102086 Designing Teaching & Learning

Assignment 2

Technological & Applied Studies (TAS)

Lesson Plan Analysis

Xuechen Wang
19727598

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102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template
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: Teacher explains the importance of the design brief, and how it works in
5 the whole design process. However, according to the class plan, the explanation
may not sufficient.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Teacher arranges the activities that allow students to express their
5 opinions and develop arguments. However, there is no requirement for students to
speak or write full sentences or utterances, vital to gauging whether they achieve
deep understanding.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: The discussion parts may provide some extended perspectives for
5 students; the teacher doesn’t support students with relevant social construction.
Computers are used through the class but seem to contribute very little towards
inspiring students with new perspectives, only basic operations.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: This element is applied through the brainstorm design brief which
5 requires analysis skills, with synthesis demonstrated though the filling-in of the
design brief analysis table.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Teacher familiarizes themselves with terminology prior to the beginning
5 of class and is to help students understand them through the class, though without
further application mentioned in the rest of the class.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: The class plan consciously avoids the dominant pattern of teacher-
5 student interaction by introducing brainstorming activities. Teacher should be
reminded to shift the pattern into more sustained, substantive and reciprocal ways
of interaction.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: The details of the assessment task are explained thoroughly in the third
5 activity, but the outcome of this class need to be clarified. It is very difficult to
understand whether this outcome is for the single class or the whole semester.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: Two out of six activities are focused on students’ discussion and ideas.
5 These two activities are placed after thirty minutes of teacher-dominant interaction,
which means student interest may be exhausted. Moreover, the desired result is
unavailable through the class plan.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: No evidence shows the challenging task is required. Further, verbal
5 support is unavailable through the class plan.

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2.4 Social support
1 – 2 – 3 – 4 – Comments: The teacher writes down students’ responses during two brainstorm
5 activities and photographs the results of both activities. This creates a respectful
space for considering to each student’s opinion and output.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: Very little scope is given for this element. The plan does not set out how
5 the class encourages students to regulate themselves.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: Two brainstorm activities are provided: student direction and developing
5 their own ideas for the assessment. This is not enough; more autonomy, including
control of student work pace, should be given.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: It’s not clear whether there this class is introductory to the whole subject
5 as no prior class content or learning is referenced.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: No cultural knowledge, for example, knowledge about race, gender,
5 ethnicity or language, is introduced.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: While a little scope of this element is given (cross-curriculum themes,
5 literacy and NESA key glossary terms are mentioned), there is no further
integration. Also, according to the possible responses from students, in the fourth
activity the teacher may relate the class with creative art (an array of colours) or
science (U.V protection).

3.4 Inclusivity
1–2–3–4– Comments: No extra concern to sub-group students, however the teacher ensures
5 the assessment notification is clear to every student instead of only the students at
the front.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: The plan builds up the relation between classroom and real industrial
5 practice by addressing that this project is identical to the real-life industry.
However, specification of the planned audience (e.g. parents, industry, galleries)
would enhance connectedness.

3.6 Narrative
1–2–3–4– Comments: There is no evidence to show the teacher applies or encourages
5 students to apply the story telling method to enhance learning.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) Cultural knowledge 2)Student direction
3) Deep understanding 4) Narrative

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Modified lesson plan
Topic area: Stage of Learner: Syllabus Pages:
Design & Technology Stage 6, Preliminary 13-17
Date: Location Booked: Lesson Number:
Tuesday 27th January 2017 Computer Lab 1 /16
Time: Total Number of students: Printing/preparation
60 minutes 20 -Student access to computers
(Computerlab)
-PowerPoint presentation
(printouts & digital)
-Assessment Task outline (printouts
& digital)
-Past student assessment examples
-student access to internet

