Locating a lesson plan

In this assignment, I will analyse and modify the mathematics lesson

plan from VUWS.
Lesson plan analysis
102086 Designing Teaching & Learning 2H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only
standards directly addressed in Designing Teaching & Learning that are relevant to this assignment have been
included. However, this does not mean the other standards are irrelevant to lesson planning and evaluation more
generally.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 2 3 4 5 Comments: Only mentioned once that there would be teacher assistance where necessary
during class activity and smartboard interaction. To improve this, teacher can provide
different kind of help to cater the needs of students from different background.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 5 Comments: There is no evidence in the lesson plan. To improve this, could design certain
sets of mathematics questions that is related to aboriginal culture.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1 2 3 4 5 Comments: Not mentioned in the lesson plan. To improve this, could give students
different questions depends on their ability.
1.6 Strategies to support full participation of students with disability
1 2 3 4 5 Comments: Not mentioned in the lesson plan. To improve this, for example, there could
have worksheets with bigger words to cater to the needs of students who have visual
disabilities.
2 Know the content and how to teach it
2.2 Content selection and organisation
1 2 3 4 5 Comments: The outline of the lesson plan is clear. The content is relevant to the unit area

2.3 Curriculum, assessment and reporting

1 2 3 4 5 Comments: content is relevant to syllabus. Formal formative assessment from previous
class are given back at the beginning of the class and teacher outlines what has done well
and what need to improve. Informal formative assessments take place throughout the
whole lesson.

2.6 Information and Communication Technology (ICT)

1 2 3 4 5 Comments: A little bit of integration of ICT, when teacher showing students the timetable
from website. To improve this, students can use their own device to search up timetable.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 2 3 4 5 Comments: Goals are clearly outlined in the students learn to, students learn about
section and Explicit subject specific concepts and skills section. Potentially could be
limited by time.

3.2 Plan, structure and sequence learning programs

1 2 3 4 5 Comments: Structure is well-organised. The plan is based on background knowledge.

3.3 Use teaching strategies

1 2 3 4 5 Comments: Class activity and smartboard interaction and worksheet activity are student-
centred activity. Revision and class discussion are both student and teacher centred.
3.4 Select and use resources
 12345 Comments: Class discussion and class activity and smartboard discussion are integrated
with ICT and worksheet activity is pen and paper based. It combines with both

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1 2 3 4 5 Comments: Paired learning work can engage students and help them participate in learning
tasks. Teachers work around to make sure students stay on task.

4.2 Manage classroom activities

1 2 3 4 5 Comments: Classroom activities are relevant to the learning goals and clearly stated. There
is a flow from knowledge to worksheet activity.
4.3 Manage challenging behaviour
1 2 3 4 5 Comments: Not mentioned in the lesson plan. To improve this, teacher can list certain
behaviours that are not acceptable to students at the start of the class.

4.4 Maintain student safety

1 2 3 4 5 Comments: There are several risk issues under WHS section. Solutions are provided to
eliminate the risk.
4.5 Use ICT safely, responsibly and ethically
1 2 3 4 5 Comments: Not mentioned in the lesson plan. To improve this, teacher can talk about some
points that students /should be aware when they use ICT.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1 2 3 4 5 Comments: Giving back formal formative assessment from previous class at the beginning
of the unit. Informal formative assessment take place the whole lesson.
5.2 Provide feedback to students on their learning
1 2 3 4 5 Comments: Feedback provided in terms of results, discussion and answers. Not specific
to any induvial students but to the class in general.

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 5 Comments: Most of the content knowledge is deep. Sustained focus on timetable
calculation.

1.2 Deep understanding

1 2 3 4 5 Comments: Some sort of deep understanding in class activity and smartboard interaction as
students come up with their own questions and help each other to demonstrate what they
learnt. To improve this, students can create their own schedule based on public transport
timetable.

1.3 Problematic knowledge

1 2 3 4 5 Comments: Class discussion and class activity smartboard interaction allows multiple
perspectives. Worksheet activities allows students to apply their knowledge into the
questions.

1.4 Higher-order thinking

12345 Comments: Higher order thinking in class activity and smartboard interaction and
worksheet activity as students try to think of their own questions based on ferry timetable
and the content of the worksheet allows students to apply the knowledge into the scenario.

1.5 Metalanguage
1 2 3 4 5 Comments: No metalanguage involved in this lesson plan. To improve this, teachers can
encourage students to discuss and analyse the language being used in class.

1.6 Substantive communication

1 2 3 4 5 Comments: Lesson is set up well for ongoing communication between teachers and
students.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: Not mentioned in the lesson plan. To improve this, detailed criteria regarding
the quality of work should be made during the class.

