2018

Designing Teaching & Learning

– Assignment 2
(Justification 771 words,
excluding reference list)

Natasha Speirs, 16770094

Western Sydney University
10/12/2018
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 Designing Teaching & Learning – Assignment 2
(Justification 771 words, excluding reference list) | Natasha Speirs, 16770094

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 – Comments: Deep knowledge refers to the content being presented within a lesson plan;
5 knowledge is deep when content concerns central ideas and/or concepts. For the
teacher to excel in deep knowledge, it would have been beneficial for the teacher to
utilise students prior learning experiences associated to transportation timetables,
sustainability and where this unit of work fits within the course of mathematics.
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: Learning is considered to be deep understanding when students are able to
5 demonstrate central ideas and/or concepts. In order for the teacher to increase deep
understanding in learning, the teacher should allow students to have more controlled
over which method of transportation timetable being used, more open-ended
discussions and/or questions and drawing diagrams as a tool of reflection.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: Problematic knowledge refers to knowledge which that is socially
5 constructed; uncertain information. The teacher explores problematic knowledge
through brief discussions with students on the concepts of using public transport to
reduce sustainability, however, doesn’t allow open ended questioning to allow students
to critically analysis and evaluate the notion of transportation and sustainability.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: Higher-order thinking allows students to manipulate information and/or
5 ideas by their own meaning and/or implications. To increase the level of higher-order
thinking, the teacher should incorporate more open-ended discussions and/or
questions, allow the students to create their own timetable and utilising interactive
activities, such as, Kahoot
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Metalanguage refers to high levels of talk about language and how text
5 works. Would have expected the teacher to incorporate more attention to the language
of sustainability, transportation, timetable and/or even helping students to explain
those functions whether by visual, written or verbal communication processes.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: Substantive communication is achieved when there is sustained interaction
5 and communication about the substance of the lesson. To increase substantive
communication, the teacher could have allowed the students to provide a personal
reflection of a past experience where needing to use a transportation timetable.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Explicit quality criteria states the quality of work required of students
5 through frequent, detailed and/or specific statements. The teacher does not provide
students with explicit directions relating to the quality of the work to be performed on
an individual and/or basis, nor with regards to the smartboard and worksheet
questions.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: Engagement refers to the level of investment students demonstrate in their
5 class work; behaviors, such as, sustained interest, attentiveness, individual focus and
enthusiasm. The lesson plan itself provides minimal levels of engagement, however,
could be improved by incorporating interactive games, reflection speeches and/or
creating their own personalised timetable.

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2.3 High expectations

1 – 2 – 3 – 4 – Comments: High expectations refers to the notion that all students are able to learn
5 important knowledge and skill/s. At face value, it seems that the teacher has
satisfactorily allowed students to communicate the significance for transportation
timetables and sustainability, however, some students may need more interactive
worksheets and/or more worksheets where they are more reflective towards students
own real-life experiences.
2.4 Social support
1 – 2 – 3 – 4 – Comments: Social support refers to mutual respect within the classroom whilst
5 encouraging all students to take risks and try their best with respects to learning. The
teacher walks around the classroom and allows students the discretion of helping each
other out, though this does not ensure student interaction/discussion and open
participation within a mutually respectful classroom environment.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: Students’ self-regulation is indicative of classroom environments where not
5 only does lessons proceed without interruptions but students also demonstrate
initiative and autonomy towards their own behavior in allowing the lesson to proceed.
The choice of allowing students to work on their own or in pairs is at the discretion of
the student, though actual lesson plan appears to be teacher-lead/controlled.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: Student direction refers to the level of engagement in which students
5 undertake responsibility for; such as, choice of activity/ies, pace of the lesson and/or
criteria to be assessed on. The teacher directs the classroom throughout the lesson,
that is, students have no flexibility to diverge nor to choose their own worksheet
activity/ies with respect to timetables.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Background knowledge allows students to make connections between the
5 substance of the lesson to their own knowledge and/or experience/s. The teacher tries
to touch on background knowledge within the first ten minutes of the body of the
lesson, however, doesn’t reinforce this connection throughout the remaining twenty-
five minutes of the body of the lesson.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: Cultural knowledge is satisfied when lessons recognise and value
5 knowledge from diverse social groups in a way which is authentic and detailed in a
profound manner. The teacher does not incorporate any reference/s concerning the
notion of diverse social group and their knowledge contained therein.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: Knowledge integration refers to the interconnection of different topics
5 and/or subjects. To strengthen the element of knowledge integration within the
current lesson plan, the teacher could have incorporated a cross-curricular focus.
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: Inclusivity involves recognizing and valuing diverse social groups of
5 students within the classroom, free from prejudice and discrimination. The teacher
utilises inclusivity to a small inference, which could have been more utilised through
encouraging more interactive discussion and/or games within the classroom.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Connectedness refers to learning which is considered to be valuable and
5 meaningful, thus extending beyond the classroom. The teacher would have been able
to facilitate connectedness if students were able to decide on their own worksheets
and/or vehicle of transportation which was more compatible to their own real-life
experiences and/or more compatible to their family/ies and/or friend/s real-life
experiences.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: Narrative brings life to knowledge by facilitating to connect substance
5 and/or productiveness of learning. It would have been expected for the teacher to allow
students to choose their own worksheet/s and/or vehicle/s of transportation, provide

