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102086 Designing Teaching & Learning Assignment 2 Lesson Plan Analysis

Ishaq Nasiri 17974224

Contents

Original Lesson Plan.2

Lesson Plan Analysis5

Modified Lesson Plan9

Academic Justification17
References...19

Learning Portfolio Web Link..22

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Original Lesson Plan

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Section 1: Australian Professional Standards for Teachers

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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: No explicit recognition or valuing of other than the knowledge
5 of the dominant culture is evident in the substance of the lesson.
not mentioned, not acknowledges, needs to address the needs of students with
diverse linguistic, cultural, religious and socioeconomic backgrounds

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 Comments: not mentioned, needs to address the needs of and strategies for
5 No explicit recognition or
teaching Aboriginal and Torres Strait Islander students,
valuing of other than the knowledge of the dominant culture is evident
in the substance of the lesson.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1 2 3 4 Comments: mainly mentions and addresses modifying the tasks and activities,
5 however theres no mentioning of simplifying and making it easier to suit
students across the full range of abilities, only involves progression and extension,

1.6 Strategies to support full participation of students with disability

1 2 3 4 Comments: not mentioned, it needs to address the needs of and have specific
5 strategies to support full participation of students with disability

2 Know the content and how to teach it

2.2 Content selection and organisation
1 2 3 4 Comments: Overview of the content of the lesson plan clearly shows
5 where the learning is up to relevant to the unit area. Mentions students
prior learning and relates to current lesson

2.3 Curriculum, assessment and reporting

1 2 3 4 Comments: Recap of lesion questioning is an example of informal
5 diagnostic assessment. End of lesson discussion of results is an example
of informal formative assessment for this lesson

2.6 Information and Communication Technology (ICT)

1 2 3 4 Comments: lesson is only practical based, with no use of ICT
5
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 2 3 4 Comments: goals are mentioned and are realistic e.g. improving performance,
5 skill development, movement composition
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3.2 Plan, structure and sequence learning programs

1 2 3 4 Comments: Structure of the lesson appears to have an organised and
5 thought out flow. Builds on prior knowledge and scaffolds new
knowledge appropriately.

3.3 Use teaching strategies

1 2 3 4 Comments:
5 Teaching strategies appear to be mostly teacher led, however use of
paired and group work is clearly included, communication is strongly
involved in most aspects, allowing verbally identifying options and
justifying decisions in game situations. Throughout the activities,
questions are posed to students that encourage them to reflect on the
options available and the decisions made.

3.4 Select and use resources

1 2 3 4 Comments: practical lesson with appropriate use of all needed resources
5
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 2 3 4 Comments: supportive and safe learning environment , however support is
5 needed for all abilities and participant, group work encourages participants to
participate while involving teamwork

4.2 Manage classroom activities

1 2 3 4 Comments: There is a flow in the lesson from prior knowledge to practical
5 with mostl teacher and student driven classroom activities being clearly
detailed.

4.3 Manage challenging behaviour

1 2 3 4 Comments: No specific mention given to addressing challenging
5 behaviour and expectations for behaviour during practical are given

4.4 Maintain student safety

1 2 3 4 Comments: student safety is lacking, with no mentioning of any potential oh&s
5 and hazards

4.5 Use ICT safely, responsibly and ethically

1 2 3 4 Comments: NA
5
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 2 3 4 Comments: teacher ask questions and encourages student feedback with
5 Oral feedback being provided to the teacher in relation to the students
understanding of invasion game concepts

5.2 Provide feedback to students on their learning

1 2 3 4 Comments: feedback is encouraged throughout the lesson
5
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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: Reference given to prior learning and where this lesson fits in
5 the continuum

1.2 Deep understanding

1 2 3 4 Comments: lesson is both teacher and student led
5

1.3 Problematic knowledge

1 2 3 4 Comments: Possible that the discussion of feedback and focus questions
5 allows for multiple perspectives, but the lesson overall seems heavily
scaffolded to achieve a set result.

1.4 Higher-order thinking

1 2 3 4 Comments: some higher order thinking during discussion phase with
5 focus questions
1.5 Metalanguage
1 2 3 4 Comments: some metalanguage is used e.g. space, ball carrier, support,
5
1.6 Substantive communication
1 2 3 4 Comments: Lesson is set up well for ongoing communication. Could
5 benefit from more guidance for students who may struggle and may
require support

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 Comments: covers some instructions and quality requirement
5
2.2 Engagement
1 2 3 4 Comments: engaging e.g. teamwork and supporting of fellow players which
5 leading to more enthusiasm

2.3 High expectations

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1 2 3 4 Comments: teamwork to promote high expectations and players not letting the
5 team down

2.4 Social support

1 2 3 4 Comments: team work, support and encouragement from team and players
5
2.5 Students self-regulation
1 2 3 4 Comments: lack of student safety
5
2.6 Student direction
1 2 3 4 Comments: both student and teacher direction involved,
5
3 Significance
3.1 Background knowledge
1 2 3 4 Comments: Lesson overview mentions the outcome goals for the overall
5 unit. Practical appears to build on prior learning from the unit.
Students background knowledge is mentioned or elicited briefly, is
connected to the substance of the lesson, and there is at least some
connection to out-of-school background knowledge.