2.2 Engagement
12345 Comments: Class activities are engaging through pair work and discussion. Potential
disengagement for talented students who can finish everything ahead of other students.

2.3 High expectations

1 2 3 4 5 Comments: The expectations of students are clearly stated in the Explicit subject specific
concepts and skills section.

2.4 Social support

1 2 3 4 5 Comments: Students help each other and teacher aids where necessary.

2.5 Students self-regulation

1 2 3 4 5 Comments: Not mentioned in lesson plan. To improve this, it is important to let students
know that they are responsible for their own behaviour.

2.6 Student direction

1 2 3 4 5 Comments: Students are given a choice to work alone or with another person to complete
the worksheet, but not for the public transport timetable. To improve this, students can
choose any timetable they like from the website.

3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: Prior knowledge does not really appear in the lesson plan. To improve this,
teacher can give some recap questions.

3.2 Cultural knowledge

1 2 3 4 5 Comments: No reference made to any cultural groups. To improve this, maybe a bit of
cultural reference in the class discussion.
3.3 Knowledge integration
1 2 3 4 5 Comments: Lesson plan brings one of cross curriculum themes (sustainability) into class
discussion. To improve this, teacher could have cover more new knowledge.

3.4 Inclusivity
12345 Comments: Not mentioned in the lesson plan. To improve this, teacher should encourage
students from different races pair up and engage them to participate

3.5 Connectedness
1 2 3 4 5 Comments: Class discussion and class activity and smartboard interaction help to connect
the knowledge to the real world and highlight the significance of the knowledge.

3.6 Narrative
 12345 Comments: No narrative techniques mentioned in the lesson plan. To improve this, using
the power of stories to give students a better understanding of the importance of timetable

Section 3: Identifying Areas for Improvement

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

APST
1) Differentiate teaching to meet the specific 2) Information and Communication Technology
learning needs of students across the full range of (ICT)
abilities
QT model
1) Knowledge integration 2) Deep understanding
 Modified lesson plan
Topic area: Timetables
Date: 23.03.17
Time: 60 minutes
Outcomes
Syllabus outcomes
MS11-3
Solves problems involving quantity
measurement, including accuracy
and the choice of relevant units
MS11-4
Performs calculations in relation to
two-dimensional figures
MS11-10
Justifies a response to a given
problem using appropriate
mathematical terminology and/or
calculations
Stage of Learner: 11, Syllabus Pages: pp. 34
Standard
Location Booked: Classroom Lesson number: 8/15
Total Number of students: Printing/preparation: Links to various
30 transport websites and video ready.
Prepared worksheet in google documents,
a challenging question for gift and talented
students. Need access to a Smart Board
and Youtube.
Assessment Students learn about Students learn to
Lesson assessment The interpretation of different Students review how to
timetables and how this can interpret timetables and use
Informal formative be used as a part of life. How this to solve problems using
assessment takes public transportation can be a range of different
place throughout the used as a means of promoting timetables, including ferries,
lesson. sustainability. buses and trains. Incorporate
12-hour and 24-hour time
Teacher walks around into understanding
and asks questions, and timetables.
ensures that students
are staying on task and
engaged.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

- Sustainability Knowledge, understanding and skills:

Students:
- ICT capability- Smart Board access, kahoot quiz,
google documents and YouTube video.
1. Develop the ability to use mathematical skills and
techniques, aided by appropriate technology, to
- Numeracy- calculating time
organise information and interpret practical
situations.

Values and attitudes:

Students will value and appreciate:

1. Mathematics as an essential and relevant part of

life, recognizing that its development and use
have been largely in response to human needs by
societies all around the globe.
2. The importance of resilience in undertaking
mathematical challenges, taking responsibility
for their own learning and evaluating their
mathematical development.
Time Teaching and learning Organisation Centred T/S
actions
Intro 5 Teacher greets students and asks Teacher: Greets students, Teacher
mins them to sit down in their seats. outlines lesson details.
Students take out their work book and
stationery required for the lesson. Student: Takes out books and
Teacher outlines what the lesson stationery
will entail.
Resources: Books,
stationery.

