102086 Designing Teaching & Learning

Assignment 2: Lesson Plan Analysis

By 17701352

Contents

Original Lesson Plan 2

Lesson Plan Analysis 4

Modified Lesson Plan 8

Academic Justification 12

References 14

Learning Portfolio Web Link 16

[1]
Original Lesson Plan

Year: 11Economics Time: 75mins (double period) Date: 27th July 2015
Key learning Areas:
Labour market Institutions: Unions, Employer
Associations and the industrial frame work.
Concept:
Defining and collecting examples of Unions, and
employer associations. Looking at real life examples
too.
Skills:
• research an outcome of the contemporary
Australian labour market
• Note taking and comprehension skills.
Teachers Preparation/organisation: (Resources)
laptop and dongle connection.
Internet connection
Worksheet: UNIONS & EMPLOYER ASSOCIATIONS.
Worksheet with the correct answers from last
lesson.
Differentiation:
Tier 1: Students are comprehending their content
together through reading it as a class and discussing
it.
Tier 2: Students will then be applying this
knowledge to a real time example using the ICT task
to extend their understanding beyond the general
level.
Metalanguage:
Labour market institutions, Unions, Employer
associations, stakeholders, trade unions, workers,
associations.
Students Prior knowledge:
Brief understanding of what a union is and what
examples might be.

Syllabus Outcomes/ Indicators:

P2 explains the economic role of individuals, firms and government in an economy
P5 analyses the relationship between individuals, firms, institutions and government in the Australian
economy
P9 selects and organises information from a variety of sources for relevance and reliability
P10 communicates economic information, ideas and issues in appropriate forms
Labour market institutions
• unions
• employer associations
Assessment of learning:
Their summary answers at the lesson closing. the pretest that will help asses how well they have
understood the content once the topic is closed.
Assessment for learning:
Sharing answers with the class in discussion.
Assessment as learning:
Peer marking of the task from last lesson and sharing their findings about Unions and the Employer
associations research with one another.
Lesson Evaluation: (What went well and why?, What didn't work well and why ?)

[2]
 Time Lesson Sequence Resources

20 mins Motivation/introduction:
Going through answer to the questions from last Answer sheet correctly filled out.
lesson. Students swap their sheets for peer marking Computer and projector to display.
and teacher displays the answers on the board.

Learning Engagements/Activities
5mins Moving into a NEW topic: give a five minute pre Students tear paper out of their
test. book.
collected by the teacher to look at.
Q: who are unions?
Who are employer associations?
What do they do?
20mins Worksheet: UNIONS & EMPLOYER
Content hand out explaining what unions and ASSOCIATIONS.
employer associations are, their role and a case
study. As a whole class we will read through this
and discuss the main points.
25mins Students laptops and internet
Students will then be given a particular union or access.
employer association example and instructed to Web addresses loaded on moodle
explore their websites looking at what they do and or displayed on the board.
what they offer its members join etc. It will be
independent work and they have 15mins to
research.
They will then have 10mins to turn to a partner
(with the opposite option) and share their answers,
jotting down some quick points from their peer.
5mins
Lesson Closure:
Quick comments on what unions and employer
associations are, their difference and their impact.

Source: This lesson plan was sourced from a local secondary school and was provided by a
economics teacher from that school. The document has be de-identified to protect the
privacy of the school and the teacher

[3]
Lesson Plan Analysis
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: Doesn’t address the possibility of these needs very well at all.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: Not addressed in lesson plan however there is room for this area to be included.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: Approaches content in a way that first offers all students access to a basic
understanding of the syllabus points through a close passage handout explained by the
teacher. Furthers this then through a collaborative research task that extends students
through personal interest and independent work.
1.6 Strategies to support full participation of students with disability
1–2–3–4–5 Comments: Limited consideration of disabled students needs however, there are options
to peer mark and share only with a partner.

2 Know the content and how to teach it

2.2 Content selection and organisation
1–2–3–4–5 Comments: Lesson builds upon previous lesson knowledge by reviewing answers before
moving into a new topic where student receive a base understanding before progressing
into a task designed to deepen their understanding. Lesson then closes by reviewing their
new-found knowledge.