Outcome Assessment Students learn Students learn to

s about
P4.1 uses design - (Observation)
processes in the
development and
production of design
solutions to meet
identified needs and
opportunities
P5.2 communicates
- (upload or
ideas and solutions
using a range of
techniques
P6.2 evaluates and
uses computer-
based technologies
in designing and
producing.
Students’ ability • project analysis
to discuss & - design briefs
contribute to
class • communication
discussions/brai - forms of
nstorms communication including
verbal, written,
graphical, visual, audio
- elements of the
hand in) communication process
Students’ which include sender,
understanding of receiver, medium,
design brief, message
customer need - criteria for evaluating
and their relation communication including
to successful clarity of message,
design products. appropriateness of
Poster and story method chosen, ease of
interpretation
- communicating
information through a
variety of media
- visualising solutions
- the purpose of
prototypes and/or
models
- presentation
techniques suited to the
needs of design clients
and design projects
• computer-
based technologies and
their application
including:
- research
- simulation and
graphics
• formulate and analyse
design briefs
• identify criteria
• use appropriate design and
technology terminology
• experiment with a range of
techniques and forms to
visualise and communicate
ideas and solutions
• communicate design ideas
and solutions effectively
using a range of
technologies
• use appropriate standards
and conventions to visualise
and communicate ideas and
solutions
• justify the selection and use
of communication
techniques
• discriminate in the choice
and use of computer-based
technologies to develop,
communicate and present
design ideas and
processes.

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Time Teaching and learning actions
0 Pre-students entering classroom

-Ensure the classroom is tidy and hazard free

NOTE Turn on/load all computers ready for students to log on (reduces time wastage in the lesson for
computers to load)

-(Resource) teacher is to display PowerPoint presentation ‘welcome year 11 design & technology’ slide
1 ready for class upon arrival

-(Resource) teacher is to have the assessment task notification printed ready for distribution amongst
students

-(Resource) teacher is to have an assessment task completed by previous students as an example

-(Resource) collaborative document (e.g. google doc) with assessment task notification for students to
share questions and notes.

-(Resource) online poster making website (e.g. https://www.canva.com/).

-Teacher asks students to form two lines at the door of the classroom. Address students as whole
group whereby they must enter quietly.

5 Lesson introduction

-Students can now enter

-Teacher is then to immediately mark the roll and do a head count

NOTE, students are to be made verbally aware that they are about to learn new content

Activity 1
-3 minute activity, Teacher & Subject introduction,

-(Resource) teacher is to flick to slides 2, 3 & 4 on the PowerPoint (projected onto the whiteboard) and
spend 1 minute per slide

-Teacher introduction including lesson goals, brief explanation of qualifications, contact information
(email address, staff room location), hobbies and favourite NRL team.

-Subject information about D&T and what students can expect to learn over the next year.

NOTE Teacher is to ask to students if there are any questions

PLAN B, If there is no access to a computer to present the PowerPoint have printed hardcopies of the
PowerPoint to distribute

Activity 2
-5 minute activity, Search a successful design product from internet.

-Students can access the internet and search the successful design product.
The information below must be available (no need for reading now)
designer’s name, design year, description of design concept.
-Teacher provides some high-quality design website to students who have no clue how to start.

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 -NOTE: Teacher must mention the design area (e.g. graphic design, furniture design, jewellery design,
fashion design etc.) as ultimate design is decided by the area.

-5 minute activity, Comparison Table, delete this activity

15 Lesson body

Activity 3
-20minute activity, Assessment Task,

NOTE Teacher is to reassure students that assessment may seem lengthy (at a first glance) but will be
worked on during class time

-(Resource) Teacher is to distribute hard copies of the assessment task notification

PLAN B, As a secondary measure the teacher is to email all student the student a copy of the
assessment task notification due to the high chance most students will lose the paper form

NOTE Ensure that Teacher whilst reading is addressing the entire classroom and not just students at
the front

NOTE Encourage students to make any notes on the assessment task notification whilst the teacher is
explaining what is expected

Teacher is to now read through the below headings of the assessment task notification:
- ‘Due date’, make reference to week & day
-‘Design brief’, explain this is the core of the assessment & student should constantly refer back to it at
every stage & decision of the design process
-‘Assessment description’, what students will be doing
-‘Part 1 PowerPoint’, scaffolded heading which must be in the assessment,
-‘Part 2 Concept model’, physical model of the developed idea
-‘Part 3 presentation’, summing up all the above/the overall design process
-‘Submission details’, when, what & how to submit
-‘Marking criteria’, focus on key terms which differentiate possible marks

-Cross curricular themes, literacy, the use & understanding of NESA key glossary terms (i.e. elaborate,
reflect, evaluate)

-(Resource) teacher is to flick to slide 6 on the PowerPoint to show students previously completed
assessment task examples (SCAFFOLDING)

NOTE Teacher is to ask to students if there are any questions

TIME CHECK, Should be into 30 minutes of the lesson

-5 minute activity, Brainstorm-Packaging ideas delete this activity

Activity 4
-15 minute activity, Analyses the chosen case with Design brief
-(Resource) Teacher now introduces the online graphic-design tool – www.canva.com

-Now that the design brief has been made clear, the teacher is to ask students to analyse the chosen
case with design brief.