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justifications for their workings and/or present their findings visually and/or verbally
to the class as an individual and/or in pairs.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) Higher-order thinking 2) Student direction
3) Connectedness 4) Engagement

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Modified Lesson Plan
Topic area: Timetables Stage of Learner: 11,
Measurement: MS-M2 Standard Stage 6
Working with Time
Date: 23.03.17 12 Location Booked:
October 2018 Classroom
Time: 50 minutes Total Number of
students: 30
Outcomes Assessment
Throughout the lesson, the
MS11-3, level of students learning will
MS11-4, be assessed and reported
MS11-9, through the “Assessment for,
MS11-10. Assessment as, Assessment of
Learning”. Assessment to be
performed by multiple
approaches, such as,
Related informally and/or formally
Life Skills and individually and/or
outcomes: jointly. For example, teacher
MALS6-3, writes down reflections
MALS6-4, and/or notes post assessing
MALS6-13, students, students provide
MALS6-14 feedback to one another and
student reflections. Formative
assessment takes place
throughout the lesson.
Teacher walks around and
asks questions, and ensures
that students are staying on
task.
Syllabus Pages: pp. 34 pp. 35-38; specific
focus on pp. 38
Lesson number: 8
Printing/preparation:
Classroom Management: prior to class,
set the layout of the classroom with three
desks per group, indicative of “T” shape
(five (5) “T” shape groups, six students
per each group). Links to various
transport websites ready; such as,
transportation reference list. Print
worksheets and corresponding
timetables. Need access to a Smart Board.
Need access to computer, overhead
projector screen and internet.
Students learn about Students learn to
The interpretation of Students learn how to
different timetables apply background and
and how this can be cultural knowledge into
used as a part of real- the lesson. Students
life experiences. How learn how to integrate
public transportation knowledge beyond the
can be used as a classroom; outside of
means of promoting school and across their
sustainability. other school subjects.
Students review how to
interpret timetables
and use this to solve
problems, using a range
of different
transportation
timetables, including
ferries, buses and
trains. Incorporate 12-
hour and 24-hour time
into understanding
timetables.
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Time Teaching and learning actions
Intro Teacher greets students and asks them to sit down in their seats. Students take
6 mins out their work book and stationery required for the lesson. Teacher outlines
what the lesson will entail.

Prior to class, the teacher to prepare the layout of the classroom in

tables/groups of six students per a table/group (three desks, making a “T”
shape with two students per a desk).

In their tables/groups of six students, students are to discuss the following

open-ended questions for three (3) minutes. The teacher facilitates students’
discussions in relation to the concept of “sustainability” and “timetable”.
Students are encouraged to voice and write down their group’s perspectives, in
turns, on the whiteboard, such as:
1. What does sustainability look like?
2. Why is there a need for timetables?
3. Why is sustainability important?
4. How are timetables created?
5. How do you achieve sustainability?
6. When was the first (and/or last) time you had to use a timetable? Where
was the timetable?

As a class discussion, each table/group of students are to provide

justification/s and/or reasoning to their perspectives on the above (three (3)
minutes).
Revision Revision
3 mins Prior to class, the teacher has already provided bullet points on the whiteboard,
emphasizing the need of further focus on particular areas within mathematics.
Also, providing a brief timetable and/or indication of when these areas will be
focused on, in an attempt, to increase students’ understanding of specific
learning/syllabus outcomes.

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 on
together, to improve students’ understanding of content, as a path to achieve
syllabus outcomes.
Body Class discussion/reflection
15 mins
As a class, ask students to write down a negative reflection of one past
experience having to use a transportation timetable (if a student has not used
public transport, ask them to reflect one past experience where they had to use
a timetable) (one (1) minute). Ask students to express their reflections to the
class, allowing class feedback to be provided (three (3) minutes).

Ask students to justify what made this past experience a negative one? Ask
students what could they have done to turn the negative into a positive one?
(three (3) minutes).

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As a class, watch the YouTube video: How to Read Timetables

(https://www.youtube.com/watch?v=Ucxh-V13i-A) (Note: stopping the video
if students have questions and/or became disengaged) (five (5) minutes).

Teacher facilitates class discussion between students and asks by asking

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?
4. Are there any other implementations you could create to replace this
timetable?
Within this section, the teacher briefly discusses with students about how using
public transport can help with sustainability, by reducing carbon emissions and
what the impact human activity has on ecosystems. Teacher asks students what
sustainability means to them. Teacher asks students to provide examples of
other learning areas which use timetables and what would be the potential
consequences/implications if there were no timetable in place (such as,
periodic table in chemistry). (three (3) minutes).
5 mins Class activity and Smartboard interaction

The teacher directs students on how to interpret a one question within the
ferry timetable on the Smartboard. Teacher allows students to utilize their
discretion in either working as an individual basis or to interact with the
person next to them. Students are required to answer a series of travel related
questions, such as, Students get into pairs and ask each other travel related
questions, based on the ferry timetable that appears on the Smartboard. For
example, “What time do I have to leave Old Cremorne Wharf, if I am to arrive at
Circular Quay, Wharf 2 by 2pm?”, “if there was a boat collision, would this
impact the ferry?”, “if so, provide justifications”. 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. (five (5) minutes).
18 mins Worksheet activity*

As a class, ask students to take out their smart devices and direct students to
the website Kahoot! (student: https://kahoot.it/) (teacher:
https://play.kahoot.it/#/lobby?quizId=300d7475-1c08-4840-8cba-
afa828df3ca6). Game PIN: 8124052. (five (5) minutes).