3.2 Cultural knowledge

1 2 3 4 Comments: No explicit recognition or valuing of other than the knowledge
5 of the dominant culture is evident in the substance of the lesson.
No reference made to other cultures or social groupings. The scope
within lesson allows communication and teamwork therefore it required
significant modifications. Perhaps maximal scope within this lesson, it
would be highly possible to encourage talking about Cultural knowledge
3.3 Knowledge integration
1 2 3 4 Comments: At least one meaningful connection is made between topics
5 or subject areas by the teacher and/or the students during the lesson.
There is scope to bring cross-curricular focus into this lesson that is not
utilised

3.4 Inclusivity
1 2 3 4 Comments: inclusivity is not supported or mentioned in this lesson plan, theres
5 a scope for inclusivity just like any other specific pdhpe lessons.

3.5 Connectedness
1 2 3 4 Comments: The teacher or students try to connect what is being learned
5 to the world beyond the classroom, but the connection is weak and
superficial or trivial.
sense of connectedness due to strong areas of teamwork, strategies which
allows individual contribution, verbal communication is highly mentioned

3.6 Narrative
1 2 3 4 Comments: Narrative is used on occasion as a minor part of the lesson
5 and/or is loosely connected to the substance of the lesson.
No mention of case studies, personal stories or other narrative
techniques, mentioning of past experiences or overcoming challenges is
required
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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) 1.4 Strategies for teaching Aboriginal and Torres
(ICT) Strait Islander students
QT model
1) 3.4 Inclusivity 2) 3.2 Cultural knowledge
Lesson Plan

Topic area: pdhpe Stage of Learner: 5 Syllabus Pages:

5.4,5.5,5.9,5.12,
5.13,5.14,

Date: 10/5/17 Location Booked: sports Lesson

centre Number: 1/12

Time: 60 minutes Total Number of students

Printing/preparation
: 20
Sports equipment, first aid,
Safety sheet, ipad/lap top,
Pictures of activities,
interesting traditional
Indigenous tools or pictures,
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Outcomes Assessment Students learn Students learn to

about
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Syllabus outcomes Lesson assessment aspects of use movement to

5.4 adapts, movement skill effectively
Encourage students
transfers and development communicate and
to reflect
improvises throughout the interact in group/team
movement skills and game by influences on skill contexts
concepts to improve questioning on development
performance what they have compose and
learnt throughout the features of perform increasingly
5.5 composes, the lesson movement complex and
performs and composition challenging
1. Questioning
appraises movement throughout the movement sequences
in a variety of the elements of
lesson to composition using the elements of
challenging contexts ensure composition
students appreciating
5.12 adapts and design and
engaged and movement
applies decision- on track implement criteria to
making processes composition and
2. Modifying the performance analyse the
and justifies their practical performance of self
choices in components lifelong physical and others in a range
increasingly for students to activities of movement
demanding contexts e.g. activities
progression Consider how
5.13 adopts roles 3. learning resources use performance
and responsibilities reflect and value feedback to improve
that enhance group diversity and include quality of movement
cohesion and the the practices and in a variety of
achievement of protocols of social contexts
personal and group groups.
objectives participate in a
Know and value the range of physical
5.14 confidently social and cultural activities that meet
uses movement to backgrounds of the identified local needs
satisfy personal students in class and interests and
needs and interests evaluate their
Contributing Make greater use of potential as a lifelong
outcomes the cultural physical activity
knowledge of the
5.9 formulates groups represented participate in
goals and applies in the class in the challenging physical
strategies to design and activities to develop
enhance development of life skills such as
participation in learning activities.. leadership, teamwork,
lifelong physical creativity, goal-setting
activity 5.11 Encourage students and problem-solving
adapts and to examine the
evaluates concepts of Develop an
communication skills inclusion and understanding of
and strategies to exclusion diversity by using a
justify opinions and themselves, range of resources
feelings in particularly when (human and material)
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increasingly complex they are embarking within and across

situations on group projects social groups. Where
and group work. they are available,
5.16 predicts Reflect on and use the resources
potential problems consider ways of endorsed by social
and develops, including those groups.
justifies and students who are
evaluates solutions passively
disengaged in the
public work of the
class.

Create
opportunities for all
students to
experience the
range of classroom
roles in learning
activities by using
strategies such as
home group-expert
group, thinkpair-
share, group roles
(e.g. leader,
recorder, speaker)
and cooperative
learning strategies.

Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
Safety rules and procedure to ensure all
Aboriginal and Torres Strait Islander student follow it
histories and cultures ,General
Capabilities ICT capability about Promote safe and welcoming environment for
indigenous games aswell as learning everyone
about their history , youTube clip
Critical Creative thinking Practical
component,

Time Teaching and Organisation Centred

learning actions
T/S
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Intro Warmp up Teacher: Ask for

volunteer for the
5 mins Free play chosen by students
acknowledgement
traditional owners of the
land. They may choose
preferred way .

Student:Students settle
in and prepare for
activities, free play

Resources:markers,
sports equipment, balls
Body Recap of past lessons and skills, Teacher: organise in even
groups
ensure students understand rules and
instructions

Quiz on practicals e.g. how dow we Student:

play, what do we do in a specific
situation, different strategies.
Resources: pictures, video
etc

Traditional Indigenous games Teacher: guide students,

assist student in
20 Traditional Indigenous games chosen by modifying, promote
students teamwork, e.g. 1 touch
before scoring, 2 touch
Explain rules, history, use metaphors e.g. before scoring, each player
animals such as kangaroo,emu,hunting must pass,
etc

Some suggestions :
keentan,Kulchee,Gorri Student: choosing
variations and strategies
suitable,

Resources:

10 Skill games mini Teacher:Guiding the

discussion and
Basketball, oztag, piggy in the middle,
ball passing, from simple to progressive encouragingstudents to
explore ideas from the
practical further.

Guide of questions to
ask attached

Full game , involving a sport of choice
such as basketball,
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Conclus Reflection on games and lessons
ion
Encourage students to participate in
10 mins
class discussion e.g. sharing relevant
stories, story telling
Guide questions for reflection and
encourage class participation e.g.
1) How would the original Aboriginals
travel from Africa to Australia?
2) What countries would they have
travelled through to arrive here in
Australia?
3) How long ago did they migrate?
4) How do we know this?
5) What does this mean when we
think about our current history?
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Student:
Resurces: balls
Teacher: observing
students and provide any
assistance and
demonstration,
Student: participating,
Resources:
Teacher: discussion on
Aboriginal history and
significant to Australian
history and culture,
Incorporate
history,geography,
provide interesting facts
and stories, e.g. mention
indigenous artefacts and
age, how sports were
played in the past by
indigenous people e.g.
hunting, using animal
skin as equipment, tools
such as boomerang, how
successful and
respectful indigenous
people were
Leads the reflection that
makes the lesson
relevant to current
events. Incorporates
aspects of geography,
history and aboriginal
culture in the reflection
as part of examen.
Student: Class reflection
and sharing of
experiences and
thoughts on what this
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discovery of Aboriginal
history

Share and reflects on

learnings from the
lesson, encourage
feedback for future
lessons,

Resources: video or
interesting photos,
rolemodels
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Reflection

What have I learned about the teaching and learning process when preparing this
lesson?

In modifying this lesson plan, I found it valuable to think about how to incorporate
Aboriginal culture into the lesson which seemed to be lacking in the original plan.
Further I have also understood and learnt how to critique the strengths and
weaknesses of lesson plans. Theres always room for improvements in any lesson
plan e.g. by comparing it to AITSL and QTL. It is important that the lesson plan also
takes all students into consideration to further promote inclusion and a welcoming
environment.

I found integrating indigenous culture which is a significant part of the curriculum

easy and simply to apply. I also had to think about how to adapt a plan that suited
all levels and styles of learning. As the original plan had no mention of indigenous
culture or students from diverse backgrounds I had to research some suitable
activities to include. Overall, I have found this assignment a lot more challenging
than I originally thought I would, but in completing this lesson plan, I think I have
more of an idea of what is needed to construct a valuable lesson for when I am
teaching and it has also allowed me to grasp a deeper understanding of the
standards and the quality teaching model

Develop an understanding of diversity by using a range of resources (human and

material) within and across social groups. Where they are available, use the
resources endorsed by social groups.

Provide opportunities for students to look beyond stereotypes used to describe

different social groups.

How am I measuring the outcomes of this lesson?

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Learning Outcome Method of measurement and recording

SC5-1VA Informal Formative assessment during

discussion

SC5-6WS Informal Formative assessment by observation

and questioning during the practical component
of the lesson

3.2 Cultural knowledge

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 major potential risk involves the practical component of this lesson
and in particular in any practicals are:
Safe environment, assess all equipment and areas prior to participation,
use a checklist, ensure all students understand rules to decrease risk of
any possible injuries.
Safe and appropriate clothings e.g. enclosed shoes
any item that may cause an injury should be removed
Water
First aid kit
Medication and student record for any illness
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Academic Justification

The original lesson plan was comprehensive; however there is a scope for improvement within
the Australian Professional standards for teachers (AITSL,2017) for differentiation within the
lesson plan while focusing on students of all abilities and needs such as indigenous students. The
2 identified APST and NSW QT model elements that I was targeting to improve within the
lesson plan were the APST 2.6 Information and Communication Technology (ICT) and 1.4
Strategies for teaching Aboriginal and Torres Strait Islander students , while the QT models 3.4
Inclusivity and 3.2 Cultural knowledge.

