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Lesson Plan Analysis, Modification and Justification

By : Dalila Rose Ghoneim / 19173203

In this assignment, I will analyse and modify the Mathematics LP from VUWS. I aim to identify

the strengths and weaknesses of the lesson plan using the Australian Professional Standards

for Teachers (APST) and NSW Quality Teaching (QT) model as frameworks.

Section 1: Australian Professional Standards for Teachers

1 Know students and how they learn


1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 – 2 – 3 – 4 Comments: Teaching strategies rarely identified the need to assist learning
–5 strengths among students. Assistance is provided only in the smartboard
interaction class activity, helping only where necessary.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 – 2 – 3 – 4 Comments: There is no inclusion of an effective teaching strategy, modified
–5 to reflect the needs and histories of Aboriginal and Torres Strait Islander
students.
1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
1 – 2 – 3 – 4 Comments: Students were required to work in pairs and help each other,
–5 there is a form of collaborative student directed learning. Yet, there were no
strategies developed to meet individual needs and strengths of students
across the full range of abilities.
1.6 Strategies to support full participation of students with disability
1 – 2 – 3 – 4 Comments: Lesson plan is not adjusted to support the learning needs of
–5 individual students with disability, no modification of classroom layout.
Classroom was modified to encourage movement of the teacher around the
classroom only. If a student with disability was or was not present within the
classroom is not mentioned to clarify for this standard.

2 Know the content and how to teach it


2.2 Content selection and organization
1 – 2 – 3 – 4 Comments: Overall the lesson plan content is coherent and well sequenced,
–5 it reflects the curriculum requirements. But it did not incorporate in depth a
12-hour and 24-hour time into understanding timetables. Prior exam results
were given and discussed and future lesson plan is introduced.

2.3 Curriculum, assessment and reporting


1 – 2 – 3 – 4 Comments: Marked exam papers were handed back and time for reflection
–5 and discussion was given, demonstrating knowledge of curriculum.
Countless assessment methods were used throughout the lesson plan,
informal and formal.
2.6 Information and Communication Technology (ICT)
1 – 2 – 3 – 4 Comments: There was some form of ICT incorporated in the lesson plan.
–5 Using a smartboard for an interactive class activity. Yet it wasn’t used
efficiently.

3 Plan for and implement effective teaching and learning


3.1 Establish challenging learning goals
1 – 2 – 3 – 4 Comments: Learning goals were set, but they weren’t as challenging they
–5 were more directed and fixed. Growth mindset should be considered to
allow students to flourish beyond their threshold.
3.2 Plan, structure and sequence learning programs
1 – 2 – 3 – 4 Comments: Lesson plan was well structured, directed at engaging students
–5 and promoting learning. On the other hand, flexibility and variety in activities
and resources was a bare minimum.
3.3 Use teaching strategies
1 – 2 – 3 – 4 Comments: Lesson plan included good teaching strategies such as, problem
–5 solving, hands-on activities and group discussions. Critical thinking was not a
dynamic part of the lesson plan, students were only given the chance to be
critical thinkers when asked “what would happen if the timetable did not
exist?”

3.4 Select and use resources


1 – 2 – 3 – 4 Comments: The use of the smartboard to show transport timetable, was
–5 good use of ICT, linking it to the lesson outcomes. Further resources could
have been used to address learning outcomes, such as a transport app that
the teacher could have uploaded on the smartboard.

4 Create and maintain supportive and safe learning environments


4.1 Support student participation
1 – 2 – 3 – 4 Comments: Communication strategies such as Group work and classroom
–5 discussion is informed. Teacher praising student effort after handing out test
papers, offering help if students needed it during group work. However,
there is no encouragement of individual talents and gifts.
4.2 Manage classroom activities
1 – 2 – 3 – 4 Comments: Teacher walks around the classroom to manage tasks
–5 adequately, and assist where needed. Lesson plan included good student
time for completing tasks.

4.3 Manage challenging behavior


1 – 2 – 3 – 4 Comments: No mention of establishing clear expectations with student
–5 discipline issues or strategies to manage classroom behavior.

