102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872

102086 Designing Teaching & Learning

Assignment 2 Lesson Plan Analysis

Table of Contents
Original Lesson Plan ................................................................................................................. 2
APST and QT Analysis Template.............................................................................................. 15
Modified Lesson Plan ............................................................................................................. 20
Syllabus outcomes ..........................................................................................................21
Appendices.....................................................................................................................30
Academic Justification............................................................................................................ 35
References .....................................................................................................................40
E-Learning Portfolio ............................................................................................................... 42
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Original Lesson Plan

Topic area:
Place & Liveability Stage of Learner: 4 Syllabus Pages: 48-49

Date: Term 2: Week One/Period Lesson Number: 1 / 25

Location Booked: J4
One
Time: 60 minutes Total Number of students 30 Printing/preparation
Advanced Organiser, Worksheet
1
Assessment task notification

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Informal, Introduction to Place and Investigate factors that

formative Liveability and Influence influence perceptions of
GE4-1- locates and describes the and Perceptions the liveability of places.
diverse features and characteristics of assessment
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a range of places and environments. *Diagnostic Pre-

testing during
GE4-7- acquires and processes introductory
geographical information by selecting activity
and using geographical tools for *Participation in
inquiry. class discussions
Life Skills outcomes * Assessment of
GELS-1- recognises features and capabilities
characteristics of places and during visual
representation
environments.
GELS-7- collects and
exercises
uses geographical information for
inquiry.

CCP & GCs Subject specific concepts:

Literacy: completing written responses and
learning key geographical concepts. Students also
use a visual literacy to interpret photographs for
geographical information.
Personal and social capability: collaborative
learning helps to teach social skills.
Place- students learn about the diversity of areas that people
assign meaning to.
Interconnection- students begin to
recognise the way in which the environment shapes the way
that humans live.
Discipline specific skills-
Processing geographical
information: students interpret photographs of different
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Difference and Diversity: visual representation places to assess their liveability.

activity highlights the world’s diversity and
understanding of how and why this difference
exists.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element

Students consider the different features that make a place liveable. However, students
1.3 Problematic recognise that liveability is a subjective concept and they are to consider the reason why
Knowledge people may live in places, which they themselves do not consider to be liveable or less
liveable.
2.4 Social Students are given a pre-test in an informal manner with a question that allows all students to
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Support answer the question even if the level of knowledge is minimal. Students participate in
think/pair/share activities prior to engaging in class discussion, which allows students to
formulate their ideas rather than being asked on the spot. Collaborative work also helps to
strengthen student relationships as well as their social skills to ensure a safe and effective
learning environment.
Students are required to call upon knowledge they already have in the pre-testing activity.
Furthermore, while students already have an understanding of the concept ‘ place’,
3.1 Background liveability may be a new idea. Once providing students with an explanation of this term they
Knowledge are to apply this concept to their local community, which helps students make these concepts
significant.

Time Teaching and learning actions Organisation Centred

T/S

5 Students line up outside and enter the classroom in an Teacher: To write on the T
orderly fashion. Ask students to take their seats and pull board: PLACE &
out their books and writing utensils. LIVEABILITY and
underneath that the sentence
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10 Writing Activity- starter for activity one- “A S

good place to live is one
Explain to the class that they are about to begin a new unit where.....”
of work as they can see on the board- place and
liveability. Ask students to rip a page out of their books Teacher to mark the roll when
for the next activity. Read aloud the sentence starter on activity is occurring.
the board ‘A good place to live is one where.....’ and ask
the students to complete a paragraph of writing in order to Student: Student to complete
finish the statement. Advise the students that they have the activity
five minutes to complete the task. Resources:
-White board
After five minutes advise students their time is up and markers -Writing equipment
collect their responses- this will be used for assessment of & notebook
both literacy and their level of knowledge on the topic so
far.
15 Provide students with their advanced organisers and ask Teacher: Hand out advanced T
them to look through and ask any questions they may have organisers and read aloud the
about the direction of the next ten weeks. definition of place and
Provide students with Australian Curriculum definitions liveability from the Australian
of Place and also Liveability below. Ask them to copy the Curriculum Glossary.
definitions into their workbooks and also ask them to use Student: To look at their
each word in a sentence. advanced organisers & to
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“Liveability: An assessment of what a place is like to live copy the definition into their
in, using particular criteria, for example, environmental books.
quality, crime and safety, education and health provision,
access to shops and services, recreational facilities and Resources: Advanced
cultural activities.” (Australian Curriculum, n.d) Organiser and Australian
Curriculum Website.
“Place:
A part of the earth’s surface that is

identified and given meaning by people, which

may be perceived, experienced, understood and

valued differently.” (Australian Curriculum, n.d)