-NOTE: The information below must be analysed

designer’s name, design year, description of design concept, what customer needs are met and other
factors that are mentioned in design brief.

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 -Students are to creatively demonstrate this information by creating a www.canva.com infographic,
poster, etc.
-NOTE: they can choose the templates they prefer, but it’s necessary to show the advantages visually.

-NOTE: Students are to NOW log on to the computers and access the school server to upload their
work.
TIME CHECK, Should be into 45 minutes of the lesson

-10minute activity, Brainstorm-design brief delete this activity

Activity 5
-10 minute activity, Create the fictitious customer persona for their product.

-NOTE: Teacher emphasises the relation between persona and the customer needs.

-Students have to understand the design concept: what customer needs are met, other factors
mentioned in the design brief and how they influence a successful design.

-using the case study as an example, students are to come up with the possible customer needs for
their own products. And create the detailed customer persona.

-NOTE: Teacher is to remind students there is no limitation in the form of this persona (e.g.:drawing,
infographic, poster, story etc.) as long as it includes information below:

-NOTE: Teacher is to encourage students to consider the cultural context in their communities and
create this character based on their cultural background.

Plan B: if the students in class are homogeneous, the teacher will encourage students to consider this
activity with diverse social groups in mind (i.g. race, social class, gender etc.).

-name
-age
-hobby
-a short story to show their personality
TIME CHECK, Should be into 55 minutes of the lesson

Activity 6
-5 minute activity, Pair evaluation for persona
-Students are to tell the story about their fictitious customer to the student besides them.
-The other student is to evaluate the story and give suggestion based on their understanding of the
design brief.

-NOTE: Teacher is to remind students to save their work and remember to bring it to the next class
-NOTE: Teacher is to walk amongst students, listen to their conversations and join in their conversation
in an interested conversational manner.
-NOTE: Student is encouraged to modify their persona after class as they see fit, and that peer opinions
should be considered.

TIME CHECK, Should be into 60 minutes of the lesson

-15 minute activity, Design brief analysis table delete this activity

60 Lesson conclusion

- Students are prompted to recall new information they’ve learn this lesson (assessment task + design
brief)

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 -Additionally students are informed that next lesson they will be using the design brief (from this lesson)
to develop a design criteria

-Students can ask any general questions

-Students are to pack up and leave upon the end of period signalling.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Design case study
Fictitious persona
Group evaluation
Depth of understanding of the design brief, uploading work
as evidence of completion
Depth of understanding of the customer needs, students’
work as evidence of completion
Students’ contribution to group discussion. Teacher’s
observation as evidence.

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Academic justification

The original class plan does provide a basic overview of the class. However, several
elements are highly superficial and fall short of the requirements Quality Teaching Model
(QTM) as I have read them. The edits focus on providing necessary detail and clarification
for improving deep understanding, cultural knowledge, student direction, and narrative.
Given the hypothetical nature of the class plan and the understandable unspecific
information about lesson content, these modifications are done from a general perspective.

The first improvement focuses on deep understanding which requires that students are
given opportunities to demonstrate their understanding of content (2007, Gore). The
original plan delivers key concepts and notes their relationship to one another. However,
there is little opportunity for students to either develop argument or be gauged with
measurable assessment. In order to improve that, students are now required to make a
visualised resource (e.g. poster, slides) to analyse a successful case based on the key
terms in the design brief. Further, Gore (2007) states that only through the articulation of
long sentences or otherwise full expression and communication can examine and develop
a depth of understanding. In order to achieve this, the assessment requires students to
present their own concepts comprehensively, in their own words and visual creations, to
the teacher.

The QTM also requires teachers to emphasise cultural knowledge. In the original class
plan, very little cultural knowledge is demonstrated or otherwise emphasised. The
alternative plan addresses this element through two activities. Firstly, students are
required to understand the cultural background of the designer in the case study activity.
Secondly, students are encouraged to build up the persona with a culturally sensitive
perspective. Research supports that focusing on a diversity of cultures different to the
dominant culture in teaching practice can broad the vision of students, extend
perspectives and enhance the efficiency of knowledge input (Gore, 2007). Moreover,
considering the QTM requirement applicable across the curriculum, this improvement
encourages students to value, understand and respect difference and a diversity of
cultures (The NSW Education Standards Authority [NESA]).