2.3 Curriculum, assessment and reporting

1–2–3–4–5 Comments: Clear evidence of formative assessment outlined in class discussion and
through students comparing pre-tests with knowledge obtained by the end of class. There
is the acknowledgement of peer marking for assessment as learning to test previously
learnt knowledge.

2.6 Information and Communication Technology (ICT)

1–2–3–4–5 Comments: Lesson has ICT learning but is limited in its use during lesson.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3–4–5 Comments: Learning goals are not explicitly identified however, there is intention for goals
to be met as implied by the activities e.g. individual research task on trade unions and
employer associations.

3.2 Plan, structure and sequence learning programs

1–2–3–4–5 Comments: Lesson is structured to reaffirm previous lesson content and progresses into a
new topic starting at a base level. As the lessons continue students begin to investigate by
themselves and then come back together to share knowledge. This demonstrates an
appropriate scaffold for new content.

[4]
3.3 Use teaching strategies
1–2–3–4–5 Comments: Lesson provides a variety of teacher and student teaching strategies that
involve both collaborative and individual learning.

3.4 Select and use resources

1–2–3–4–5 Comments: Lesson uses both worksheet and ICT resources however, students are left to
their own accord to use ICT appropriately.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1–2–3–4–5 Comments: Students are encouraged participate in classroom discussion and also through
peer marking and paired discussions regarding individual research task.
4.2 Manage classroom activities
1–2–3–4–5 Comments: Lesson has elements of teacher driven learning and individual learning.
Assumes students will stay on track and follow the instructions during paired and individual
work.

4.3 Manage challenging behaviour

1–2–3–4–5 Comments: There is no mention in the lesson plan however, students are expedited to
participate in discussion and use ICT appropriately. There would be room to outline student
expectations during the introduction/start of lesson.

4.4 Maintain student safety

1–2–3–4–5 Comments: No mention of safety measure. The tasks in the lesson are low risk given most
of the lesson is teacher driven except for the individual research.

4.5 Use ICT safely, responsibly and ethically

1–2–3–4–5 Comments: Lesson allows for students to use ICT for research purposes only. It does not
outline strategies to promote safe use. There is the expectation teacher monitors the room
to ensure students stay on track though.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1–2–3–4–5 Comments: Forms of assessment ‘of’, ‘for’ and ‘as’ learning are clearly outlined in lesson
plan. Uses a variety of informal formative approaches.

5.2 Provide feedback to students on their learning

1–2–3–4–5 Comments: Feedback comes via answers displayed on the board. This does not give student
accurate personalized feedback but does provide indicators of their progress regarding the
topic.

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

[5]
1–2–3–4–5 Comments: Lesson looks at previously learnt content and moves forward in accordance to
the syllabus. Lessons focus is introducing new topic of ‘Labour Market Institutions.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Lesson incorporates combination of individual, paired and whole class learning.
Students can demonstrate understanding through classroom discussion and through their
own individual research task.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Lesson allows students to peer mark and discuss key concepts regarding
syllabus points. Students are given freedom to research individually via ICT.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Lesson requires student to research independently which aims to invoke
higher-order thinking

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Appropriate metalanguage that is used in syllabus is used throughout the
lesson e.g. unions, labour market institutions and stakeholders.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: Students a encouraged to be involved in discussion throughout the lesson. For
students not comfortable sharing with entire class they have the avenue to share with a
partner. This keeps the students constantly engaged.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Not explicitly explain the desired outcome to students however, students are
continuing from previous content which allows for the students to potentially know the
purpose of the lesson and what is required from them.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: The lesson is highly engaging for students given the amount of discussion and
paired work involved. There is the potential for student to disengage during individual work
however, teacher is expected to monitor progress.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: Expectations are set out for all students during individual and paired work.
Teacher does lead important aspects of the lesson which reduces the expectation placed
on the student.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: Lesson highly encourages students to work together and discuss content.
Instructions clearly explain how students will support each other through discussion and
peer marking.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: Lesson allows for students to work autonomously and research a union. This
allocated time is not too long which minimizes the potential for students to disengage but
also sufficiently research topic.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: Some student direction is exhibited in this lesson by allowing them to research
a union by themselves. This lesson is still controlled as teacher allocated topics and guides
the discussion.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Lesson builds on previous knowledge to develop a deeper
understanding/knowledge.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: Does not explicitly mention other cultures however, there is scope to research
other cultures during individual research on unions.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: Lesson does not mention cross-curricular integration. There is potential to
include the historical significance of topic that has shaped contemporary Australia.

