102086 Designing Teaching & Learning

Assessment 2
Lesson Plan Analysis

Contents

Original Lesson Plan……………………………………………………….2

Lesson Plan Analysis………………………………………………………4

Modified Lesson Plan………………………………………………………8

Academic Justification……………………………………………………. 13

References………………………………………………………………….15

Learning Portfolio Web Link……………………………………………….17

JAMES WILSON 17727701 1

  Original Lesson Plan

OVERCOMING CO2 POLLUTION

YEAR 10 SCIENCE
AUSTRALIAN CURRICULUM LEARNING OBJECTIVES

• ACSHE2301: The values and needs of contemporary society can influence the focus
of scientific research2

RESOURCES REQUIRED

• What is Global Warming?3 Captioned video on YouTube. (Duration: 6 minutes.)

• CO2 Storage offers a controversial solution to Global Warming4 captioned video on
YouTube. (Duration: 5 minutes.)
• UK Carbon Capture and Storage Community website5

LESSON OUTCOME: Students learn about Carbon Capture as a potential method of

overcoming increasing levels of carbon dioxide in the atmosphere.

Lesson outline:

1. Explain to students that the focus of this lesson will be learning about carbon
capture as a potential solution to global warming.
2. Remind students of what is meant by global warming, and play the ‘What is Global
Warming?’ clip to refresh students’ understanding of the concept.
3. Students independently write notes summarising the key points from the clip.
4. Summarise key points from the clip as a class to check that all students have a
similar level of understanding of global warming. Highlight the fact that it is because
global warming is widely seen as a big issue that there is now much research and
development focussed in this area of science.
5. Introduce the concept of carbon capture by showing students the UK Carbon
Capture and Storage Community web page, focusing their attention on the diagram
and the first part of the explanation of the technology.
6. Introduce the context of carbon capture technology being a controversial
technology. Play the ‘CO2 Storage offers a controversial solution to Global Warming’
video.
7. Students then discuss the content of the video in small groups.

1
http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE230
2
http://www.australiancurriculum.edu.au/Glossary?a=S&t=research
3
http://www.youtube.com/watch?v=buRHdngO1l8&cc=1
4
http://www.youtube.com/watch?v=cEQX3eDJRNw&cc=1
5
http://www.co2storage.org.uk/what-is-ccs/

JAMES WILSON 17727701 2

8. Explain that after the second viewing of the video, each group will need to
understand the following:
o What is carbon capture?
o Why are some people in favour of the technology?
o Why do some people oppose the technology?
9. Play the video again.
10. Students work in small groups to clarify their answers to the above questions.

HOMEWORK/EXTENSION

Students research another method of counteracting the increased amounts of carbon

dioxide in the atmosphere and prepare a short summary of this technology. In the following
class, students should compare and contrast the different solutions.

OPPORTUNITY FOR FURTHER ACTIVITY

Stage a class debate in which students must argue for or against a particular global warming
solution. Students could spend time researching their side of the argument deeply, and be
encouraged to provide evidence for their ideas.

Source: This lesson plan was sourced from Cap that! Captioned for Learning (2016).

JAMES WILSON 17727701 3

Lesson plan analysis

102086 Designing Teaching & Learning 1H 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: Plan does not make specific reference to assistance for diverse backgrounds.
Although group activity can assist students of linguistic background, plan does not
directly encompass learning needs of these backgrounds.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

1–2–3–4–5 Comments: Not mentioned within the lesson plan. Strategies can be incorporated within
this particular plan.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1–2–3–4–5 Comments: Attempts to differentiate by means of inclusion of group activity, encourages

learning in gifted students through extra activity. Could be further improved with
revisions to initial activities.
1.6 Strategies to support full participation of students with disability

1–2–3–4–5 Comments: Minimal usage of captions in videos acts to support students with disability
such as audio-visual.