Think/Pair/Share Activity: Teacher: Draw up three

Using the above definition of liveability have students columns on the whiteboard
20 S
think about the following, discuss in pairs and then with with the headings listed
the class: opposite.

• What features of their local community make it a good Walk around the pairs of
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872

place to live in? students as they discuss their

answers.
Student: Participate in
think/pair/share activity
Resources: Student writing
equipment and notebooks.

Teacher: Hand out photos S

Visual Representations Activity: and worksheet to students and
25 supervise classroom while
Students are to get into mixed ability groups of three or
four. On the board draw three columns with the headings: groups discuss and determine
their answers.
- Environmental Factors
Student: Group work &
30 - Social Factors
 writing answers in their book.
- Human Factors Resources:
-Photos,
- Four
35 resources worksheet- 30
Provide students with their worksheets which will look
copies
-Worksheet for factors
very similar to the columns on the board (Worksheet 1
of liveability- 30 copies.
-
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attached). Glue
- White board

markers
- Writing
Provide the groups with some photos of different places
where people live and the Four Resources model for utensils/student notebooks
literacy (Worksheet2).
In their groups, ask students to
complete their four resources literacy worksheet and
answer the following question for each photo: Teacher: S
40
1. Assess the liveability of each place. Include at least one Facilitate class discussion and
feature you observe that makes this place liveable and at ensure all students get the
least one feature that makes you feel less likely to want to chance to participate. Hand out
live there. assessment task notification.

While students are completing this activity, spend some Student: Participate in class
time with each group to ensure that students are on task discussion and make note of the
and on the right track. Extra time could be provided to homework.
students who find group work difficult or also who may
Resources: Assessment Task
need some extra assistance completing the task.
Notification.
Have students come up to the whiteboard and put the
factors they determined from the assessment of liveability
of each place on the board under the appropriate heading
(ie- whether it is environmental factors, human factor or
social factor). If some of the answers do not fit under
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these headings, provide a fourth column ‘Other’

Answers should include factors such as: Environmental:
climate, natural hazards, natural
resources, natural hazards, air & water quality. Social
Factors: Culture, public spaces, community Human
Factors: access to services, safety/ crime, income, work
opportunities, technology.
Have students copy these answers into their worksheet
and ask them to glue it into their notebooks. This sheet
will be referred to throughout the unit.
45 Class Discussion: Teacher: S/T

Although some of these photos demonstrated that some Facilitate class discussion and
places are less liveable than others, ask students ‘Why do ensure all students get the
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872

people still live in these places?’ chance to participate. Hand out

assessment task notification.
Facilitate class discussion and ensure that discussion
50 includes mention of the following: Student: Participate in class
discussion and make note of the
- poverty and lack of ability to move
 homework.
- opportunities for work
 Resources: Assessment Task
Notification.
- family ties and connections to the land
If students are not able to come up with these answers the
question could be rephrased using some of the pictures
and the answers the students provided: “If you lived in
this town, with this violence, why would you need to still
60 live here?”
Provide students with assessment task notification and
take student books for formative assessment of both the
pre-test and also the visual representation activity.
Set Homework: Ask students to read through the
notification at home and make any notes about anything
that may be unclear. This will be discussed further in the
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next lesson.
Ask students if there are any other questions and when the
bell rings ask the students to pack up their belongings and
leave the room.

Reflection
While preparing this lesson, I found it difficult to determine whether the introductory content was
appropriate for this specific class of students. Before pre-testing students it is difficult to assess the level of
knowledge they have on the new topic. While I will not be able to use the information from the pre-testing
activity to shape this lesson, it is clear that this is an essential activity in order for me to determine the level
of student knowledge within the class and therefore shape future lessons accordingly.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

GE4-1- locates and describes Students will write the answers to the visual representation activity in their
the diverse features and books, which will be taken for formative assessment.
characteristics of a range of
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places and environments.