[6]
3.4 Inclusivity
1–2–3–4–5 Comments: Students are highly encouraged to discuss and share ideas regarding unions and
the shape of the contemporary Australian labour market. Lesson mentions this in
differentiation strategies and lesson plan instructions.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Lesson aims to relate syllabus content to real life examples in order to define
unions and employer associations. During individual task students are encouraged to look
at real world unions that will create a better understanding of the syllabus outcomes.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: Lesson incorporates real life examples into discussion.

Section 3: Identifying Areas for Improvement

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

APST
1) 1.3 Students with diverse linguistic, cultural, 2) 2.6 Information and Communication Technology
religious and socioeconomic backgrounds
QT model
1) 2.6 Student direction 2) 3.3 Knowledge Integration

[7]
 Modified Lesson Plan

Topic area: Preliminary Economics Topic Stage of Learner: Stage 6 Syllabus Pages: 23-25
Four – Labour Markets

Date: 27/07/15 Location Booked: Lesson Number: 3/3

Room 23 (General Classroom)
Time: 75 minutes Total Number of students: 28 Printing/preparation
Kahoot quiz link on trade unions
Worksheet: Unions and Employer
Associations
Laptop and dongle connection
Internet connection
Access to computers
PDF of correct answers from previous
lesson task
Glossary Terms Sheet

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Labour Market Institutions Research and outcome of the
contemporary Australian
P2 Formatively assess - Unions
labour market
Explains the economic role of their answers through - Employer
individuals, firms and government class discussion after associations
in an economy completing content - Current
worksheet. employment/indust
rial framework
P5
Analyses the relationships between Kahoot used as
individuals, firms, institutions and informal assessment
government in the Australian before topic
economy commences

P9
Selects and organizes information Formative assessment
from a variety of sources for via peer marking
relevance and reliability

P10
Formative assessment
Communicates economic
via classroom
information, ideas and issues in
discussion
appropriate forms
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

ICT skills (Kahoot/internet research) Incorporation and understanding of appropriate

metalanguage
Literacy (peer marking, answering worksheet and glossary
terms) Understanding of what a union is?

History (Brief timeline of union markets and employer

associations)

[8]
 Time Teaching and learning actions Organisation Centred

T/S

Intro Lesson Outline Teacher: Teacher will talk to class regarding Teacher
what they will be doing in lesson.
Outline the content for lesson and the
standard expected Student: Students will take their seats in
5 min
classroom and retrieve the necessary items
required for the lesson

Resources: Computers and Projector

Body Revisit previous lessons work Teacher: Teacher will walk around the room Student
ensuring students will stay on task and assist
15 min Students will peer mark each other’s work
student that require help understanding
from previous lesson. Answers will be task/reading/writing.
placed up on Google Doc for easy student
access.

Student: Will swap their work with another

student and mark their work. Students will
Class will then discuss the answers
check the google doc for the correct answers
together to demonstrate understanding of
topic but also receive clarification
regarding talking points.
Resources: Google doc assess, computers

Pre-test (Kahoot quizz) Teacher: Teacher will instruct student to log Student
in Kahoot quiz using the specific pin code.
5 min Who are trade unions?
Emphasis will be placed on this being a tool
Who are employer associations? to see students knowledge going into the
topic. Teacher will inform student the quiz is
What do employer associations do? able to be taken in a different language if
required for ESL students

Student: Will complete kahoot quiz once

they receive the pin code and make
appropriate changes as required for
linguistic needs.