Specific strategies are required when working with indigenous students as part of the curriculum.
Indigenous students are significantly underachieving in all areas of education when compared to
non indigenous Australian (ABS,2017). The cross curriculum priorities emphasises on the
importance of Aboriginal and Torres Strait Islander education and history to further promote
equality and close the education gap (AITSL,2017). Cultural understanding is achieved by the
teacher during the lesson by providing quality education to students, while engaging students
with programs to develop cultural understandings as part of the school curriculum (Bennet &
Moriarity, 2016). It has also been suggested that when teaching students it is important to build
on positive practices such as awareness, attitude and knowledge about cultures in order to deliver
a successful pedagogy (Bennet & Moriarity, 2016).

The improvements also included the use of ICT e.g. to show culturally relevant videos and
photos. In the original lesson plan there was no use of ICT, however I have incorporated ICT
resources for students as the use of ICT can be an effective way to share strategies and skills in
physical activity. The use of ICT e.g. ipads allows students to expand their content knowledge
and learning opportunities (AITSL, 2017). ICT can also be an important strategy for improving
educational practices (Tsitouridou and Vryzas, 2004).

The lesson plan has targeted to focus on the 5 sections within teaching standards list for
professional teaching. The modification made to the lesson plan acknowledges indigenous
students by respectfully involving their culture with respect to literature and findings. The
illustrations of specific indigenous cultural activities e.g. videos and photos has been provided
while delivering the lesson to ensure an effective indigenous pedagogy which includes planning
and visualizing explicit processes through images and scaffolding (8ways, 2016). ICT can be
further easily incorporated within the lesson e.g. by using ipads to watch videos, follow url links
and access teaching resources used in the lesson. Further research suggests that the use of ICT is
an effective tool in education as it is viewed positively amongst students (Kretshman, 2015).
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It is important for an educator to work with student with respect to their learning needs, abilities
and interests which I have tried to cover in my lesson plan (Handa, 2013). When differentiating
e.g. for indigenous students it is important to not provide an inferior learning experience
therefore I have tried to differentiate to include all students rather than just indigenous student
(Westwood, 2011).

By allowing and rewarding the students to choose a type of indigenous traditional game such as
Keentan, Gorri or Kulchee allows the students some choice in the direction of their learning
which can promote a quality teaching and learning environment (Tadic, Deed, Campbell, &
Prain, 2007). These changes in the lesson plan also benefits indigenous or non indigenous
students as the indigenous students experience a positive sense of self identity and promoting a
culturally responsive teaching , while non indigenous student gain an understanding and
experience indigenous culture ,while also sharing common grounds (Bourke et al., 2000). The
lesson plan involves high student direction which is evident in the lesson while taking student
ideas, suggestions and choices into considerations.

Further indigenous culture has been involved in the lesson plan to acknowledge indigenous
students which has been shown as an effective way to promote positive school culture which
plays an important role in student education (Helm & Lamb,2011). Narrative and metaphors is
applied in the lesson plan e.g. jumping like a kangaroo and running like an emu to further make
the activities more enjoyable as well as providing examples. During the lesson there are
opportunities for student to share stories that may be significant to their culture which allows
indigenous students and students from diverse backgrounds to share their cultural knowledge.

Participation is an important aspect of physical activity therefore by allowing students choice can
increase intrinsic motivation to participate (Alderman,2006). The lesson plan also has variety of
activities rather than just one e.g. combination of indigenous games and traditional sports. It has
been shown that by having variety of activities rather than just one can increase student
participation and motivation (Alderman, 2006).

The traditional indigenous games and activities have been incorporated from Yulnga online
resources which meets the requirements for AITSL standards 1.4 (Yulnga,2017). A YouTube
video along with pictures will be used in the lesson prior to activities to provide examples for
students, while effectively using ITC. Prior to the lesson the traditional custodians of the land is
also acknowledged which is also relevant as the traditional indigenous games involved, while it
can be used at any time by both indigenous or non indigenous people to pay respect (WSU,
Cultural Protocols,2017). This practice is used to demonstrate awareness and respect for
Aboriginal and Torres Strait Islander cultures and recognizing the importance of the traditional
custodians of the land.
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Learning Portfolio Web Link

http://ishaqnasiri.weebly.com/
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