2 Know the content and how to teach it

2.2 Content selection and organisation

1–2–3–4–5 Comments: Structure of the lesson is outlined sufficiently, overview of the content is
broadly explained. Explains outcomes met within lesson, but does not demonstrate prior
knowledge required.

2.3 Curriculum, assessment and reporting

1–2–3–4–5 Comments: Lesson plan outlines curriculum area met. Group discussion of content is an
example of informal formative assessment. Extension activity provided is an example of
formal summative assessment.

2.6 Information and Communication Technology (ICT)

1–2–3–4–5 Comments: Moderate integration of ICT in body of lesson. Further revisions possible for
improved ICT incorporation. Rest of lesson based around pen and paper learning.

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3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals

1–2–3–4–5 Comments: Learning goals clearly defined in the lesson outline. Dominant learning goal
displayed clearly via lesson outcome. Learning goals provide minimal challenge for
students.
3.2 Plan, structure and sequence learning programs

1–2–3–4–5 Comments: Structure of lesson plan follows an organised pattern. Successfully builds
upon knowledge gained during the lesson and ensures student understanding is sufficient
before building upon new content.
3.3 Use teaching strategies

1–2–3–4–5 Comments: Incorporates multimodal learning that allows for expansion of learning and
knowledge. Teacher-led strategies mixed with student group interaction allows for greater
abstract learning. Revisions possible within ICT activities.

3.4 Select and use resources

1–2–3–4–5 Comments: Minimal variety of resources used in lesson plan. ICT activities used
throughout the plan, adequate usage of pen and paper activities furthered by group
activity. Revisions to ICT activities possible.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation

1–2–3–4–5 Comments: Activities surrounding watching of videos may likely lose student attention.
Group-based activities may support engagement between students but may also provide
disruption amongst students.

4.2 Manage classroom activities

1–2–3–4–5 Comments: Providing the teacher holds engagement, all activities allocated are
manageable within the timeframe of the lesson. Consistent flow in work tasks throughout
the lesson.
4.3 Manage challenging behaviour

1–2–3–4–5 Comments: Lesson plan does not address activity alteration to manage disruptive or
challenging behaviour. Structure of the lesson acts to set clear expectations of behaviour.

4.4 Maintain student safety

1–2–3–4–5 Comments: Lesson plan promotes safety in learning. Whilst not specifically addressing
safe practises, plan does not involve any hazardous nor risk activities.

4.5 Use ICT safely, responsibly and ethically

1–2–3–4–5 Comments: Specific reference to activities utilised ensures ICT responsibility. Teacher
control of ICT results with safe and ethical appropriation of content.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning

1–2–3–4–5 Comments: Informal formative assessment used during the lesson provides teacher with
understanding on student knowledge. Further assessment possible with alterations to plan.
5.2 Provide feedback to students on their learning

JAMES WILSON 17727701 5

 1–2–3–4–5 Comments: Feedback given to students in stage 4 of plan via questions and answers.
Further feedback required in other areas of plan, possible with alterations.

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: Students required to demonstrate understanding and focus of specific concepts,
but little articulation of the interrelation between concepts used.

1.2 Deep understanding

1–2–3–4–5 Comments: Shallow understanding required for large sections of the plan. Deep knowledge
required for some group activity and questions that require reasoning and planning.

1.3 Problematic knowledge

1–2–3–4–5 Comments: Lesson plan encourages students to express opinions and interpretations.
Questions asked of the students promotes diverse consideration of problematic knowledge
and basic assumptions.

1.4 Higher-order thinking

1–2–3–4–5 Comments: Lesson plan predominately requires lower-order thinking. Section (8) of the
plan requires students to demonstrate some higher-order thinking.

1.5 Metalanguage

1–2–3–4–5 Comments: Students provide adequate use of metalanguage at several points during the
lesson. Student responses to questions and group discussion emphasise the usage of periodic
metalanguage.