Revision 5 Revision Teacher: Answers and asks Teacher

mins questions and
Teacher hands back results from the student.
in-class assessment from lesson 7. Student: Responds to
Teacher outlines what was done well teachers questions, asks about
overall and what the class will work assignment.
on together, to improve students
understanding of content, as a path to Resources: Notes, results and
achieve syllabus outcomes. questions from lesson 7.
Body 10 Class discussion
mins
Teacher facilitates discussion
between students and asks questions
about when and where you may need
to use a transportation timetable.
Teacher asks students to use their
own smart device to access bus
timetable on the Smartboard and
asks:
1. What is the purpose of this
timetable?
2. What features does this
timetable have?
3. What would happen if this
timetable did not exist?
Within this section, the teacher briefly
discusses with students about how
using public transport can help with
sustainability, by reducing carbon
emissions and what the impact human
activity has on ecosystems. Teacher
shows them a video to demonstrate
sustainability. Teacher asks students
what sustainability means to them.
Teacher: Encourages Teacher
discussion, provides and
questions that prompt student.
thinking. Set up YouTube
clip and plays.
Link:https://www.youtube.c
om/watch?v=8q7_aV8eLUE
Student: Contributes to
discussions, asks questions
and watch the video.
Resources: Smartboard, PDF of
bus timetable from Mount Hutton
to Newcastle. Available from:
http://www.newcastlebus
es.info/routes
(Route 111)
YouTube video set up on screen
ready to play after discussion of
the questions before introducing
sustainability
10 mins Class activity and Smartboard
interaction
Students get into pairs and ask each
other travel related questions, based on
the ferry timetable that appears on the
Smartboard. They took out their own
smart device and ask each other
questions in Kahoot quiz. Teacher
demonstrate how to use Kahoot quiz to
ask questions. For example, What
time do I have to leave Old Cremorne
Wharf, if I am to arrive at Circular
Quay, Wharf 2 by 2pm? Teacher
walks around the room and checks
students are staying on task, asking
relevant questions and helping where
necessary. Teacher ensures that
students are helping each other, as a
form of social support.
10 mins Worksheet activity*
Students open their google documents
to finish this interactive bus timetable
worksheet activity. Students can
choose work alone or with another
person.
For less capable students, teacher
gives extra help and explain to them.
For students who finish ahead, there
are several challenging application
questions display on the screen for
them to try.
Teacher: Gets students into Student
pairs, walks around, assist where
necessary, asks questions and get
them engaged in the discussion.
Demonstration of Kahoot quiz.
Student: Works in pairs, comes
up with questions and help each
other. Access Kahoot quiz link.
Resources: Link to timetable for
ferry between Mosman Bay Wharf
and Circular Quay:
http://www.sydneytrains.info/timeta
bles/timetables
_by_line.htm?line=wt&dir= 1 -
landingPoint
Link to Kahoot quiz:
https://kahoot.com/welcomeback/
Teacher: Observes students, Student
ensures that students are
staying on task, prompts
thinking through questioning.
Display challenging questions
on the screen for capable
students while providing more
scaffolding to less capable
students.
Student: Completes worksheet,
asks questions when necessary.
Resources: Bus timetable
worksheet in google documents
10 mins Creating schedule Teacher: observes Student
students, ensures
Students can work in groups or alone that students are
to create their daily schedule by pen staying on task and
and paper based on any type of public help where
transport timetable they choose from necessary.
the website.
Student: use smart
device to access
Sydney public
transport website
and create their own
schedule.

Resources: link to
http://www.sydneytr
ains.info/timetables/
#landingPoint

5mins Knowledge extension Teacher: ask Teacher and

questions, link the student
Teacher asks students several indigenous
questions based on aboriginal people Australian relevant
that are related to public transport to content. set up
timetable. For example, how about YouTube clip, link -
indigenous Australian who live in https://www.youtub
remote area? A significant proportion e.com/watch?v=dC
of Indigenous Australian living in NkR3QuFgA
remote communities cannot access
public transport. Thus, public Students:
transport timetable becomes participate in
insignificant to them. Students answering questions
participate in answering the questions. and watch video

Teacher shows a video about Resources:

community transport service, YouTube link-
Aboriginal Transport Network, to give https://www.youtub
students a better understanding of the e.com/watch?v=dC
measure that government implemented NkR3QuFgA
to help aboriginal people.

Conclusion 5 Teacher summarizes the key points Teacher: Teacher

mins of the lesson. Discusses what the summarize key
next lesson will entail. Asks concepts
students if they have any further
questions. Student: ask
questions

Resources: nil

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MS11-3 Teacher and student questioning throughout lesson, timetable
worksheet.
MS11-4 Students working in pairs and helping each other perform
calculations based on time.
MS11-10 Timetable worksheet.

Academic Justification

The original lesson plan was very comprehensive, but there were four areas that need to be

improved with respect to Australian Professional Standards for Teachers (APST) and New

South Wale (NSW) quality teaching (QT) model. This justification discussed about;

differentiating teaching to meet the specific learning needs of students across the full range of

abilities, information and communication technology, knowledge integration and deep

understanding.