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The third focus is to increase student direction activities. The original class plan is mainly
based on a teacher leading model, while two brainstorm activities provide only a hint of
student direction. The improvement focuses on offering students more control over their
education process in terms of having choice on the task topic, the pace they would like to
follow it and the medium they would prefer to present in. This is achieved by allowing
students to pick the case and design area they are interested in in activity 4, developing
and presenting their own fictitious persona, and presenting in the students’ own preferable
visual media according to activity 5. Patall, Cooper and Wynn (2010) note that giving
students autonomy in choice-making is a feasible approach to enhancing their intrinsic
motivation, which refers to the internal dynamic that is generated for own benefit and
interest. Research shows this is a significant factor in boosting their willingness to learn
(Patall, Cooper and Wynn, 2010; Gore, 2007). Further, this has a positive correlation with
academic performance. Requiring students to make choices can itself lead them to apply
their own higher cognitive skills. For example, in the selection of medium for presenting
their fictitious persona, students must evaluate the merits and drawbacks in using various
media and analyse which one can demonstrate their concept most effectively.

The last modification aims to add a focus on narrative in the class plan. The original plan
exhibits very little appreciation of narrative. It tends to rely on teacher-led information-
feeding and relies on an outmoded question-and-answer approach to demonstrating
student understanding. The alternative plan requires students to create a whole fictitious
customer with actual narratives and cultural and other details, verbally and visually, in
order to show their understanding of the design brief and its relationship to customer
needs and the application of such into design practice. The literature demonstrates the
importance of applying this element to enhance deeper understanding and support
learning (Gore, 2007). Moreover, students are asked to share their story with peers,
meaning they are not passive recipients, but the active participants in the education
process. Subsequently, narrative engagement can enhance the willingness to learn (Kates,
Byrd & Haider, 2015). The only concern is to ensure the purpose of narrative and learning
should remain consistent, as such sensitive guidance from teacher is crucial.

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Reference list:

Gore. J., (2007). Improving Pedagogy. In J.Butcher & L. McDonald (Eds.), making a
difference challenges for teachers, teaching, and teacher education (pp. 15-33).
Rotterdam, Netherland: Sense Publishers.

Frederick R. Kates, Michael D. Byrd, & M. Rifat Haider. (2015). Every Picture Tells a Story:
The Power of 3 Teaching Method. Journal of Educators Online, 12(1), 189-211.

Patall, Erika A., Cooper, Harris, & Wynn, Susan R. (2010). The effectiveness and relative
importance of choice in the classroom.(Author abstract)(Report). Journal of Educational
Psychology, 102(4), 896-915.

NESA, Learning across the Curriculum. Retrieved from:

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/technologies/science-and-technology-k-6-new-syllabus/learning-across-the-
curriculum/!ut/p/z1/zVNLU8IwEP4tHnrMZJM-
PVbEVh7y0ArNxUlDgEhJaxtA_fUWRx0vgI4Xc9vJfo_dfMEMTzHTfKsW3KhC87ypU-
Y9ONcxgA20F3VHLRhFt2M_aF_3bM_Gk_cGGhKPxA7pDqKAQHg3IB7t-
HSQuJjt8YRGhAS0Dz71IRwPW8PL-
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WvtNILxCvJawuMFEtd5MVCyaaqhZJaSMT1DH3dvKAV8pCWO1S_5DnPNvV3GlEVdY3
MUiKxqSolNvlmvXdVCjXDqZMJ7s3PBcp8cJBj-wKdu9xG88x17cD1gnkw-
9zC4THZ8SVP9non3vEUR9p48A966BM82Sq5w4kuqnWTrNtfjhifVPD_qHCcvk3_SN85Fc
Xmr6nHpycWNoHcp_DZ4Ok_SmS5TpJkHdgNdN5v207a2b5e3CCWhmdnb_R5RvE!/dz/d
5/L2dBISEvZ0FBIS9nQSEh/?urile=wcm%3Apath%3A%2Fpw_content%2Fproject-
web%2Fnesa%2Fk-10%2Flearning-areas%2Ftechnologies%2Fscience-and-technology-k-
6-new-syllabus%2Flearning-across-the-curriculum

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URL web link to Learning Portfolio

https://ashwangteacher.weebly.com/

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