Professional Documents
Culture Documents
Assignment 2
Lesson Plan Analysis
Contents:
References pg.17
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Original Lesson Plan
LESSON: CLASS: Yr. 9HIS TOPIC: Prime Minister, Robert Menzies announces
Australia’s involvement in WW II UNIT OF WORK: WW2
SUBJECT: History
LESSON AIM: The aim of this lesson is for students to gain an understanding of Australia’s
involvement in WW2. An analysis of PM Menzies’ announcement and declaration of War.
Students will describe their own feelings and attitudes towards the War.
Retroactive p.141,142
TIME LESSON CONTENT TEACHING / LEARNING ASSESSMENT
STAGE STRATEGIES / HWK
1:55 Roll call
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Class discussion: Teacher to
nominate 2 or 3 students to read
out their explanations.
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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 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4– Comments: No group or paired work and mostly individual work.
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4.2 Manage classroom activities
1–2–3–4– Comments: Clear lesson structure and is mostly teacher driven and led.
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4.3 Manage challenging behaviour
1–2–3–4– Comments: Behaviour management not mentioned
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4.4 Maintain student safety
1–2–3–4– Comments: No mention to student safety
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4.5 Use ICT safely, responsibly and ethically
1–2–3–4– Comments: No reference to ICT use within the lesson plan
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5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4– Comments: Informal formative assessment is used at the end of the lesson however not all
5 students have the opportunity to have their work assessed.
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: No reference has been made to prior knowledge or skills on the topic. This
5 would be beneficial in determining the level of work that should be expected. Lesson plan
does introduce a topic that is relevant to the syllabus.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Little discussion about language and how texts work. A greater analysis of PM
5 Menzies speech can increase this score.
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1–2–3–4– Comments: Some level of substantive communication and interaction however; only a few
5 students are required to give an oral presentation and no further discussion is mentioned.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Students background knowledge is not mentioned and the lesson can be
5 completed without prior knowledge.
3.4 Inclusivity
1–2–3–4– Comments: Inclusivity is hardly mentioned within the lesson plan and only an opportunity
5 for 2-3 students to present their work.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: The connection between knowledge and situation outside the classroom is
5 evident as the activity whilst in today’s society may be different still has relevance.
3.6 Narrative
1–2–3–4– Comments: Narrative is used throughout the lesson and in particular basing the main
5 activity on a speech further adds to its significance.
Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
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1) 2.6 Information and Communication Technology (ICT) 2) 3.1 Establish challenging learning goals
QT model
1) 3.4 Inclusivity 2) 3.6 Narrative
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Lesson Plan
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
ICT capabilities – Kahoot, PM speech online Students are completing the depth study
Literacy – Writing up a letter to the parents “Australians at War: World Wars I and II (1914-
1918, 1939-1945). Students would have prior
knowledge as Australia as a nation and the Asia-
Pacific region from content taught in previous
stages. The core element of the lesson involves
students writing a letter to their parents stating the
reasons why they are joining the war. This requires
students to apply the knowledge that they’ve learnt
and produce a work that has not just a narrative
voice but a tone from someone during WWII.
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Student: Student: Students settle
in and say prayer. Then they
answer when their name is called
out for the roll.
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activity. It is encouraged that they
ask questions if any queries arise
and are to be mindful of their
peers presenting.
Resources: Worksheet,
Laptop/tablet
Conclusion Recap/ Revise Teacher: Once presentations are Teacher/Student
Recap key areas of discussion on the board. finished ask the students to
explain key points that they have
learnt from this lesson. This allows
those who may have missed
something to be made aware of it
as well as a refresher to things
learnt at the beginning of the
lesson.
Resources: Whiteboard
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Initially I found that the original lesson plan was an adequate way to teach the lesson.
However, with incorporating group work which encouraged inclusivity along with ICT
components I discovered that the lesson plan could be enhanced and enriched. Both of
these components could be included within the lesson plan without a significant alteration
improved other areas of the APST and the NSW QT which creates a more enriched lesson.
However, by implementing these changes I also had to consider the possible learning
difficulties and the challenges that may arise and how I can limit these impacting the lesson.
For example; introducing ICT elements such as Moodle and Kahoot ultimately has a
significant impact on the scope of teaching yet opens up the factor of distractions along
with the risk of damaging expensive resources. These factors can be reduced by
implementing the appropriate measures however cannot be completely ruled out. Whilst
negative factors exist the positive factors are quite significant in providing a more enriched
lesson. This is shown through Moodle the open source learning platform which additional
material can be added by the teacher to help assist students who may be struggling and
also for students who are looking for some extra content to help broaden their knowledge.
Ultimately, this assignment has been significantly more than just editing one or two things
of a lesson plan. This assignment has enlightened me on just how much detail needs to be
put into each and every lesson. Furthermore, a lesson plan is something that can have
endless possibilities and constructing a well thought out and valuable lesson should be a
goal for all educators. This assignment has also given me a greater understanding and
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18071434 Lesson Plan Analysis Jarod Leis
appreciation to the standards and quality teaching model and just how in depth both of
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 significant risk that is involved within the lesson is the incorporation of ICT and
access to the internet. Before the laptops or tablets are turned on, risk is involved
with the level of care that must be shown towards the technology. These items are
expensive to replace and should be treated with care to avoid damage especially if
they are to be shared with multiple students and classrooms. To reduce this the
teacher should inform the students to take extra care with the technology and to
keep their table clear of any food or drink items. Access to the internet also can
create risk although schools usually have strict settings on the types of websites that
are available to access. To reduce this risk if browser limitations are not active then
speaking to the appropriate person to implement this would be the first step.