Students are to work in groups to use and interpret photographs of different
scenarios and places and identify features that make that these places liveable
GE4-7- acquires and processes
as well as features observed within the photograph that may make the place
geographical information by
less appealing to live in. Students have a series of questions to answer in their
selecting and using
groups. I will walk around the room and assess the group discussions that are
geographical tools for inquiry.
occurring. Furthermore, informal formative assessment will also occur, as I
will take their workbooks to read and check students’ work.

Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
4.1 Support All students are expected to participate in the lesson, however the think/pair/share activity
Student allows for students to participate in a way that may be less confronting than speaking
Participation directly to the class. Throughout this activity I will be walking through the room listening
to student discussions and providing assistance to some students who may be struggling
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with the ideas. Similarly, group work for the visual representation activity allows for all
students to contribute to some of the work who may not have been able to complete the
whole activity independently.

3.1.1 Establish Students are expected to consider the factors that make their local community liveable. The
Challenging reliance on the student’s previous knowledge allows students at all levels to participate in
Learning Goals this activity. As the lesson progresses, the activities become more challenging, however
students work in groups and this allows students to participate and achieve within the
lesson, while also learning from others. The final class discussion requires higher order
thinking as well as some degree of intercultural understanding. Students at a higher level
will be able to express their ideas but with careful classroom management, I will be able to
ensure that other students will also be able to participate in the discussion as well.

WHS
It is essential that all walkways are clear at all times, particularly as some students will be moving around the
room to form groups and to write on the board.
Students are to organise school bags neatly if the school policy allows them in the room.
The exit needs to be
clearly visible and accessible without obstacle.
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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 – Comments: No mentioned.
4–5
1.4 Strategies for teaching Aboriginal and Torres Strait Islander
students
1 – 2 – 3 – Comments: Nothing was mentioned.
4–5
1.5 Differentiate teaching to meet the specific learning needs of
students across the full range of abilities
1 – 2 – 3 – Comments: Does provide different type/ range of
4–5 activities.
1.6 Strategies to support full participation of students with disability
1 – 2 – 3 – Comments: Nothing was mentioned.
4–5
2 Know the content and how to teach it
2.2 Content selection and organisation
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1 – 2 – 3 – Comments: Very organisation and the content selection

4–5 was relevant.
2.3 Curriculum, assessment and reporting
1 – 2 – 3 – Comments: The content was followed by curriculum,
4–5 there was a form of assessment at the beginning of the
class and lacks reporting.
2.6 Information and Communication Technology (ICT)
1 – 2 – 3 – Comments: there was no implement strategies for using
4–5 ICT.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 – 2 – 3 – Comments: It was challenging enough for introduction
4–5 lesson on the perception of place.
3.2 Plan, structure and sequence learning programs
1 – 2 – 3 – Comments: The structure was too formal and teacher
4–5 centred.
3.3 Use teaching strategies
1 – 2 – 3 – Comments: Does provide a sufficient range of activities
4–5 and strategies.
3.4 Select and use resources
1 – 2 – 3 – Comments: Provide a few resources such as images but
4–5 further implement of other resources are needed.
4 Create and maintain supportive and safe learning
environments
4.1 Support student participation
1 – 2 – 3 – Comments: There is support for student participation but
4–5 not in the direction of inclusivity.
4.2 Manage classroom activities
1 – 2 – 3 – Comments: Very sequence and organised activities with
4–5 clear direction.
4.3 Manage challenging behaviour
1 – 2 – 3 – Comments: Did not set any rules and expectations
4–5 regarding the student’s behaviour.
4.4 Maintain student safety
1 – 2 – 3 – Comments: Not technically safety but does ensure some
4–5 form of support when completing tasks.
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4.5 Use ICT safely, responsibly and ethically

1 – 2 – 3 – Comments: No mentioned of the safety guidelines of
4–5 when using ICT.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 – 2 – 3 – Comments: there was formal and informal assessment on
4–5 the student learning.
5.2 Provide feedback to students on their learning
1 – 2 – 3 – Comments: No feedbacks were stated but there was some
4–5 form of assessing.