1.6 Substantive communication

1–2–3–4–5 Comments: Substantive communication amongst students occurs occasionally. At least two
periods of sustained interaction required by the students in their activity. Video
demonstrations likely to show limited substantive communication.

Quality learning environment

2.1 Explicit quality criteria

1–2–3–4–5 Comments: Plan outlines general statements of quality of work required. No evidence
allocated that students are utilizing explicit quality criteria in their quality of work.

2.2 Engagement

1–2–3–4–5 Comments: Some students likely to show engagement in parts of the lesson, however may
appear indifferent during other sections of tasks such as watching videos. Very few students
likely to demonstrate off-task behaviour.

2.3 High expectations

1–2–3–4–5 Comments: Expectations outlined by teacher rarely exceed standard procedural

instructions. Students occasionally encouraged to share thoughts and opinions for sections
of the lesson. Higher expectations outlined in extension activities.

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 2.4 Social support

1–2–3–4–5 Comments: Social support is predominately directed towards students who actively
participate, as opposed to those who are reluctant. Positive peer support as students are
encouraged to express and share ideas with each other during group discussions.

2.5 Students’ self-regulation

1–2–3–4–5 Comments: Student regulation is directed by teacher for majority of the lesson. Potential
risk present for disruptive behaviour or movement during some activities such as video
demonstrations or class discussions.

2.6 Student direction

1–2–3–4–5 Comments: Some level of student direction present. Students given control in some aspects
of the lesson such as group discussions amongst one another. Teacher exercises control in
remainder of lesson plan in regards to time spent on activities.

3 Significance

3.1 Background knowledge

1–2–3–4–5 Comments: No specific mention toward student background knowledge. Lesson plan
demonstrates teacher explanations for initial concepts as opposed to revision of students
prior understanding.

3.2 Cultural knowledge

1–2–3–4–5 Comments: No specific reference or recognition toward any cultural knowledge given in
the lesson plan.

3.3 Knowledge integration

1–2–3–4–5 Comments: Some trivial connections made. Knowledge demonstrated is mostly restricted
to one specific topic area.

3.4 Inclusivity

1–2–3–4–5 Comments: Students of all backgrounds included in all aspects of the lesson plan. Students
of all social groups given opportunities to express their understanding.

3.5 Connectedness

1–2–3–4–5 Comments: Students encouraged to explore connections between classroom knowledge and
furthering societal impacts associated with content. Potential for influencing an audience
beyond the classroom.

3.6 Narrative

1–2–3–4–5 Comments: No distinct usage of narrative present in lesson. Usage of media may loosely
connect case studies with content in lesson.

Section 3: Identifying Areas for Improvement

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

APST

1) 1.5 Differentiate teaching to meet the specific learning 2) 4.3 Manage challenging behaviour
needs of students across the full range of abilities