Resources:

https://play.kahoot.it/#/?quizId=36939136-
8e62-4523-9ad5-53d1fb45b0f6

PIN - 205194

Class discussion Teacher: Teacher will handout worksheets Teacher

and lead class in reading through the
Entire class will read through content
content. Once completed teacher will ask
handout explaining what unions and
20 min students for their thought and open for
employer associations are, their role,
discussion.
historical significance/impact and a case
study (Metalanguage highlighted for ESL
curriculum adjusted students, glossary

[9]
 terms sheet used to define the
metalanguage). Main points will be
discussed by class as a whole
Independent Research Task
Students will choose from a list of local
and culturally diverse unions or employer
25 min
associations and are instructed to explore
their websites looking at what they do and
what they offer its members. This will be
independent work. (15 min)
After 15 minutes’ students will pair up and
share their answers, jotting down some
information their peer shares. (10 min)
Conclusion Summarise and close lesson
Quick comments on what unions and
employer associations are, their difference
5 min
and their impact.
[10]
Student: Take turns reading the worksheet.
Once worksheet is completed students will
discuss the content and consult glossary
terms sheet for additional clarification.
Resources: Worksheet: Unions and
Employer Associations
Glossary Term Sheet
Teacher: Will provide instructions to Student
students outlining the expectations of the
individual research task. Once students are
on task, teacher will move around the
classroom assisting student with any
additional questions or clarifications
required. Teacher will check google doc to
ensure students have completed task.
Student: Students will independently
research their chosen union or employer
association. Notes are to be recorded in a
word/pages document and submitted on the
class google doc.
Resources: Laptop, access to google doc and
internet
Teacher: Teacher summarises the content Teacher
learnt in the lesson and opens up for any
final questions from students. Remind
students all research is to be submitted to
google doc before the next lesson.
Student: Ask any final questions they may
have and record and unfinished tasks for
homework.
Resources: N/A
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

In the modification of this lesson plan, I found that there are a variety of avenues teachers
can take to deliver a quality lesson for students. The downside to having such a variety is
that it becomes hard to perfectly cater for every aspect in the Australian Professional
Standards for Teachers and the NSW Quality Teaching Model. Given the accessibility of
ICT in today’s classroom it is easier to use independent research task and track the
progress of students.

It was harder to ensure the lesson catered for students with diverse linguistic,
cultural, religious and socioeconomic backgrounds however, given there are a
variety of unions and also linguistic tools the lesson was able to be adapted to assist
students impacted by this. Moreover, I believe that designing this lesson plan to be
difficult due to the variety of aspects that needed to be accounted for. Ensuring that
students have the right balance of direction and integration requires task that are
usually teacher guided to be altered which may detract from the intended outcomes.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P2 Formatively assessed via discussion and Kahoot quiz.

P5 Formatively assessed via discussion and Kahoot quiz.

P9 Formatively assessed via peer marking and independent

research posted on google doc.

P10 Formatively assessed via discussion, peer marking, Kahoot

quizz and independent research posted on google docs.

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 main concerns regarding WHS is ensuring teacher is supervising student so that
they are not doing anything that they shouldn’t be doing. This can be met by
following the correct protocols for child supervision.

[11]
Academic Justification

As teachers, the challenge is not just delivering correct content but it is how the content it
delivered. The original lesson plan covers many of the aspects desired to account for the all
students however, there is still room for enhancement with respect to both the Australian
Professional Standards for Teachers (APST) and the NSW Quality Teaching Model.

Regarding the APST (AITSL, 2016) standards 1.3 (Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds) and 2.6 (Information and communication
technology) have been targeted as areas that have potential to be enhanced. Standard 1.3
has been addressed in the modified lesson plan through multiple methods. The first method
was highlighting metalanguage in the worksheet and providing explanation of these
terminology with a glossary terms sheet. Metalanguage is an essential part of any
curriculum and for students that struggle with English, a glossary terms sheet can simplify
this terminology for them. This method demonstrates inclusive learning which aims to
increase the participation of students and reduce exclusion, discrimination and barriers to
learning (Moss, 2013). The glossary term sheet does not hold back students that are more
advanced as it is to be used as a tool to ensure all students are provided with the same
learning opportunities. Other methods in this lesson plan include providing a list of
culturally diverse unions or employer associations and enabling the Kahoot to be completed
in different languages. By providing a variety of diverse unions or employer associations
students can have a greater relation to the task they are completing. There is evidence to
suggest that there is a correlation between student engagement and topics that’s relate to a
student’s background (Katz, 2013). The purpose of changing the language on the Kahoot
allow ESL (English as a second language) student to have the same access to the quiz and are
not disadvantaged by not understanding the words in English.