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 – Comments: The class discussion at the end of the lesson
4–5 did provide some level of deep knowledge, however
other parts of the lesson were very brief. This is evident
in the lesson when students are being provided with
definitions.
1.2 Deep understanding
1 – 2 – 3 – Comments: There was a lot of information given which
4–5 did not prompt them to think critically or evaluate their
thought process.
1.3 Problematic knowledge
1 – 2 – 3 – Comments: It does provide some level of problematic
4–5 knowledge during the class discussion at the end of the
lesson.
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1.4 Higher-order thinking

1 – 2 – 3 – Comments: The group work of the visual representation
4–5 activity delivered some form of evaluating and analysing
through a collaborative learning.
1.5 Metalanguage
1 – 2 – 3 – Comments: Definitions were provided and using those
4–5 terms in a sentence.
1.6 Substantive communication
1 – 2 – 3 – Comments: There were a sustainable level of oral
4–5 communication as the students were required to discuss
their understandings.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – Comments: Provide the students with the direction for
4–5 the next ten weeks.
2.2 Engagement
1 – 2 – 3 – Comments: Engagement occurred during discussion than
4–5 writing task activity.
2.3 High expectations
1 – 2 – 3 – Comments: Does attempt to achieve high expectations
4–5 through realistic questions in discussion.
2.4 Social support
1 – 2 – 3 – Comments: Does provide work group support and
4–5 individual support when needed.
2.5 Students’ self-regulation
1 – 2 – 3 – Comments: Students are expected to discuss their own
4–5 understanding through discussions.
2.6 Student direction
1 – 2 – 3 – Comments: Allowing the students to control their own
4–5 learning through pair activity and class discussions.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – Comments: Does assess the students background
4–5 knowledge at the start of the lesson.
3.2 Cultural knowledge
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1 – 2 – 3 – Comments: A brief attempt of making links with the

4–5 diverse places.
3.3 Knowledge integration
1 – 2 – 3 – Comments: Getting students to think and question the
4–5 conditions of certain places.
3.4 Inclusivity
1 – 2 – 3 – Comments: Mixture of group activities of discussing.
4–5
3.5 Connectedness
1 – 2 – 3 – Comments: Making relevant connection with reality
4–5 through allowing the students to assess where they would
like to live.
3.6 Narrative
1 – 2 – 3 – Comments: Did not provide telling/sharing of stories to
4–5 enhance the student learning experience.

Section 3: Identifying Areas for Improvement

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

APST
1) 3.4 Select and use resources 2) 2.6 Information and
Communication Technology
(ICT)
QT model
1) 2.2 Engagement 2) 2.6 Student direction
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Modified Lesson Plan

Topic area: Place & Stage of Learner: 4 Syllabus Pages: 48-49

Liveability

Date: Week Location Booked: J4 Lesson Number: 1 / 25

One/Period One

Time: 60 minutes Total Number of students

Printing/preparation
30 - A3 Butcher Papers
- Markers
- Kahoot
- Assessment task
notification
- Writing equipment’s
- Notebooks
- Mini beach ball
- Laptops borrowed
from the library

Outcomes Assessment Students learn Students learn to

about
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Syllabus outcomes Lesson Introduction to Investigate

- GE4-1- locates assessment Place and factors that
and describes - Liveability and influence
the diverse Participation Influence and perceptions of the
features and in class Perceptions liveability of
characteristics of discussions places.
a range of places & group
and activities
environments. - Assessment
- GE4-4 – of
examine capabilities
perspectives of during visual
people and representatio
organisation on n exercises
a range of
geographical
issues.

Life Skills outcomes

- GELS-1-
recognises
features and
characteristics of
places and
environments.

