102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

Student name: Thi Thanh Tuyen Trinh

Student ID: 18322936

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 Comments: the lesson is well organised and connected around timetable concept
–5 and the practical value of the concept in real life. Teachers have emphasised what
student need to learn in the lesson.

1.2 Deep understanding

1 – 2 – 3 – 4 Comments: through designed activities, students must demonstrate their
–5 understanding of the ideas and how to apply it to solve problems and link it to real
life experience.

1.3 Problematic knowledge

1 – 2 – 3 – 4 Comments: students are given information, tasks and worksheet to solve. However,
–5 teacher just briefly discusses with students about sustainability. Students learning
can improve by evaluating and analysing the information.
1.4 Higher-order thinking
1 – 2 – 3 – 4 Comments: in the class discussion, there are all What questions which require
–5 Lower-order thinking skills, lesson needs some questions that require students to
analyse, synthesise and evaluate in relation to all the knowledge and perspective to
improve student thinking.

1.5 Metalanguage
1 – 2 – 3 – 4 Comments: the lesson needs to improve on metalanguage in relation to timetable
–5 or sustainability.
1.6 Substantive communication
1 – 2 – 3 – 4 Comments: Teacher asks student about the purposes and features of the timetable.
–5 However, the questions does not encourage students to elaborate their answers like:
“why do you say that?” This question can enhance the student’s language and
presentation skills as well as require higher-order thinking skill.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 Comments: learning outcome has set to help students to produce good work. In this
–5 case, students have to calculate the timetable accurately and convert between hour
and minute units.

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2.2 Engagement
1 – 2 – 3 – 4 Comments: different activities have been used to engage students (discuss, team
–5 work). The work sheet also shows the teacher’s effort, try to mend in student
interest topic (in this case using the children’s book Harry Potter) to help students
feel interesting in what they are doing.

2.3 High expectations

1 – 2 – 3 – 4 Comments: the task is quite challenging, students need to read and process the
–5 given information, calculate correctly the timetable as well as explain and justify
their answers in the worksheet activity. Those activities require different skills and
promote student learning.

2.4 Social support

1 – 2 – 3 – 4 Comments: Teacher in the revision section hands back the assessment results and
–5 outline what was done well. This means the teacher highly evaluates the student’s
effort and achievement and encourage them to continue working. The worksheet
activity is also in pair so it is also a type of social support.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 Comments: teacher walks around to ensure students stay on tasks. In addition,
–5 students discuss using public transport to promote sustainability, it can be seen as
encouraging student to change their behaviours and daily habits but it needs to be
emphasised strongly by the teacher.

2.6 Student direction

1 – 2 – 3 – 4 Comments: most of the activities are teacher led. Students do not have the choice
–5 to choose what they do. Instead of showing the ferry timetable and ask students to
do the task, let them choose from different timetables such as bus, train, airplane.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: The teacher asks students about when and where they used a
–5 transportation timetable. This discussion connects the upcoming lesson to
students’ out-of-school background knowledge.

3.2 Cultural knowledge

1 – 2 – 3 – 4 Comment: the lesson does not mention about any cultural knowledge. Students
–5 access only to the dominant cultural materials and perspective.

3.3 Knowledge integration

1 – 2 – 3 – 4 Comments: the lesson makes a connection between using public transport and
–5 sustainability. It links different area into a subject.

3.4 Inclusivity
1 – 2 – 3 – 4 Comments: all the activities are designed for every student. However, the lesson
–5 may need alternative activities for different group of students (talented students or
English as a second language students).

3.5 Connectedness
1 – 2 – 3 – 4 Comments: the connection between the lesson knowledge and its real life practice
–5 is strengthened. The student now can have more reasons for engaging in the task.

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 3.6 Narrative
1 – 2 – 3 – 4 Comments: Students have chance to tell their stories in class discussion, when and
–5 where they use public transport.

Identifying Areas for Improvement

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

QT model
1) Metalanguage 2) Student direction
3) Problematic knowledge 4) Cultural knowledge

Lesson Plan

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

Standard
Date: 23.03.17 Location Booked: Classroom Lesson number: 8
Time: 50 minutes Total Number of students: Printing/preparation: Links
30 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 review how to
assessment takes different timetables interpret timetables and
place throughout and how this can be use this to solve
MS11-3, MS11-4, the lesson. used as a part of life. problems using a range
MS11-9, MS11-10. Teacher walks How public of different timetables,
around and asks transportation can be including ferries, buses
questions, and used as a means of and trains. Incorporate
ensures that promoting 12-hour and 24-hour
students are sustainability. time into understanding
staying on task. timetables.