4.4 Maintain student safety


1 – 2 – 3 – 4 Comments: Safety procedures are considered, electrical cords out of the way
–5 to eliminate the likelihood of tripping. But, no mention of being in class
before and after students. No marked rolls, recording student attendance
and absence.

4.5 Use ICT safely, responsibly and ethically


1 – 2 – 3 – 4 Comments: Awareness for responsible and ethical use of ICT not mentioned
–5 in the lesson plan and could have been easily added prior to introducing
smartboard interactive activity.

5 Assess, provide feedback and report on student learning


5.1 Assess student learning
1 – 2 – 3 – 4 Comments: Formative assessment through the exams that were handed
–5 back and reflected on. Teacher assessed understanding of lesson plan
through timetable worksheet.
5.2 Provide feedback to students on their learning
1 – 2 – 3 – 4 Comments: Teacher outlined what was done well in the exam at the
–5 beginning of the lesson and where room for improvement could be made.
But throughout the lesson students feedback on the tasks at hand was not
present

Section 2: NSW Quality Teaching Model

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 Comments: Relevance of the lesson outlines the need for timetables ad
–5 where they may be used. Reference to prior knowledge given through
Sustainability via the impacts of human activity.

1.2 Deep understanding


1 – 2 – 3 – 4 Comments: Relatable tools to the lesson outcomes were used such as
–5 transport timetable. Lesson plan was predominantly teacher and student
led, there was room for student based learning through group work and class
discussions. Further understanding could have been assessed through
questions at the end of the lesson.

1.3 Problematic knowledge


1 – 2 – 3 – 4 Comments: Identified and discussed how knowledge is used through
–5 questions, such as, what is the purpose of this timetable? What features
does it have? What would happen if this timetable did not exist?

1.4 Higher-order thinking


1 – 2 – 3 – 4 Comments: Questions asked throughout the lesson plan provoke a mild form
–5 of high-order thinking, teacher could have further elaborated through
follow-up questions.
1.5 Metalanguage
1 – 2 – 3 – 4 Comments: No mention of identifying the language or symbolic features
–5 essential for developing deep understanding. Lesson plan did not mention
clarifying meanings and definitions with students.
1.6 Substantive communication
1 – 2 – 3 – 4 Comments: Substantive communication through group work and discussion.
–5 Students encouraged to ask questions.

Quality learning environment


2.1 Explicit quality criteria
1 – 2 – 3 – 4 Comments: Criteria for the quality of work addressed through test results at
–5 the beginning of the lesson, where improvement was needed for better
scores. Expectations were not consistent throughout the lesson plan.
2.2 Engagement
1 – 2 – 3 – 4 Comments: Lesson plan could have incorporated more student engagement,
–5 using a game-based learning approach or more ICT resources.
2.3 High expectations
1 – 2 – 3 – 4 Comments: There is a sense of expectation, teacher promotes student
–5 improvement through assessment reflection. Yet throughout the lesson plan
there wasn’t an urge for growth-mindset teaching strategies. No risk-taking.

2.4 Social support


1 – 2 – 3 – 4 Comments: It is metioned in the lesson plan that the teacher ensures
–5 students are helping each other in the group activity as a form of social
support. They value each other through discussions.

2.5 Students’ self-regulation


1 – 2 – 3 – 4 Comments: Students were encouraged to view their assessment results,
–5 evaluate if they did well or not how they could achieve better on the next
task. Teacher encouraging student improvement in understanding the
content.
2.6 Student direction
1 – 2 – 3 – 4 Comments: Students were teacher led through the activities, there were no
–5 options given for students to direct their own activities.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: Brainstorming to build on background knowledge of using a
–5 timetable. Questions such as when and where you may need to use a
transportation timetable?