QT model

1) 1.2 Deep understanding 2) 2.2 Engagement

JAMES WILSON 17727701 7

• Modified lesson plan (using the Standard WSU Lesson Plan Template from
vUWS, with your specific changes highlighted)
Topic area:
Science
Date:
07/03/18
Time: 60 minutes
Outcomes
SC5-8WS
applies scientific understanding
and critical thinking skills to
suggest possible solutions to
identified problems
SC5-10PW
Applies models, theories and laws
to explain situations involving
energy, force and motion.
SC5-11PW
explains how scientific
understanding about energy
conservation, transfers and
transformations is applied in
systems.
SC5-12ES
Describes changing ideas about
the structure of the Earth and the
universe to illustrate how models,
theories and laws are refined
over time by the scientific
community.
JAMES WILSON 17727701
Lesson Plan
Stage of Learner: Syllabus Pages:
5 ES3 c,
PW4 d
WS5.3 d
WS8 a, d, f, g
WS9 b, e
Location Booked: Lesson Number:
Science rooms (requires 1/1
smartboard/Wi-Fi)
Total Number of students Printing/preparation
24  Emaze account created
with submission link prepared.
 Videos used loaded on-
screen.
 UK Carbon Capture and
storage webpage loaded.
Assessment Students learn about Students learn to
Informal diagnostic ES3 c: PW4 d:
assessment via class Evaluate scientific Discuss viewpoints and choices
discussion of climate evidence of current issues that must be considered in
change. Students affecting society that are making decisions about the use of
required to the result of human non-renewable energy resources.
demonstrate pre- activity on global systems,
existing knowledge of e.g the greenhouse effect, WS8 a:
Describe strategies to develop a
content. effect of climate change on
sea levels. range of possible solutions to an
Informal formative identified problem.
assessment through WS5.3 d:
open class discussion of Assess risks and address WS8 f:
content examined ethical issues associated Apply critical thinking in
within the supporting with methods of considering suggested proposals,
videos. Students investigation. solutions and conclusions,
required to including consideration of risk.
demonstrate WS8 d:
WS8 g:
understanding of Use cause-and-effect
Evaluate different approaches
content learned during relationships to explain
ideas. used to solve problems.
lesson.
WS9 b:
Formal summative Present information and show
assessment
relationships clearly and
demonstrated through succinctly using digital technology
completion of Emaze
where appropriate.
presentation
submission.
8
 Students required to WS9 e:
demonstrate Present scientific ideas and
understanding of information for a particular
underlying concepts purpose, including constructing
from both prior evidence-based arguments and
knowledge, and using appropriate scientific
knowledge learned language.
during the lesson.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Cross-Curriculum Themes:

Sustainability – Students demonstrate understanding Students apply knowledge of the foundation

of future sustainability of resources and activities
associated with climate change and carbon.
Civics and citizenship – Students demonstrate
understanding of scientific advances to the
development of environmental practises.
General Capabilities:
Critical and creative thinking – Students apply critical
thinking to interrelate concepts of climate change
and its present/future impacts.
concepts of climate change and carbon capture to
demonstrate understanding of future sustainability
in practise.
Students must demonstrate understanding of the
interrelationship of these foundation concepts.
Students must also show appropriate literacy skills
and social capability in the composition of a
presentation linking these concepts to future
impacts and benefits, taking note of cause and effect
principles.

Ethical understanding – Students demonstrate

understanding of ethics associated with climate
programs and solutions.

Personal and social capability – Students develop

ability to work in groups to achieve greater creativity
in response.

Literacy – Students demonstrate the incorporation of

literacy and scientific language in the development of
presentations.

Information and communication technology

capability – Students utilize ICT to create and present
information learned throughout the lesson.

JAMES WILSON 17727701 9

 Time Teaching and learning actions Organisation Centred

T/S
Intro Introduction to class. Teacher: Teacher.
Outline content of climate change and carbon
2 minutes Teacher describes outlay of content learned capture to be learned during lesson. Explain the
during the lesson whilst loading a flowchart on expectations of students for feedback and
smartboard. Teacher explains that students participation.
will learn about climate change, and carbon
capture. Teacher emphasises the expectations Student:
required of students in their quality of work. Settle and prepare their books and electronic
devices for the class.

Resources:
Smartboard.

Body Discussion activity for students. Teacher: Student.

Quiz students on climate change, scribe
15 Teacher asks students a field of questions responses to questions on smartboard.
minutes relating to climate change;
What does climate change refer to?
What is meant by the term ‘ozone layer’?
What are the leading causes of climate Student:
change? Provide answers to questions, taking notes where
What are some of the major impacts of appropriate.
climate change?
What are likely future impacts of climate
change? Resources:
Provide an example of strategies to limit Smartboard.
climate change? Student books/electronic devices.

Student responses are given as open class

discussion. Teacher scribes answers on a flow
chart on the smartboard. Students are given
opportunities to take notes in their book or
electronic device. All students encouraged to
participate with teacher engaging all students.