- GELS-4 –
recognises
perspectives of
people and
organisation on
a range of
geographical
issues.
Cross Curriculum themes & General Explicit subject specific concepts
capabilities and skills
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872

Literacy: completing written Place- students learn about the

responses and learning key diversity of areas that people assign
geographical concepts. Students also meaning to.

use a visual literacy to interpret
photographs for geographical Interconnection- students begin to
information. recognise the way in which the
environment shapes the way that
Personal and social capability: humans live.
collaborative learning helps to teach
social skills.
Difference and Diversity: visual
representation activity highlights the
world’s diversity and understanding
of how and why this difference
exists.
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Time Teaching and Learning Organisation Centred

(Minutes) actions T/S
Intro - Students line up Teacher: T
5 outside and enter the - Write up on
classroom in an the board to
orderly fashion. prepare for
- Have students seated mind
in groups according to mapping:
their birthday month. What is a
- Set rules and liveable
expectations in regards place?
to their behaviours. - Advise the
- E.g. No cell phones students that
unless needed, hands they’re
up before speaking and divided in
ensuring a safe groups
environment where all according to
participation is their birth
welcome. month.
- Advise the class the - Have the
direction for the next tables set up
10 weeks, if they have for groups.
anything questions. - Mark the roll.
- Hand out the syllabus - Discuss the
pages from 48-49, future
regarding place and direction of
liveability. this topic
- Provide students with - Hand out
assessment task assessment
notifications task
notification.

Student:
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- Get to their
seating
arrangement.
- Ask questions
if they’re
unsure about
anything.

Resources:
- White board
markers.
- Assessment
task
notification.

Body Mind Mapping Activity: Teacher: S/T

10 - As a whole class: - Get all the
brainstorming ideas students to
and features about is a participate.
liveable place. - Advise them
- Get them to copy the that there are
answers down in their no wrong
books as well for answers.
future reference. - Assessing the
- After 5 minutes, students
discuss with the background
students about what knowledge on
they came up with on the topic and
the board. what level
they’re at.

Student:
- Complete the
activity as a
class.
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- All students
should
participate.
- Copy down
the answers
from the
board.

Resources:
- White board
markers.
- Notebooks.
- Writing
equipment’s
such as pens.
15 Think/ Table Group/ Teacher: S
Share Activity: - Hand out the
- Advise the students A3 butcher
that they’re doing a paper to each
group activity with group
their group. - Hand each
- Provide each group group an
with a large A3 image of a
butcher paper. place
- Also provide each - Walk around
group with images of a each group to
place/ location. make sure
- Ask the students as a they’re on
group to write down track.
on the A3 paper the - Also have
pros and cons small
regarding their given discussion
image. List down the with each
good and bad things group on their
about the location, it answers and
can be anything.
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provide
feedbacks.

Student:
- Work together
in the groups

Resources:
- A3 butcher
papers
- Coloured
markers
- Images of
places (all
different and
diverse)
-

15 Class Discussion: Teacher: S/T

- Although some of - Hand out the
these photos beach ball to a
demonstrated that random
some places are less student.
liveable than others, - Add in a
ask students ‘Why do narrative story
people still live in - Facilitate
these places if it was class
so bad?’ discussion
- Hand out the beach and ensure all
ball, advise the students get
students that whoever the chance to
caught the ball must participate.
discuss what they Student:
think then pass the ball
- Participate in
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872

to another student in class

the class. discussion
- Facilitate class when it their
discussion and ensure turn.
that discussion - Sharing
includes mention of stories of
the following: where they
would like to
o poverty and lack live and why?
of ability to
move
Resources:
o opportunities for - Mini beach
work 
 ball
o family ties and
connections to
the land 

- If students are not able
to come up with these
answers the question
could be rephrased the
question to: “if this
place had so much
crimes, would you still
live here?’
- After 10 minutes,
share a personal story
of a particular place
you like and why you
would want to live
there. For example,
I’ve always want to
move and live in
China because I love
their culture and
 102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872

especially their foods.

Then advise the
students to have a turn
in sharing their
favourite places and
why they want to live
there.
10 ICT class activity: Kahoot Teacher: S
(online game) - Log on the
- Advise the class that designed
we are playing a mini Kahoot game
online game - Give all the
- Its content about students the
finding the definitions password to
of the key terms for join and play
this term.
Student:
- Participate in
the game with
any available
technology
device.