The second standard 2.6 was already present in the original lesson plan however, there is
currently an emphasis placed on the use of ICT in schools. ICT has been implemented across
the lesson by simply incorporating a google doc, Kahoot quiz, and utilizing the computers
available. The use of google docs is a handy tool that allows students to all post their work
on the same page for the teacher to view everyone’s contribution. This tool allows for
students to edit each other’s work. The use of online collaborative tools (google docs) serves
as an effective method in managing and monitoring student work (Chu and Kennedy, 2011).
The use of google docs can provide students with instant feedback and can see any
alterations in real-time. The Kahoot online is used as a fun way of formatively assessing
students and promotes student engagement.

Using the NSW Quality Teaching Model (Gore, 2007) and other educational research
(Duchesne, McMaugh, Bochner & Krause, 2013) some enhancements were made to the
[12]
lesson plan regarding 2.6 student direction and 3.3 knowledge integration. The original
lesson plan gave students some freedom to control their own learning however, majority of
the lesson is teacher directed. In the modified lesson plan this was addressed by allowing
students to make more choices regarding their individual research topic instead of being
allocated one by the teacher. Research suggest that students with self-direction can
outperform students with minimal self-direction (Carpenter, 2011) however, in a classroom
setting in order to become highly self-directed the teacher need to be open to humanistic
principles to allow an open lesson (Duchesne, McMaugh, Bochner & Krause, 2013 ).
Gradually students need to make their own decisions regarding their education as it will
impact their engagement and motivation.

The other area of modification regarding the NSW Quality Teaching Model is the integration
of content with another curriculum. The original lesson plan did not have any curriculum
cross-over, this is due to the direction the economics syllabus guides students down. The
modified lesson plan targets knowledge integration by including content and discussion
regarding the historical aspects of unions and employer associations. Literature suggests
that students benefit from a crossover in curriculum (Dean, 2001). In this instance student
get to understand how unions and employer associations became the way they are now. By
doing this a deeper understanding is developed which gives context to the decisions made
in the contemporary Australian labour market.

[13]
References

Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging

students in inclusive education. Canadian Journal of Education, 36(1), 153-194.

Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/1440186282?accountid=36155

Chu, S. K., & Kennedy, D. M. (2011). Using online collaborative tools for groups to co-

construct knowledge. Online Information Review, 35(4), 581-597.

doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1108/14684521111161945

Carpenter, J. K. (2011). Self-direction in the online and face-to-face classroom: A new look at

grow's staged self-directed learning model (Order No. 3457774). Available from

ProQuest Central; ProQuest Dissertations & Theses A&I; ProQuest Social Sciences

Premium Collection. (874245768). Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/874245768?accountid=36155

Moss, J. (2013). Introducing teaching as a profession. In R. Churchill, P. Ferguson, S.

Godhino, N. F. Johnson, A. Keddie, W. Letts, J. Mackay, M. McGill, J. Moss, M. C. Nagel,

P. Nicholson, M. Vick (eds.), Teaching Making A Difference. (pp. 2-33). Milton, QLD:

John Wiley & Sons Australia Ltd.

Duchesne, S., McMaugh, A., Bochner, S., Krause, K. (2013). Educational Psychology For

Learning And Teaching. Melbourne, VIC: Cengage Learning Australia

[14]
Dean, D. (2001). The economy of curriculum integration: Profit and loss. English Leadership

Quarterly, 23(3), 2. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/225225573?accountid=36155

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, Netherlands: Sense Publishers.

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list

[15]
Learning Portfolio Web Link

http://seanduncanlearningportfolio.weebly.com

[16]