3.2 Cultural knowledge


1 – 2 – 3 – 4 Comments: No reference made to other cultures or social groups. Even
–5 though it could have been simply introduced through a question of “do other
cultures across the world have transportation timetables? What do you think
?”
3.3 Knowledge integration
1 – 2 – 3 – 4 Comments: Introduced science knowledge carbon emissions, human impact
–5 on ecosystems.
3.4 Inclusivity
1 – 2 – 3 – 4 Comments: Inclusivity is not mentioned in this lesson plan, social support
–5 only noted in the class activity but not relayed to students. No mentioning of
who is engaged and who is not.

3.5 Connectedness
1 – 2 – 3 – 4 Comments: Connectedness is mentioned in the lesson plan, using public
–5 transport to create sustainability of life. It could have included transport
issues that need to be considered when using timetable to determine leave
time versus arrival time.
3.6 Narrative
1 – 2 – 3 – 4 Comments: Some form of narrative is used through the activity sheet
–5 questions “what time do I have to leave… if I am to arrive at …?

Section 3: Identifying Areas for Improvement

APST
2.6 Information and Communication 3.4 Select and use resources
Technology (ICT)
QT model
2.6 Student direction 2.2 Engagement

Section 4 : Modified lesson plan

Topic area: Timetables Stage of Learner: 11, Standard Syllabus Pages: pp. 34

Date: 23.03.17 Location Booked: Classroom Lesson number: 8


Time: 50 minutes Total Number of students: 30 Printing/preparation: Links to
various transport websites ready.
Print worksheets and
corresponding timetables. Need
access to a Smart Board.

Outcomes Assessment Students learn about Students learn to


Formative The interpretation of Students learn to
MS11-3, MS11-4, MS11- assessment takes different timetables and interpret timetables and
9, MS11-10. place throughout how this can be used as their application in
the lesson. a part of life. different forms of public
MS11-3 solves Teacher walks How they can use apps transport.
problems involving around and asks and safe websites to Solve problems using
quantity measurement, questions, and plan public transport timetables. Apply
including accuracy and ensures that trips. timetables to a real life
the choice of relevant students are How public situation via online
units staying on task. transportation can be website.
used as a means of Incorporate 12-hour and
MS11-9 uses promoting 24-hour time into
appropriate technology sustainability. understanding
to investigate, organise timetables.
and interpret
information in a range
of contexts
justifies a response to a
given problem using
appropriate
mathematical
terminology and/or
calculations
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
Knowledge, understanding and skills:
- Sustainability Students:
-Information and communication technology
capability (smartboad, transport website) 1. Develop the ability to use mathematical skills
and techniques, aided by appropriate
-Critical and creative thinking
technology, to 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 actions Organisation Centred


T/S
Intro Teacher greets students and asks them to sit Teacher: Greets students, Teacher
4 mins down in their seats and attend to the directs them to worksheets
worksheets at their tables (placed prior to already placed on their tables.
students coming into class) setting timer to Marks the roll.
3 min. When timer goes off, students
Teachers takes the roll while students work are asked to put pencils down
on their activity sheet. and teacher asks one student to
Timer sets the pace for students to stop collect all sheets and place them
working in 3 min on teachers table.
Teacher outlines what the lesson will entail Teacher introduces lesson topic
once activity sheets have been collected.
*Activity sheets used to informally assess Student: Takes out stationery
prior knowledge on 12hr-24hr conversion attends to the worksheet before
time. the buzzer goes off.

Resources:12 hr-24hr
conversion worksheet,
stationery, timer.