Time Teaching and learning actions

Intro Teacher greets students and asks them to sit down in their seats. Students take
2 mins out their work book and stationery required for the lesson. Teacher outlines
what the lesson will entail.

Revision Revision
3 mins
Teacher hands back results from the in-class assessment from lesson 7.
Teacher outlines what was done well overall and what the class will work ston

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 together, to improve students’ understanding of content, as a path to achieve
syllabus outcomes.
Body Class discussion
15 mins Teacher facilitates discussion between students and asks questions about when
and where you may need to use a transportation timetable. Teacher shows a
transport 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?
Before class, students can ask older generations about public transport or
about when the timetable has not been invented yet. How older generation use
public transport, how they know the time.
Student can look for other way to use public transport in other cultures. In
some third countries, people can catch the bus along the road but there is no
accurate time for the bus service.
Can compare between Australia transport system with Japanese transport
system, where every train and bus timetable is processed accurately in
seconds. How to apply that in Australia? Is it possible?
Within this section, the teacher discusses with students about how using public
transport can help with sustainability. Teachers can recommend students
research about sustainability before class. Students should be able to answer
some questions like:
 What is sustainability?
 Why it is important to live a sustainable lifestyle?
 How to achieve that? How to reduce the human impact on ecosystems?
 What is the difference in carbon emission between the variety of
transportations?
 What is the best way to travel? Explain your choice. Consider time,
efficiency, practical and environment aspects.
Students need to represent the evidence of their research. Teacher can
encourage students to explain, elaborate or critically analyse the evidence from
different perspectives.
The teacher then explicitly explains about ecosystems, carbon emission and
encourage students to use the solutions that students have recommended in
those last questions.
10 mins Class activity and Smartboard interaction

Students get into pairs and ask each other travel related questions.
They can choose different timetables such as bus, train, ferry or airplane.
Students can use their own devices, access to different websites, design their
trips.
Based on the timetable they have chosen, they can be asked:

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  What time do I have to leave if I want to arrive at the destination at the
time I want?
 What happen if it is a multiple-stop trip?

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.
15 mins Worksheet activity*

Teacher hands out bus timetable worksheet activity. Students have the option
of working on this alone, or with another person.
Conclusion Teacher summarises the key points of the lesson. Discusses what the next
5 mins lesson will entail. Asks students if they have any further questions.

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.

Worksheet activity*

Five trains travel from Hogwarts School of Witchcraft and Wizardry to London Central on the
same morning. The Hufflepuff Express leaves Hogwarts station 6 minutes after the Gryffindor
Goods Train, but arrives 14 minutes before the Slytherin All-Stations Train. The Gryffindor
Goods Train takes 46 minutes to reach London Central and arrives at 8:53am. The Ravenclaw
Express leaves 10 minutes after the Hufflepuff Express and arrives 14 minutes before the
Gryffindor Goods Train. The Muggle-stops train is running 6 minutes late on this particular
morning, and arrives in London Central at 8:37, after leaving Hogwarts 4 minutes before the
Hufflepuff Express. The Slytherin All-Stations Train takes 33 minutes to travel from Hogwarts
to Central London, and arrives 46 minutes after the Hufflepuff Express leaves Hogwarts.

Work out the train timetable for the 5 trains.

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 Hogwarts London Central
Hufflepuff Express
Slytherin All-Stations
Gryffindor Goods Train
Ravenclaw Express
Muggle-stops

1. What is the latest time train you could catch from Hogwarts to arrive at London
Central before 8:40am? What train is this?
2. Explain what would happen if the Ravenclaw Express train was running 7 minutes
late.
3. Hannah misses the Hufflepuff Express train by 2 minutes. She needs to be in London
Central by 8:45am. What may be a possible solution for her? Justify reasons for your
answer.

Part c: Justification

There are four elements that need to be improved and modified in the Math lesson:
metalanguage, problematic knowledge, cultural knowledge and student direction. These
modifications when implemented can improve the quality of the lesson, engage and
challenge student learning experience as well as create a supportive and highly interactive
learning environment.