15 Introduction to carbon capture technology. Teacher: Teacher

minutes Teacher sets up webpage and associated &
Teacher introduces carbon capture technology YouTube video. Student.
by showing students the UK Carbon Capture Link:
and Storage Community webpage. Engage http://www.co2storage.org.uk/what-is-ccs/
students with the diagram and activity on the
homepage to explain the technology. http://www.youtube.com/watch-
?v=cEQX3eDJRNw&cc=1
Teacher plays the ‘CO2 Storage offers a Student:
controversial solution to Global Warming’
Students respond as a class to questions asked by
video through smartboard. Students take
teacher, taking notes when relevant.
notes where appropriate.

Teacher questions students as a class of what Resources:

the technology involves its benefits and Webpage and YouTube video on smartboard.
limitations. Students are required to
demonstrate why the technology is
controversial.

JAMES WILSON 17727701 10

20 Teacher forms groups of 6 students per group. Teacher: Student.
minutes Students asked to create a small presentation Teacher prepares submission link for Emaze
approximately 2 minutes long containing their website.
understanding of carbon capture, its benefits
and limitations. Students must answer three Teacher must designate groups of students and
key questions: assign students to particular questions.
1) What is carbon capture?
2) What are its benefits?
3) What are its limitations? Why is it Student:
considered controversial? Students prepare and design presentation.

Resources:
Pairs of students within each group are Computers.
designated to answer one question each in the Smartboard containing YouTube video for further
presentation. reference.

Teacher circles the room assisting students

with any enquiries of content required.

3 minutes Submission of presentation Teacher: Student.

Teacher scribes presentation link on
smartboard, demonstrating the steps taken
through the Emaze website to submit their
presentations.
Teacher provides students with submission link.
Teacher must demonstrate how to submit the
presentation.

One student per group must submit the Student:

presentation, ensuring to include all student One student per group is to submit the
names with the submission. presentation, including all student names within
the group.

Resources:
Computers.
Smartboard containing Emaze submission link
information.

Conclusion Students log off computers. Teacher utilises Teacher: Teacher

remaining time to address any remaining Address and answer any remaining questions. &
5 minutes questions relating to content learned during Student.
the lesson. Teacher also checks submission Student:
link to confirm that all groups have submitted Log off computers.
content. Students ask any questions they may have
following lesson content.

Resources:
Computers.

JAMES WILSON 17727701 11

Reflection

What have I learned about the teaching and learning process when preparing this lesson?
Through modification of this lesson plan, I have found value in the process of inclusion of higher-
order-thinking in classroom activity, however I found it harder than anticipated to adapt such
strategy into a manageable time-frame. I feel that as a teacher, I must focus on ensuring that all
students feel a greater sense of importance in classroom content and learning whenever
applicable.

I feel that the inclusion of primarily group-based discussion and activity can enhance not only
deep understanding in rationale but also promote a greater engagement within the classroom.
Personal reflection from high school has shown me that peers tend to engage with each other
positively when working as a group. Ensuring to closely monitor activity, I feel I can greater
manage challenging behaviour, but also engage with students in a more personal sense. This
assists in directly addressing specific learning needs, such as those of gifted students, or
students with learning difficulty.

Although it is challenging to create a plan that promotes all abilities of learning, I feel that my
modifications have directly enhanced critical thinking of content. A student should not only
demonstrate what they know, but how they can apply this knowledge to furthering content
across the Curriculum.

I feel that I now have a greater understanding of both the APST, as well as the Quality Teaching
Model resulting from my lesson analysis. These resources provided a greater depth of
understanding into what separates levels of teaching accomplishment and how I can address
such issues.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC5-8WS Outcome measured via informal formative assessment

applies scientific during class group discussion of carbon capture and its
understanding and critical
benefits/implications.
thinking skills to
suggest possible solutions to
identified problems
SC5-10PW Formative summative assessment via student presentation
Applies models, theories and utilizes theories of climate change and sustainability to
laws to explain situations
account for situations and scenarios of future climatic
involving energy, force and
motion. implications.