Revisio Revision Teacher: Answers and Teacher


n asks questions. Provides positive and
6 mins Teacher hands back results from the in-class reinforcement. Provides student.
assessment from lesson 7. Teacher outlines workout of 2 or 3 questions
what was done well overall and what the from test.
class will work on together, to improve
students’ understanding of content, as a Student: Responds to teachers
path to achieve syllabus outcomes. Teacher questions, asks about
provides effective feedback and assignment. Students choose
demonstrates an “I can do this” attitude to which 2 0r 3 questions to solve
students who didn’t achieve so well. from test.
- Teacher solves 2 or 3 questions on
Resources: Notes, results and
whiteboard, that were answered questions from lesson
wrong in the test, students 7. whiteboard and white board
markers
collaboratively choose.
Body Class discussion Teacher: Encourages discussion, Teacher
10 mins provides questions that prompt and
Teacher facilitates discussion between critical thinking. student.
students and asks questions about when
and where you may need to use a Student: Contributes to
transportation timetable. Teacher shows a discussions, critically analyses
transport timetable on the Smartboard and picture on smartboard and
asks: reflects.
1. What is the purpose of this
timetable?
Resources: Smartboard,
2. What features does this timetable
PDF of bus timetable from
have?
Mount Hutton to
3. What would happen if this timetable Newcastle. Available from:
did not exist?
4. What time is used in the timetables http://www.newcastlebus
12hr or 24hr time? es.info/routes
Within this section, the teacher briefly
discusses with students about how using (Route 111)
public transport can help with sustainability,
by reducing carbon emissions and what the Image of earth available from
impact human activity has on ecosystems. http://www.istockphoto.com/au
Teacher asks students what sustainability /vector/earth-gm147292454-
means to them. On the smartboard puts an 12433215?esource=SEO_GIS_CD
image of Earth with minimal sustainability N_Redirect
and asks the students to critically think
about the picture.
Asks :
How can we minimise this from happening?
Potential answer:
*more public transport
*clean up Australia Day
*less plastic bags
*biodegradables

Praise students for their answers (well done,


great answer, excellent)
15 mins Class activity game-based learning. Teacher: Gets students into Teacher
pairs, ask students to attend to
computers. Walk around, assist Student
Teacher informs class of the procedures to where necessary.
take part in the computer-based online
activity. Student: Works in pairs on the
*Assigns groups of 2 (overall 8 groups of 2) computer and help each other.
by handing out coloured pairs of cards.
Students with red cards pair up, students Resources: computers (8)
with green cards pair up and so on.
*Each pair sits to a computer Online website
*enters the following web address: https://transportnsw.info/plan
https://transportnsw.info/plan
-click on TRIP PLANNER
Starts off with given example
Enter in the FROM tab: Guildford station
Enter in the TO tab: Parramatta wharf
Leaving time :…………….
Click Go
Allow students to read the options provided
of public transport for the above search and
explain how different modes of transport
can be used for the following trip.
Students will use 24hr time to know what
time they leave and arrive to their
destination.

Once students have explored the page, ask


them to make their own trip plans. Making
sure they take turns and help each other as
a form of social support.

Walk around to each group to make sure


students are all having turns equally, and
that students are utilising the resource
safely and on task. If help is needed inform
students to raise their hands.
10 mins Worksheet activity* Teacher: Observes students, Student
ensures that students are
Ask students to sit back in their seats to staying on task, prompts
work in groups on a timetable activity. thinking through questioning.
Teacher hands out bus timetable worksheet
activity. Students have the option of Student: Completes worksheet,
working on this alone, or with members of asks questions when necessary,
their group. works in groups.

Remind students to Raise hands if need to Resources: Bus timetable


ask a question. worksheet with timetable sheet
provided.
Extending students: If finish activity,
Challenge them to create their own
timetable for a public transport of their
choice

Supporting students: pair them up with


more capable students at the task at hand
for additional assistance and monitor.

Conclus Teacher collects worksheets for marking. Teacher: collects worksheets. Teacher
ion Student: answer evaluation student
5 mins Ask students to answer, “what have I learnt questions.
about timetables?” evaluation.
Projects evaluation sheet on the smartboard Resources: smartboard
for students to see.

4 responses: not sure where to begin,


making good progress, feeling confident,
ready to use a timetable. Students are to
choose one in reply to the following
questions.
3 questions: I’ve got a good understanding
about how to read and understand
timetables, I can convert between 12 and
24-hour time when using timetables, I can
use online website to plan a real life
journey.
Teacher student discussion about the
lesson. Any further questions.
Discusses what the next lesson will entail.
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, lesson evaluation
MS11-4 Students working in pairs on computers, and as groups
helping each other perform calculations based on
time.
MS11-10 online self-regulated activities, Timetable worksheet,
12 and 24-hour worksheet.

