102086 Designing Teaching & Learning

Assignment 2 Lesson Plan Analysis

Danielle Shepherd 17451635

Table of Contents
Ancient Egypt Lesson Plan Analysis ..................................................................................... 2

Modified Lesson Plan.............................................................................................................. 4

Academic Justification ............................................................................................................ 6

References ................................................................................................................................ 7

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Ancient History Lesson Plan – Danielle Shepherd 17451635
102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template

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: The knowledge is centred around a small number of key concepts and ideas
within Ancient History. As it is the first lesson there is an emphasis on prior knowledge
and obtaining new information on the basic essentials of the topic.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: The task requires students to demonstrate prior knowledge, however the
concept map task does not create deep understanding, it is an insignificant task which offers
a superficial understanding of key Ancient Egyptian terms. However, this is lesson one of
the year and a task such as this is not off putting and allows for some familiarity with key
terms.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Students are encouraged to put forth own knowledge and recognise the
perspectives and ideas of other classmates. There is no reference to recognising that
knowledge is constructed and as such is open to question.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Only lower-order thinking is evident, students are asked to recall prior
knowledge, identify and list key terms and then reproduce the information.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Teacher and students often use specific language related to the topic, they are
asked to come up with specific terms, and pictures. Teacher explains what the terms mean
but there is no reference to explaining the importance of images in Ancient Egyptian
societies.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: Students are asked to work in pairs and also contribute as a group, this shows
relatively sustained interaction. The communication is centred on the lesson, as a collective
the students come up with key terms. The teacher is aiding in the conversation, and it is
only as much as the students need (teacher fills in student blanks, if there are any).
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: There is no explicit reference to expected quality. Much of the information
provided refers to task procedure. Students are given certain expectations, “at least three”,
“as many words they know”.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: This lesson is aimed at stage 4 learners, and I believe the task is quite
interactive and hands on, which would keep them interested and entertained. Asking them
to provide prior knowledge and work as a team, a ‘fill in the blanks’ worksheet an a
YouTube clip are adequate tasks for this stage of learners, especially when being
introduced to a new topic.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: Students are encouraged to come up with as much information as they can and
are asked to contribute their ideas to the main concept map. No explicit mention of student
expectations, unless you take into consideration the “at least three pictures”.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: Students are asked and encouraged to work as part of a team and contribute to
a whole class concept map. There is an open class discussion following an introductory
video to the topic of Ancient Egypt. Students are given a worksheet task, it is not stated
whether or not it is an individual task.

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 2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: This lesson plan is well setup for enabling students to demonstrate autonomy
and initiative in completing set tasks. There are clear tasks to complete and few instructions
needed, students should be able to stay on task.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: The teacher designed the lesson for the students. The students control what
words they come up with and add to the concept map, however there are ones that the
teacher has made essential and are to be copied into each students’ concept map.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: This lesson plan is centred entirely on understanding what students already
know about Ancient Egypt. The task allows for students who know a great deal to complete
this task with ease, and also assist others.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: Some knowledge of the Ancient Egyptian culture is recognised, and is highly
valued in the lesson, however this is a superficial look through the eyes of the dominant
western culture.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: No connections can be made to other topics or subject areas; this lesson plan
is very simple and to the point, it relates only to Ancient Egypt. This is because it is an
introductory lesson.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: This lesson plan is built around the inclusion and involvement of all students,
with explicit reference made to prior knowledge. However, as this is an introductory lesson
there is not much that can be done in terms of this. The only inclusion of another culture is
the ancient Egyptian culture.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: This lesson does not address public problems or go beyond the school. The
activities are important for the KLA, for school – the information could come in hand for
travel.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: No reference to stories or historical accounts in this lesson plan, however this
is an introductory lesson. There is narrative in the form of a documentary near the end of
the lesson.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) 2.1 Explicit Quality Criteria 2) 3.6 Narrative
3) 1.4 Higher-order thinking 4) 3.5 Connectedness

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Stage 4 History: The Ancient World to the Modern World – Ancient Egypt
Lesson Plan

Topic area: Ancient Egypt Stage of Learner: 4 Syllabus Pages: 60

Date: Tuesday, 29 January Location Booked: Lesson Number: 1/14

2019
Time: 60 minutes Total Number of students: Printing/preparation:
24 Google Carboard VR x 24
Laptops/Phones/iPads x 24

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
HT4-2 describes major periods of
historical time and
sequences events, people
and societies from the past.
HT4-9 uses a range of historical
terms and concepts when
communicating an
understanding of the past.
Lesson assessment The physical features of the  Describe the
1. Concept map – ancient society and how geographical setting and
understand what they influenced the natural features of the
students already civilisation that developed ancient society.
know on the there.  Describe items of the
topic. ancient society and their
2. Kahoot! Quiz to Key elements and items of
uses.
the ancient society and how
reinforce new
they impacted everyday life.  Discuss the current
information and issues surrounding
Current issues surrounding
previous the preservation of historical historical site
knowledge. sites. preservation.