JAMES WILSON 17727701 12

 SC5-11PW Students demonstrate how improved understanding of the
explains how scientific earth’s atmosphere can be applied to further research of
understanding about energy
climate change.
conservation, transfers and
transformations is applied in
systems.
SC5-12ES Outcome addressed via informal diagnostic and informal
Describes changing ideas formative assessment during class discussion. Students
about the structure of the required to demonstrate how differing social agendas of
Earth and the universe to
illustrate how models, theories
climate change shape methods of scientific research
and laws are refined over time
by the scientific community.
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?

From the APST (Standard 4.5), the key consideration to be applied is appropriate and
safe use of ICT. Teacher control of initial video usage limits some risk of inappropriate
activity, however care should be taken by the teacher to monitor and ensure that all
students do not access inappropriate, nor unethical content in their usage of ICT.
Adhering to schooling system policies, students must be reminded of irresponsible and
unsafe risks of visiting unauthorized websites.

Academic justification

The initial lesson plan, although clear in content instruction, lacks a sense of depth and method
of engagement. Key revisions are possible within both the Australian Professional Standards for
Teachers (AITSL, 2016) as well as the NSW Quality Teaching Model (Gore, 2007; Ludwig & Gore,
2003).

Standard 1.5 of the APST acts to differentiate teaching to meet specific learning needs of
student abilities (AITSL, 2016). Standard 4.3 addresses management of challenging behaviour
(AITSL, 2016). These two standards interrelate within pedagogical practise. Through
management of behaviourally challenging students, a teacher is directly engaging in
differentiation of teaching to meet a specific need (Baker, 2005). Baker’s (2005) findings state
that although educators have examined differentiation of classroom instruction previously, such
accommodations must be altered to include a behavioural component to assist and provide
equality of educational opportunity. Neglecting such opportunity places behaviourally
challenging students within a more restricted setting, thus limiting academic achievement
(Bradley, Henderson & Monfore, 2004).

Differentiation of learning needs via means of group engagement directly enhances learning
ability of multiple students (Varney & McFillen, 2000). Addressing differing learning needs,
including gifted students, or students with lower developed socio-academic ability, through
engagement in differing classroom activity has shown to positively influence academic
outcomes (Cabrera, Nora, Crissman & Terenzini, 2002; Ullman, 2015). Whilst gifted students
benefit from group-based activity and expression of opinions, students with socio-emotional
needs require enhancement of secondary teaching behaviours, including personal positivity and

JAMES WILSON 17727701 13

encouragement (Capern & Hammond, 2014; Tunnicliffe, 2010). Utilizing these findings, the
revisions of this lesson plan act to directly enhance student learning needs, resulting in greater
social interaction and academic success (Carey, 2013; Yassin, Ishak, Yunus & Majid, 2012).

Improved pedagogical practises to standardize behaviour management show clear benefits. The
implementation of group activity such as those in the revised plan ensure that children are
successful learners, creating a more proactive, positive environment (Lewis & Sugai, 1999). Such
introduction of a positive SEL environment improves behaviour and attendance in classroom
activity directly resulting from social engagement (Gillies, 2010). Allowing students
independence in their research of content promotes resilience, and has shown to directly
decrease disruptive behaviour within a classroom (McDonald, 2010). Furthermore, direct
feedback to quality of content, coupled with monitoring of activity, acts to guide behaviour in a
lesser disciplinary-based manner (Lewis & Sugai, 1999). Such a manner of teaching approach is
evident within the revisions of this lesson plan, displayed by direct teacher-student engagement
in the open-class discussions.

Hence, the revisions to the lesson plan can be justified, in that the revised plan directly engages
interaction between teacher and student. Such activities as open class discussions of content
benefits not only academic ability, but also encourages positive participation in students, thus
limiting challenging behaviour in students as well as enhancing the learning needs of multiple
student learning needs (Basu, Hovarth & Micchelli, 2003; Rogers, 2003).