Secondly, informing students to behave and be sensible with the technology and for
the teacher to do general checks around the classroom to make sure everyone is on
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topic. This can also be achieved through classroom management software which
allow the teacher to supervise all student’s laptops from their own laptop.
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Academic Justification
The original lesson plan created for a stage four history class had adequate content and
simple teaching and learning strategies. However; referring to both the Australian
Professional Standards for Teachers (APST) (AITSL,2016) and the NSW Quality Teaching
Model (NSW QTM) (Ladwig & Gore, 2003) there is significant areas for the lesson plan to be
improved and developed to assist students with learning difficulties and also create a more
Standard 2.6 in the APST which focusses on the incorporation of ICT elements within the
classroom was significantly lacking on the original lesson plan. Technology not just within
schools but in everyday life is rapidly evolving and there is an ever present need for ongoing
research in the learning environment (Chandra, Briskey, 2012, p.74). On top of listening to
the PM Robert Menzies speech, the updated lesson plan includes two elements of
technology which is the incorporation of Moodle and Kahoot. Moodle is an open source
learning platform that allows the teacher to observe how students are progressing yet also
allows students to access content from the comfort of their own homes and outside of
school (Cavus, Uzunboylu, Ibrahim, 2007, p.302). Including Moodle within the lesson plan
wide variety of distractions may present itself within a school year such as sport carnivals
Standard 3.1 in the APST focusses on establishing challenging learning goals and this can be
improved in conjunction with the incorporation of ICT in the lesson plan. Moodle in this
lesson plan is used to submit class work so that the teacher can assess each individual work
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and provide feedback. The importance of feedback is more than just reviewing
student (Perez, Fuentealba, De La Barra, Rojas & Cisternas, 2013, p.150-151). Upon
delivering a larger database for teachers to distribute material, Moodle can also be used to
encourage students who are high achieving to participate in extra content that can
challenge their thinking. If a teacher identifies a student/s with a high achieving potential,
then they shouldn’t limit their potential but offer any resource necessary to help grow it.
The teacher can set additional material and suggest to the whole class to attempt them.
Moodle can also be used to help students with possible learning difficulties which
addresses standard one of the APST. This can also be addressed within the classroom
however, with the introduction of an online learning management system students may be
inclined to access materials that can assist them in an environment of their choosing and
whenever they please. Furthermore, the internet opens up a wide range of interactive
features and new learning mediums such as audio, video and graphic (Young, 2003, p. 448)
that may assist students who experience difficulties in a traditional classroom setting.
The NSW QTM (Ludwig & Gore, 2003) endeavours to encourage development of all
students regardless of background and learning capabilities. Two standards that can be
improved from the original lesson plan is standard 3.4 which is Inclusivity and standard 3.6
regardless of social background or learning capabilities (Ludwig & Gore, 2003) and including
Kahoot into the lesson plan is a fun and interactive way to improve this. Kahoot “promotes
discussion and pedagogical impact whether players are in the same room or on the other
side of the globe” (Kahoot, 2017) and involves answering a set of premade questions and
works well in groups. By playing this fun recap activity at the start of the lesson it not only
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refreshes students memories but also achieves a sense of inclusiveness as everyone can be
Standard 3.6 in the NSW QTM focusses on narrative and its use is significant when stories
that are either written or told help bring knowledge to students within the classroom
(Ludwig & Gore, 2003). This can be included within Moodle and the teacher can advise
students that when they are completing the two paragraph letter that examples of letters
from soldiers from World War Two are accessible to read. This can generate ideas for
students and may further enhance their responses. By providing this it can subsequently
increase Standard 1.1 and Standard 1.2 as students are provided primary sources that can
help demonstrate their understanding of central ideas and concepts through first-hand
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References
AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Cavus, N & Uzunboylu, H & Ibrahim, D. (2007). Assessing the success rate of students using a
learning management system together with a collaborative tool in web-based teaching of
programming languages. Journal of Educational Computing Research, 36 (3), 301-321.
doi: 10.2190/T728-G676-4N18-6871
Chandra, V & Briskey, J. (2012). ICT driven pedagogies and its impact on learning outcomes
in high school mathematics, International Journal of Pedagogies and Learning, 7 (1), 73-83.
doi: 10.5172/ijpl.2012.7.1.73
Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom practice
guide Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf
Perez, RC & Fuentealba, MM & De La Barra, MM & Rojas, JS & Cisternas, MT. (2013). The
impact of explicit feedback on EFL high school students engaged in writing tasks, Profile, 15
(2), 149-163.
http://search.proquest.com.ezproxy.uws.edu.au/docview/1677616240?accountid=36155&r
fr_id=info%3Axri%2Fsid%3Aprimo
Young, SSC. (2003). Integrating ICT into second language educating in a vocational high
school, Journal of Computer Assisted Learning, 19 (1), 447-461. doi: 10.1046/j.0266-
4909.2003.00049.x
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