Time Teaching and learning actions

0-5 mins Students are to come in and settle in to class.
Teacher introduction (first class of a new year).
Roll to be marked.

5-10mins Introduce the topic of Ancient Egypt & Concept Map

Instruct students to write “Ancient Egypt” in the middle of their workbooks’ first page. Working in
their table groups (3-5 students a group) they need to collaborate and write down 10 words that
come to mind when they think of Ancient Egypt.

Concept Map Classroom Activity

10-25mins Teacher draws up a concept map on the whiteboard, and encourages the class as a group to
contribute their words to it. Teacher then adds any missing key terms (as do students) and explains
each of them.
Words that should be included:
Mummification, Desert, Hieroglyphics, Domesticate, Egypt, Delta, Scribe, Embalming, Inundation,
Irrigation, Famine, After Life, Dynasty, Sarcophagus, Oasis, Deities, Papyrus, Pyramid, Ploughing,
Pharaohs, The Nile River, Canopic jars, Shadoof.
Teacher to set homework – Brief definition (1-2 sentences) of mind map words on page after the
concept map title page. Ensure students write task in their diaries. Tell students homework will be
checked at the beginning of the next lesson.

VR Exploration:
25-40mins Teacher is to hand out equipment needed for VR Exploration: 24 x VR Headsets and the technology
to suit.
Teacher to dim the lights and begin the VR experience with a brief story on Ancient Egypt (focusing
on its Pharaohs, slaves, curses, mummification etc.). Students virtually explore the Valley of the

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 Kings, the Great Sphinx, the Pyramid of Giza and the Nile; while the story progresses, information
about the landmarks is given and eventually the exploration comes to a close. Teacher to take back
headsets and slowly brighten the lights.

40-45mins Kahoot! Quiz:

Teacher is to access their Kahoot! account and begin their Ancient History Introduction quiz,
sharing the code with the students (verbally and on whiteboard). Students access
https://kahoot.it/ and input the game pin 0564886 (This is a real example quiz and access ends on
May 30th11pm*)
Students then commence and complete the quiz individually, questions are randomised to prevent
collusion. The quiz is in rounds, and student progress is shown on the whiteboard/smartboard
screen at the end of each round.

45-55mins Current Issues and Events

Teacher discusses with the class the issue of looting and destruction of ancient sites, including
Egypt, and also the obliteration of ancient Middle Eastern sites, such as those is Assyria by ISIS. This
highlights the issue of preservation – of historic sites and knowledge. This brings the topic into the
21st century and extends the lesson into the broader world.

55-60mins Pack up, remind students of homework and dismiss the class.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 Through understanding student background knowledge
students can list what they already know about the topic
and I will be adding new terms into their vocabulary to
encourage interest.
HT4-9 Students gain an understanding of new concepts and
vocabulary through concept map activity.

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Academic Justification

The modifications made to the original Ancient History lesson plan undoubtedly

improve the four elements of the Quality Teaching model that needed attention: 1.4

Higher-order Thinking, 3.3 Knowledge integration, 3.5 Connectedness and 3.6

Narrative. These improvements were made by bringing the lesson plan and the

ancient would into the 21st century, utilising the prominence of technology in today’s

society and understanding the limitations but also the strengths.

One key change that occurred to the lesson plan was the introduction of ‘Current

Issues and Events’, this correlates to the Quality Teaching (QT) element 3.5

Connectedness, which sees the integration of current knowledge and information

about the topic being introduced to the lesson in an attempt to broaden the scope of

the topic and alert the students to current misjustices occurring to ancient sites. It is an

attempt to create global citizens, who are aware of these issues and could possibly be

the champions of the cause. The previous lesson plan did not address any public

problems or go beyond the school, this introductory lesson was the perfect

opportunity for that.

The modifications to the original lesson plan also addressed the lack of 2.1 Explicit

Quality Criteria, where only vague expectations of work quality were given to

students: ‘as many as you know’. This is only a small change, however a vast

majority of educational studies favour direct instruction as opposed to problem-based

learning or “unguided instruction”; structured questions, expectations and problems

have a “clearly defined goal state and a constrained set of logical operators to reach

that goal state” (Wijnia, van Gog, & Schmidt, 2014). Explicit expectations allow

students to have a reachable goal, and to surpass it on their own volition if they see fit.