The lesson was creatively designed in making the connection between using public
transport and sustainability. However, the teacher did not highlight the necessity of
sustainability and the way it impacts on the ecosystems. By asking students do some
researches about sustainability before class, they can get familiar with some jargons in
relation to the topic and effectively participate in the learning (Geoghegan, O’Neill &
Petersen, 2013). Teachers should use metalanguage frequently and explicitly to emphasis
key words of the lesson and help students remember the important information quickly.
This activity can also be modified by asking students that have better ability and skills in

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class do the research and ask different group of students do different tasks depend on
their abilities. This will increase the Inclusivity element by focusing on each individual
student ability and personalise their learning content (ACARA 2018). For example, the
teacher asks talented students find a solution or create a product that can replace some
current products to reduce the human negative impact on the ecosystem. By asking
talented students do more challenging tasks, they are encouraged to develop their abilities
and skills. For English as a second language students, they may have a better preparation
before attending class so they will participate effectively in class activities (Geoghegan,
et.al, 2013). The implementation of metalanguage can improve the vocabulary for student
and in addition, the teacher can develop the substantive communication element by
encouraging students to introduce their resources and elaborate their responses (Gore,
2007). Improving the communication channel between students and teacher also builds up
a supportive and highly interactive learning environment. By completing the task, students
can build up presentation skills. Because they explain what they have found and convince
their peers to follow their suggestions, they can also feel more engage and responsible in
maintaining some sustainable habits in their daily life. Enhancing metalanguage element
can support other elements of the lesson as well as create motivation for learning
(Geoghegan, et.al, 2013).

In addition, when student searching for information, the teacher should require them to
make the critical judgement about the information they have read. In the preparation task,
students need to answer some questions about clarification, perspectives, reasons and
evidence, implications and consequences. Teachers should ask them about the
perspective that represented in the articles or the accuracy and reliability of the
information. That activity requires students explore the origin of knowledge and learn to
consider the problem in a comprehensive way (Gore, 2007). This is also an important
factor of intellectual quality. Nowadays, students can easily access to information online
and with the development of technology, all the skills about using timetable can easily
achieve. The targeted students for this lesson are year 11 students, not primary students.
By teaching timetable, teachers should cooperate with other important skills such as
critical thinking and problematic solving to prepare students for higher education or for a
competitive, demanding and ever-changing social life beyond school life (Thurman, B. A.,
2009).

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The lacking of cultural knowledge element in the lesson may limit student learning
experience. They can only access to the dominant perspectives. Culture can be vary
defined in different situations, in this case, it may consider the culture of a generation
(Diaz, 2015). Students can ask their parents or grandparents who represent different
social cultures. Because Australia is a multicultural country, mostly students’ parents are
come from different culture backgrounds (WESTIR 2016). By discovering the transport
system in their parents background countries, students have a chance to connect with
their origin. For bi/multilingual students, this class activities may positively evaluate their
home culture and help them find out their identification in the dominant education system
(Diaz, 2015). Student learning experience will benefit if they know and access the culture
knowledge of diverse social groups.

The student direction element can be improved by giving students the choice of the
timetable they will work with, students will more likely to engage in their task and create a
high quality and effective learning environment (Tadich, Deed, Campbell, & Prain, 2007).
In education perspective, giving students some control over their learning may make them
feel they are important and their opinions are listened and respected (Gore, 2007). That
actions may boost their confidence and creation.

All the elements in the NSW quality teaching model are connected and cooperated
together to improve student learning experience. With those four modifications, the lesson
will become more relevant and essential for building students’ abilities and skills not only
in class but also for real life experience.

Reference:

1. Díaz, C. J. (2015). Silences in growing up bi/multilingual in multicultural globalized

societies. In T. Ferfolja., C. J. Díaz., & J. Ullman (Ed.), Understanding sociological
theory for educational practices (pp. 170-194). Cambridge University Press.
2. Geoghegan, D., O’Neill, S. & Shauna, P. (2013). Metalanguage: The ‘teacher talk’of
explicit literacy teaching in practice. Improving Schools. Retrieved from
https://doi.org/10.1177/1365480213493707
3. Gore, J. (2007). Making a difference: Challenges for teachers, teaching, and
teacher education. Rotterdam, The Netherlands: Sense Publishers (pp. 15 – 33).

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4. Hamilton, O. (2016). Our changing city: Cultural and linguistic diversity in Greater
Western Sydney, http://www.westir.org.au/new/images/CALDOCC.pdf
5. Tadich, B., Deed, C., Campbell, C., & Prain, V. (2007). Student engagement in the
middle years : year 8 case study. Issues in Educational Research, 17(2), 256-271.
6. Thurman, B. A. (2009). Teaching of critical thinking skills in the English content
area in south Dakota public high schools and colleges (Order No. 3367643).
Available from Education Database; ProQuest Dissertations & Theses Global:
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com.ezproxy.uws.edu.au/docview/304995933?accountid=36155