Resources:
- Spare laptops
from the
library

Notes:
- Borrow
laptops from
the library for
those who
needs it.
Conclusion Reflection: Teacher: S
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5 - Ask the students to - Ask students

scream out 5 things to state 5
they have learnt today things they
about place and have taken
liveability. One person away from
at a time. this lesson

Student:
- Think about
what they
learn today

Resources:

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

GE4-1 Through mind mapping and analysing the
pros and cons of places (images)
GE4-4 Through class discussion
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Appendices
Mind Mapping

Images of different places/ locations:

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Images references
Bondarenko, V. (2017). Australia is home to 3 of the world's most

livable cities [photograph]. Retrieved from

https://www.businessinsider.com.au/top-10-liveable-cities-

world-the-economist-canada-vancouver-2017-8#/#1-melbourne-

australia-1
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872

Cole, L, L. (2017). These cities aren't the most affordable

[photograph]. Retrieved from

http://www.businessinsider.com/worlds-most-livable-cities-

cost-of-living-2017-9/?r=AU&IR=T

Devlin, M. (2013). New Orleans, USA [photograph]. Retrieved from

http://listverse.com/2013/10/18/10-more-places-around-the-

world-you-wouldnt-want-to-live/

Reuters, T. (2016). Boys aboard an abandoned boat collect recyclable

items through polluted waters in front of fishing boats at Fish

Harbor in Karachi, Pakistan [photograph]. Retrieved from

http://www.businessinsider.com/the-worst-places-to-live-in-the-

world-2017-8?IR=T

Reuters, T. (2016). People crowd a street at the central business

district in Nigeria's commercial capital Lagos ahead of

Christmas [photograph]. Retrieved from

http://www.businessinsider.com/the-worst-places-to-live-in-the-

world-2017-8?IR=T
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872

Reuters, T. (2017). The Syrian capital of Damascus saw the second

biggest decline in liveability [photograph]. Retrieved from

http://www.businessinsider.com/the-worst-places-to-live-in-the-

world-2017-8?IR=T

Soi, T. (2016). Rice Terrace Fields in Mu Cang Chai, Vietnam

[photograph]. Retrieved from

https://www.boredpanda.com/amazing-places-to-see-before-

you-die-2/

Kahoot Designed Questions samples:

1. What is a place?
a. a particular position, point, or area in space; a location.
b. a portion of space designated or available for or being used by
someone.
c. a home
d. an available location
2. a space is a?
a. open space
b. anywhere is a space
c. place
d. position at a distance from one another.
3. what is a great place to live?
a. a place that have all the living essentials
b. has wifi
c. a beautiful location
d. has shops
4. which city is the most liveable city in the world?
102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872

a. New York
b. Melbourne
c. London
d. Rome
5. Which is the most expensive city to live in?
a. London
b. Sydney
c. Singapore
d. Tokyo
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Academic Justification
Lesson planning
Lesson planning is an essential part of teaching, as it allows the

teachers to scaffold their construction of pedagogical content

knowledge (PCK) to effectively enhance the student learning

outcomes (Rusznyak & Walton, 2011). Lesson planning could be

recognised as a complex practice because the approach of the lesson

preparation has the potential to determine how the students will learn.

Critiquing a lesson plan is the first step to fully understand how to

effectively create a lesson plan that is effective in enhancing learning

as a whole.

APST
2.6 Information and Communication Technology (ICT)
The society we live in is constantly changing with advanced

technologies and innovation. While it is important for teachers to

implement technology in the classroom to keep up with the changing

society. It is crucial for teachers to understand the use of technology

as an effective tool for education so they could provide a safe use for

students when using technology in the classroom (Beemt &

102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872

Diepstraten, 2015). For example, I implemented Kahoot in my

modified lesson plan to as I believe it will promote a positive attitude

towards learning. Hence, I am aware that I’ll be instructing how to

safely use Kahoot before starting the game to ensure that all the

students understand how to use Kahoot correctly. The use of ICT will

allow the lesson to be more interesting and productive for both

teachers and students, while learning becomes more relevant with the

outside world. ICT allows learning motivation to occur more

frequently, also helping withdrawn and shy students to patriciate in an

active learning process as everyone is (Uluyol & Sahin, 2016).