APST Standard 1.5 (differentiate teaching to meet the specific learning needs of students

across the full range of abilities) can be addressed by the addition a set of challenging

application questions for more capable students, giving extra attention and scaffolding on less

capable students. It improves students learning by providing different level of scaffolding

and tasks depending on their abilities. Differentiated learning is a proactive response from

teacher to address the needs of the learner (State of New South Wale, Department of

Education and Communities, 2015). According to Mills et al (2014), differentiated teaching

and learning is based on understanding students similarities and differences between

students and using this information to plan instruction. It accommodates students with

different learning needs and culture (Department of Education and Training, Western
Australia2015). The modification reflects catering the different learning needs of students

across different abilities as it provides tailored instructions according to students learning

abilities.

The use of ICT (standard 2.6) was underutilised in the original lesson plan, but it can be

addressed by incorporating video demonstration from YouTube, using Kahoot quiz and

google documents, and accessing public transport timetable. According to Makewa, Kuboja,

Yango & Ngussa (2014), using ICT in teaching and learning can enhance learning

opportunities through accessing various resources and provide more opportunities to engage

students. Kuliks (1994) meta- analysis study revealed that students who used ICT- Based

tools get higher academic results than students without ICT instructions. The students also

learnt more efficiently and liked their class more when ICT is used in class. In the modified

plan, students have opportunities to watch video, use electronic quizzes to test each other,

access websites and have interactive worksheet activities which allow them to access

different resources. Helping the students to develop skills for the 21st century and enhance

their learning experience.

Knowledge integration is one of the elements that needs to be improved with respect to NSW

quality teaching model. It is modified through bringing in knowledge of aboriginal

Australian, who lives in remote area without accessing public transport, and need to request

for special help. Knowledge integration is incorporating new knowledge outside the

classroom into existing knowledge (Elizabeth, 2003). According to James & Marcia (2015),

knowledge integration in classroom is an effective approach to develop highly valued skills

such as creativity, adaptability, critical reasoning and collaboration. It helps students develop

multifaceted expertise and understand the importance of interrelationships in the real world.

It brings diverse discipline into a comprehensive manner and helps students develop the deep
understanding of the complication of certain knowledge, which makes the lesson and school

more interesting for students (James & Marcia 2015). In the modified plan, students are able

to have a better understanding of the current situation of aboriginal people.

The final modification aims at improving deep understanding of the knowledge. It can be

addressed by creating students daily schedule based on any type of public transport timetable

they choose. This activity requires students deep understanding of the topic and apply them

into real life situation. According to Saga (2015), deep understanding must involve a well-

developed, rich base of knowledge that have relative complexity based upon developmental

level. Research shows that students learn more deeply when they apply knowledge, that is

learnt from classroom, to real-world problems, and when they take part in projects that

required engagement and collaboration (Linda et al, 2008). In this modified lesson plan,

students are required to understand and apply the knowledge. Designing schedule involves

stages of revision as students create, access and redesign the schedule. The work often

requires collaboration and individual work which enables them to become an expert in

particular area (Linda et al, 2008).

Reference list:

Department of Education and Training, Western Australia, (2015), Effective teaching,

Retrieved from:
https://www.education.wa.edu.au/documents/2548175/2664299/
Effective+Teaching.pdf/60edae76-9a7d-4e84-9e49-180ceb3f0a2b

Elizabeth, A, D., (2003), knowledge integration in science teaching: Analysing Teachers

Knowledge development, research in science education 34: 21-53

James, D. S., & Marcia, C. L., (2015), The knowledge integration environment: helping

students use the internet effectively. Retrieved from:

http://lrs.ed.uiuc.edu/aera99- 15.49/Slotta-Linn/

Kulik, J. A. (1994). Meta-analysis Study of Findings on Computer-based

Instruction. Technology Assessment in Education and Training. Hillsdale, NJ:
Lawrence Erlbaum.
Linda, D. H., Brigid B. P., David, P. P., Alan, H, S., Elizabeth, K. S., Timothy D, Z.,

Jennier, L. T., & Milton, C., (2008), Powerful Learning: What We Know About

Teaching for Understanding (1st edition), Jossey- Bass.

Makewa L. N., Kuboja J. M., Yango M., & Ngussa B. M., (2014),
ICT-Integration in Higher Education and Student Behavioral
Change: Observations at University of Arusha, Tanzania, 2(11A), 30-38. Doi:
10.12691/education-2-11A-5

Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C.

(2014). Differentiated learning: from policy to classroom. Oxford Review of Education,

40(3), 331-348. doi:10.1080/03054985.2014.911725

NSW Education Standards Authority, (2017), Integrating ICT Capability. Retrieved from:
https://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/
Saga B., (2015), Deeper Learning: what is it and why is it so effective? Retrieved from

http://www.opencolleges.edu.au/informed/features/deep-learning/