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The introduction of an online game or quiz to the lesson could be a better form of 1.4

Higher-order Thinking, as opposed to the previous lesson plans ‘fill-in-the-blanks’

worksheet. This online quiz puts students in a form of high-stakes pressure

environment, like a gameshow, but they are having fun and not performing a menial

task. This quiz allows the teacher to see where each student is at in the topic, and what

pieces of information need to be reinforced, all in real time. The students are

reinforcing prior knowledge, problem-solving and thinking for themselves. Flosason,

McGee and Diener-Ludwig (2015) state that the traditional “lecture format” as

opposed to using methods like clickers or Kahoot! is outdated and not centred around

students being “active participants” making frequent responses during the

instructional process, but “passive receivers” sitting there being spoken at and not

being involved (p. 318). Kemp and Grieve (2014) suggest that the recent acceptance

of e-learning has placed students at the centre and in charge of their own learning, as

opposed to the traditional teacher-lecture format of “simply transmitting information”

(p. 1). Online games and quizzes, and other forms of e-learning are great ways to

enhance learning, to reinforce what has been learned audibly and through written text,

and it is also a more cost effective and environmentally friendly means of testing as

opposed to printing out endless sheets of paper. When comparing student performance

and perceptions on physical in-class learning and e-learning, the study conducted by

Kemp and Grieve (2014) found that online activities led to “similar levels of

academic achievement as face-to-face activities” (p. 1).

The major change that came from the lesson plan modification was a focus on the QT

element 3.6 Narrative, the previous plan had no reference to stories or historical

accounts, merely a form of narrative in a documentary at the end of the lesson. The

changes made in regards to this element integrate narrative throughout the lesson,

making it a major focal point. This is achieved through the use of Virtual Reality,

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immersing the students in the world of Ancient Egypt through a virtual exploration,

aided by a story told by the teacher of curses and pharaohs. Gadelha (2018) states that

virtual reality allows students to dive right into the virtual world of whatever subject

they are learning, it has the potential to allow students to have a deeper connection to

the topic and to see and really understand what it is they are learning about (p. 41).

Simply hearing about the great pharaohs and pyramids is fine, but seeing it and being

able to almost touch it is a whole other experience. Lisichenko (2015) notes that VR

can enable students to see environments that a normal school excursion could not, in

regards to the Ancient History lesson plan a VR exploration would allow the students

to travel back in time to walk through the Valley of the Kings and step into the

Pyramid of Giza (p. 164). However, as VR immerses the mind, senses and often the

whole body, care must be taken and this is a concern that needs to be addressed as this

experience is not safe or applicable to all students of varying needs and abilities (p.

164).

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 References

Flosason, T. O., McGee, H. M., & Diener-Ludwig, L. (2015). Evaluating impact of small-

group discussion on learning utilizing a classroom response system. Journal of

Behavioural Education, 24(3), 317-337. Retrieved from

http://dx.doi.org.ezproxy.uws.edu.au/10.1007/s10864-015-9225-0

Gadelha, R. (2018). Revolutionizing education: The promise of virtual reality. Childhood

Education, 94(1), 40-43. doi: 10.1080/00094056.2018.1420362

Kemp, N., & Grieve, R. (2014). Face-to-face or Face-to-screen? Undergraduates’ opinions

and test performance in classroom versus online learning. Frontiers in Psychology,

5(1). Retrieved from https://doi.org/10.3389/fpsyg.2014.01278

Lisichenko, R. (2016). Issues surrounding the use of virtual reality in geographic education.

The Geography Teacher, 12(4), 159-166. doi: 10.1080/19338341.2015.1133441

NESA. (2018). History K-10 content for stage 4: The ancient world to the modern world.

Retrieved from https://syllabus.nesa.nsw.edu.au/hsie/history-k10/content/1088/

NESA. (2018). History K-10: Outcomes. Retrieved from

https://syllabus.nesa.nsw.edu.au/hsie/history-k10/outcomes/

Wijnia, L., van Gog, D., & Schmidt, H. G. (2014). Is there a role for direct instruction in

problem-based learning? Comparing student-constructed versus integrated model

answers. Learning and Instruction, 34(1), 22-31. Retrieved from

https://doi.org/10.1016/j.learninstruc.2014.07.006

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