Justification

The lesson plan I chose to analyse had some strengths and some limitations

which I modified with respect to the Australian Professional Standards for

teachers (AITSL, 2017) and the NSW Quality Teaching Model. I focused on

improving two standards: standard 2.6 Information and Communication

Technology (ICT) and standard 3.4 Select and use resources, and two

elements 2.6 student direction and 2.2 engagement.

Standard 2.6 and 3.4 were enhanced by integrating more ICT resources

through an online activity where students navigate and use a NSW transport

website ("Plan", 2017) to plan a real-life trip they could use and relate to in

their everyday lives. The ICT resource meets the lesson outcome MS11-9 and

creates awareness to the use of public transport to achieve sustainability, by

showing students just how easy it is to plan a public transport trip. ICT is a

general capability and the Australian Curriculum ("Information and


Communication Technology (ICT) Capability", 2017) suggests that to

participate in knowledge-based economy and to be empowered within a

technologically sophisticated society now and into the future, students need

the knowledge, skills and confidence to make ICT work for them at school, at

home, at work and in their communities. Furthermore, research conducted

by Ruthven & Hennessy (2002) expresses successful use of computer-based

tools and resources to support the teaching and learning of mathematics.

Ethical use of the resource can be managed by the teacher monitoring

students and ensuring all are on task.

With respect to the NSW quality teaching model, improvements were made

to student direction (2.6) and engagement (2.2). The lesson was modified to

actively include student choice and keep students engaged with different

types of activities, task upon entering class, attendance, reflection on exam,

solving test questions based on student choice, allocating pairs through colour

matching cards, exploring the transport app, self-regulated use of the app,

working in groups on an activity sheet or choosing to work alone, discussion

and reflection. According to Dewey (Education Queensland 2002), “optimal

learning and human development and growth occurs when people are

confronted with substantive, real problems to solve” (Education Queensland

2002). To achieve this level of learning associated with positive engagement,

students are provided with a transport app that students can interact with at

their own pace and associate it to real world experiences (trip planner from a

desired location to another via public transport), allowing the students to own
their own learning and obtain tangible outcomes. To support this further, Freire

argues “that any pedagogy must be of demonstrable relevance to the

immediate worlds of the students and it must enable them to analyse, theorize

and intellectually engage with those worlds” (Education Queensland 2001 p.

4).

Within the lesson plan, at many stages students are provided with choice,

which question to solve, whether to work in a group or solo and exploring the

transport app based on student’s own trip plan. This allows students to feel they

contribute to their own learning and they can make a difference by discussing

and reflecting throughout the lesson and their perspective is made valuable

through teacher appraisal. An inclusion of a challenge task for students who

finish their work early, to stretch what they have learnt from the lesson and that

they are accountable for their own growth. Research suggests that allowing

students to engage in choice making throughout a lesson when requested by

a teacher, has positive effects on their learning (Tadich et.al, 2007).


REFERENCE LIST

AISTL. (2017). Aitsl.edu.au. Retrieved 25 September 2017, from

https://www.aitsl.edu.au/docs/default-
source/general/documentary_evidence_proficient_teachers.pdf?sfvrsn=d90ce33c_0

Australiancurriculum.edu.au. Retrieved 29 September 2017, from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/information-and-communication-technology-ict-capability/

Easton L.B. (2002) Lessons from Learners, Vol.60 No. 1 September 2002 Educational
Education Queensland 2001 New Basics – The Why, What, How and When of Rick Tasks
Queensland Government, Brisbane Web:
http://www.education.qld.gov.au/corprate/newbasics

Information and Communication Technology (ICT) Capability. (2017).

Plan. (2017). transportnsw.info. Retrieved 25 September 2017, from

https://transportnsw.info/plan

Ruthven, K. & Hennessy, S. Educational Studies in Mathematics (2002) 49: 47.


https://doi.org/10.1023/A:1016052130572

Tadich, B., Deed, C., Campbell, C., & Prain, V. (2007). Student engagement in the middle year: year 8

case study. Issues in Educational Research, 17(2), 256-271.

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