3.4 Select and use resources

Learning can come in many forms, by having a range of resources

will facilitate the teaching and learning experience for teachers and

students. I implemented the use of mind maps as an examination tool

to assess the student background knowledge on any particular topic

and also creating a productive learning. The students can also explore

the topic in depth by themselves through developing the ability to

links information together (Edwards & Cooper, 2010). The use of

102086 - Designing Teaching and Learning Tran Tuong Vi Nguyen - 18075872

visual representation in my lesson plan helps influence and shape the

student perception learning while allowing the student to develop a

sense of creativity. This interplay of learning of text and images

creates a multimedia learning that is more engaging over a single

method of learning (Eitel, Scheiter, Schüler, Nyström & Holmqvist,

2013). While the use of ICT (Kahoot) in the lesson plan has helped

promote a collaborative learning environment where operating

technology correctly could be seen as a social skill (Gaved &

Anderson, B, 2006). Using a variety of recourses will allow equality

for all students as everyone have their own learning styles.

QT Model
2.2 Engagement
In my lesson plan, I had constructed activities that are student-centred

so students are able to learn and discover concepts on their own. I

created a comfortable and safe environment where students are able to

present their ideas and thoughts as every student is encouraged to

participate in the class discussion. The use of crops (beach ball) is to

add a fun element into the class discussion, where the discussion will
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be perceived as a casual game instead of a formal mandatory

discussion. I believed by embedding a ‘personal practical knowledge’

of sharing a personal narrative will promote a better relationship and

engagement with the students (Clandinin, 1989). This will create a

form of trust to regulate around the classroom as the student will

engage more effectively when there is a sense of trust and support

(Gregory & Ripski, 2008).

2.6 Student direction

The activities that I integrated into my lesson plan is aimed towards

the idea of self-regulated learning. As the students were given the

control and choices to develop their own understanding of the topic. I

believed this would promote a “motivated learning” (Corno &

Mandinach, 1983, p. 88) experience in the classroom where students

are in control of their own learning instead of being given all the

information. I also implemented rooms for students to construct their

own content and ideas through using mind maps, injury base learning

through images and class discussion. However, I made sure that there

are constant support and monitoring to ensure that the students are in

the right direction. Students are given the responsibilities of learning

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how to learn on their own which create a sense of self-

accomplishment that will facilities their motivation to continue

learning (Paris & Paris, 2001; Schunk, 1990).

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References

Australian Professionals Standards for Teachers. (2014). Australian

Professional Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/teach/standards

Corno, L., & Mandinach, E. B. (1983). The role of cognitive

engagement in classroom learning and motivation. Educational

psychologist, 18(2), 88-108.

Edwards, S., & Cooper, N. (2010). Mind mapping as a teaching

resource. The clinical teacher, 7(4), 236-239.

Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K.

(2013). How a picture facilitates the process of learning from

text: Evidence for scaffolding. Learning and Instruction, 28, 48-

63.

Gaved, M., & Anderson, B. (2006). The impact of local ICT

initiatives on social capital and quality of life.

Gregory, A., & Ripski, M. B. (2008). Adolescent trust in teachers:

Implications for behavior in the high school classroom. School

Psychology Review, 37(3), 337.

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Gore, J. M. (2007). Improving pedagogy: Challenges of moving

teachers toward higher levels of Quality Teaching. Making a

difference: Challenges for teachers, teaching and teacher

education, 15-33.

Paris, S. G., & Paris, A. H. (2001). Classroom applications of

research on self-regulated learning. Educational

psychologist, 36(2), 89-101.

Rusznyak, L., & Walton, E. (2011). Lesson planning guidelines for

student teachers: A scaffold for the development of pedagogical

content knowledge. Education as change, 15(2), 271-285.

Schunk, D. H. (1990). Goal setting and self-efficacy during self-

regulated learning. Educational psychologist, 25(1), 71-86.

Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers' ICT use

in the classroom and their motivators for using ICT. British

Journal of Educational Technology, 47(1), 65-75.

Van den Beemt, A., & Diepstraten, I. (2016). Teacher perspectives on

ICT: A learning ecology approach. Computers & Education, 92,

161-170.
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E-Learning Portfolio

Weebly Link: http://trantvnguyen.weebly.com/

Standard 3.2
Plan, structure and sequence learning programs