The alterations to the lesson plan act to improve elements 1.2 and 2.2 of the Quality Teaching
Model (QTM), being Deep Understanding and Engagement respectively (Gore, 2007). Research
states that direct teacher-student engagement enhances a greater usage of deep understanding
in content (Karami, Pakmehr & Aghili, 2012). Through linking concepts of current and future
impacts on sustainability, students are enhancing stimulating engagement, and are actively
demonstrating a deeper understanding of classroom content (Ramsden, 2003). Deep
understanding and thought complexity is shown to increase as a result of direct group
engagement with peers with numerous socio-academic benefits through the provision of
learning communities (Laal & Ghodsi, 2012; Persell, 2004). The alterations of question-based
content coupled with heightened peer-peer interaction act to give students the opportunity to
integrate relationships with complex conclusions and draw evidence-based conclusions based
on the content given (Gore, 2007).

Research justifies that enhanced autonomy directly increases student engagement during
instruction (Reeve, Jang, Carrell, Jeon & Barch, 2004). Furthering upon this, students with a
deeper sense of engagement display goal direction, focus, intent, and greater interest in
classroom activity (Furrer & Skinner, 2003). By promoting student independence in their
research of content for their presentations, students must not only demonstrate critical thinking
in their knowledge, but also engage at a greater level in order to demonstrate their
understandings in a controlled manner (Ryan & Deci, 2000). Students experience greater
engagement when the challenge of the required tasks is high but balanced, instructions were
clearly defined, and the learning environment is within their control (Shernoff, Csikszentmihalyi,
Shneider, & Shernoff, 2003). The provision of opportunity for students to share their own
personal opinions and knowledge within this revised lesson plan acts to directly engage them
greater within the lesson, which notably reflects upon academic success (Reeve, Jang, Hardre &
Omura, 2002).

JAMES WILSON 17727701 14

 References:
AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list.

Baker, P.H. (2005). Managing student behaviour: How ready are teachers to meet the challenge?.
American Secondary Education, 33, 51-64. Retrieved from
http://www.jstor.org/stable/41064554.

Basu, S., Hovarth, G., & Micchelli, C. (2003). Advances in Learning Theory (ed). IOS Press. Retrieved
from http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=267471.

Board of Studies NSW. (2012). Science K-10 (incorporating Science and Technology K-6) NSW
Syllabus for the Australian Curriculum, Board of Studies NSW. Retrieved from
http://syllabus.nesa.nsw.edu.au/download.

Bradley, R., Henderson, K., & Monfore, D.A. (2004). A national perspective on children with
emotional disorders. Behavioural Disorders, 29(3), 211-223. Retrieved from
http://www.jstor.org/stable/23889470.

Cabrera, F.F., Nora, A., Crissman, J.L., & Terenzini, P.T. (2002). Collaborative learning: Its impact on
college students’ development and diversity. Journal of College Student Development,
43(1), 20. Retrieved from
https://search.proquest.com/docview/195179672?accountid=36155.

Cap That! Captioned for Learning. (2016). Overcoming CO2 pollution. Business profile. Retrieved
from http://www.capthat.com.au/resources.

Capern, T., & Hammond, L. (2014). Establishing positive relationships with secondary gifted students
and students with emotional and behavioural disorders: Giving these diverse learners
what they need. Australian Journal of Teacher Education, 39(4).
DOI:10.14221/ajte.2014v39n4.5.

Carey, D.J. (2013). Challenging behaviour: Understanding challenging behaviour. Ezine Articles.
Retrieved from http://www.davidjcarey.com/challenging_behavior.html.

Furrer, C., & Skinner, E.A. (2003). Sense of relatedness as a factor in children’s academic engagement
and performance. Journal of Educational Psychology, 95, 148-162. DOI: 10.1037/0022-
0663.95.1.148.

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