scaffold the discussion if needed.
If the lesson is ahead of schedule, teacher
directs the students to access Glogster to Resources: Smart devices to access Glogster
complete an online poster.
http://edu.glogster.com/
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

In modifying this lesson plan, I have learnt that there is a significant amount of
materials that needs to be prepared for the teaching and learning process. I found it a
lot easier to integrate (ICT) and deep understanding than student direction, and
planning, structuring and sequencing learning programs. This is because I had to
change the structure of the lesson plan and several activities, in order to enhance
student direction, and to engage and promote students’ learning.

In addition, I also learned about the importance of strategically incorporating the

curriculum, effective pedagogy, and assessments in the teaching and learning process.
Moreover, preparing this lesson has enabled me to understand the significance of the
instructional alignment in the teaching and learning process. This is because the
original lesson plan was not effective, in terms of providing this. I therefore have
learned that while preparing this lesson, it is important to teach students in relation to
syllabus outcomes, and assess students based on the content that they have been
taught.

Overall, preparing and modifying this lesson was a lot more challenging than I had
originally thought. However, this assignment has enabled me to have a deeper
understanding as to how to structure a valuable lesson; as well as to gain more of an
insight on the professional standards, and the NSW quality teaching model.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

(ACELT1806) Informal formative assessments through Kahoot quiz,
students working in groups and scaffolding class
discussion.
(ACELY1736) Informal formative assessment by students answering
questions provided at the end of the lesson.
ENA-24

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 potential key risk issues that may appear in this lesson are students using (ICT)
unethically and not with safety precaution. Another key risk issue that may appear
could be safety hazards, such as laptop chargers and students’ bags in the walkway
of the classroom. It is therefore essential to promote ethical use of ICT, and manage
a safe working environment.
 Academic justification

The modifications that I significantly applied to this original lesson plan aimed

to improve the weak standards that I found, in relation to the Australian Professional

Standards for Teachers (AISTL, 2016), and the NSW quality teaching model (Ludwig

and Gore, 2003). This academic justification will first address the modifications that I

used to improve the selected Australian professional standards.

This includes the standard 3.2 Plan, structure and sequence learning programs.

This standard refers to planning well-structured lesson sequences that engage students

and promote learning (AISTL, 2014). In relation to this, I modified some of the

learning materials and activities in the original lesson plan in order to improve this

standard. Michael (1991) demonstrates the importance of this standard, as he notes

that the body of the lesson “should be in the same sequence as the learning objectives

for the lesson” (p. 16). I applied this by incorporating more time in the lesson plan on

the stolen generation, as the original lesson plan did not effectively follow all of the

objectives. I presented this by focusing more on the novel The Rabbit Proof Fence,

providing videos on the film adaptation, as well as assessing students interactively

throughout the lesson in order to promote learning.

Moreover, the standard 2.6 Information and Communication Technology

(ICT) was not utilised in the original lesson plan. I applied several modifications to

the lesson plan to improve this standard, so as to make the selected content relevant

and more meaningful for students. This includes a Kahoot quiz that students have to

complete for revision. I also incorporated YouTube videos, such as a mindfulness

relaxation exercise and videos on the film The Rabbit Proof Fence. Students are also

provided with additional tools of ICT if they choose to complete other activities

online. Solosy (2003) emphasises the significance of ICT for students learning, as she

articulates that students “value and benefit from the use of ICT in the classroom” (p.

3). Current research has indicated that this is because ICT transforms a “teaching

environment into a learner-centred one”, where students are actively involved in the

lesson and can make their own decisions (Fu, 2013, p. 112).

In addition, using ICT is also beneficial for teaching and learning, as students

are able to access information efficiently while engaging with the creative application

of ICT, and developing higher order thinking skills (Fu, 2013). It is therefore evident,

that the modifications that I have applied achieves the improvement of utilising ICT

in the classroom, as it promotes student engagement and learning.

Furthermore, one of the standards that I selected from the NSW Quality

teaching model to modify in the original lesson plan includes 2.6 Student direction.

This is because the original lesson plan was primarily teacher-lead, and students did

not have a choice, or any direction in the lesson. I significantly improved this standard

in the lesson plan by providing students with choices on how to complete the

activities in the lesson, and by giving them an opportunity to direct the lesson through

class discussions. Patall, Cooper, and Wynn (2010) note that this is an effective

practise in the classroom, as “students spend more time and effort on the learning

tasks if they are offered choices” (p. 896). Teachers who encourage student direction

in the classroom also enhance students’ motivation and academic achievement (Patall,

Cooper, & Wynn 2010).

 In addition, student direction in the lesson plan provides students with

preferences as to how they want to learn. In relation to this, research indicates that

this strategy is effective, because it promotes students to engage with the learning

materials and feel a sense of ownership over their learning (Tadich, Deed, Campbell,

& Prain, 2007).

Moreover, I applied several modifications in the lesson plan to significantly

improve the standard 1.2 Deep understanding. This standard refers to students being

able to explore relationships, construct explanations and draw conclusions on central

ideas in complex ways (Ludwig and Gore, 2003). I applied this in the lesson plan, by

instructing students to lead class discussions on both the film and the novel which

present the horrors of the stolen generation.

Wilhelm (2014) presents that these modifications are significant, as he states

that inquiry “is the most powerful model for promoting deep understanding” (p. 75).

Applebee, Langer, Nystrand, and Gamoran (2003) further support this, as they

propose that “discussion-based approaches” are effective, as they improve students’

literacy performances and their “in-depth understanding” (p. 686). In addition, I

applied a reflection activity and informal formative assessments throughout the

lesson, in order to reinforce deep understanding for students.

 References

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Discussion-Based Approaches to Developing Understanding: Classroom Instruction

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file]. Retrieved from https://www.youtube.com/watch?v=XaZtOIsgBqQ

Learning Portfolio Web Link