Teacher hands out a bus train timetable worksheet activity. The teacher leads
students through the bus timetable worksheet activity (making sure that
students are following and learning how to perform the operations required to
read and problem solve with transportation timetables). Students have the
option of working on this alone, or with another person. (two (2) minutes).

The teacher allows students to choose a transportation timetable worksheet

activity, such as, bus, areophane, tram and so forth. Note: compatible learning
processes to the bus worksheet activity, thus allowing students to integrate
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their knowledge either on their own or in pairs. Students are directed to

use/perform similar processes as the train timetable worksheet activity to
solve the train timetable worksheet activity. Students have the discretion to
work on an individual or in pairs (with the person next to them). (three (3)
minutes).

The teacher directs students to create their own personalized timetable, such
as, school timetable, examination timetable, recreational timetable, week
timetable, data timetable and so forth. Students are to share their timetables to
the class. (eight (8) minutes).
Conclusion Teacher summarises the key points of the lesson. Discusses what the next
3 mins lesson will entail. Asks students if they have any further questions.

Between now and the next mathematics lesson plan, the teacher encourages
students to write down one reflection of when they had to apply the knowledge
that they have learnt in today’s lesson into real-life. This reflection does not
need to be more than one paragraph, just sufficient enough for students to
identify, in real-life, how they have applied knowledge from today’s lesson
beyond the classroom.

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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. Assessment through
the use of diagnostic and formative assessment
and teacher-student/student-student feedback on
an informal and formal basis.
MS11-4 Students have the opportunity throughout the
lesson to either work in groups and/or in pairs
and/or on an individual basis. Students are able
take control over their workings and help assist
fellow peers. Students are also able to increase
their knowledge through class discussions and/or
by student feedback. working in pairs and helping
each other perform calculations based on time.
MS11-10 Timetable worksheet. Assessing the level of
students learning through the construction of
students own personalized timetables and
justifications for same.

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? Is there anything
which could have an impact upon this timetable?
2. Explain what would happen if the Ravenclaw Express train was running 7
minutes late. What time would the Ravenclaw Express arrive at London
Central? Justify your thinking and clarify the need for a train timetable?
What are the implications if there was no train timetable?
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. How would train malfunctions and/or
train works potentially affect Hannah’s travel? How could Hannah assess
these potential implications?

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Justification

Improvements to the original lesson plan were made with regards to four (4)

elements under the Quality Teaching Model (QTM), namely, higher-order

thinking (HOT), student direction, connectedness and engagement

(Department of Education and Training, 2003; Gore, 2007). In today’s

globalisation, students need to be equipped with skills which are able to be

manipulated within a flux environment. That is, students need to become

critical thinkers, where students are not only able to apply their skills to

decision making and problem solving, but are also able to transfer their skills

in prioritising and strategising (Mainali, 2012). Therefore, although teaching is

important, learning is significant.

As per Bloom’s taxonomy, knowledge is described as a process towards the

lower-order thinking, whereas, in contrast to HOT which describes knowledge

as relating to the context in which active thinking takes place; simply

remembering information to create new concepts and/or inferences towards

information being taught, thus enhancing quality education. HOT can be

thought of as the rationale of pushing knowledge beyond short term memory

into long term memory. Thus, HOT enables students to recall knowledge

learned and to innovatively apply knowledge to new contexts (Lowrie, 2004).

Especially within a mathematical classroom, students need to understand and

make connections on how solutions are derived. Implications arise when

students are able to follow step-by-step processes within a classroom, though

are unable to recall those processes and apply that information on a more

philosophical level beyond the classroom (Mainali, 2012). Thus, emphasising

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the need of HOT skills to be applied to teaching pedagogy, within a

mathematical classroom, as students are able to develop more authentic skills

which can be adopted to real-life situations.

Modification of the lesson plan to improve the element of student direction has

the possibility of increasing the level of student engagement within the

classroom (Gore, 2007, p. 23). That is, taking away the predominant focus of

a teacher-led lesson plan and encouraging aspects of the lesson plan to be

more student-led, has the potential of empowering students by introducing a

perceived choice, thus increasing engagement within students (Lowrie, 2004;

Starnes & Paris, 2000). Such as, enabling students to choose the

transportation timetable worksheet activity and allowing students to create

their own timetable. This is highly beneficial within a mathematical context,

where students are able to apply the learning of mathematics to real-life

situations, therefore, increasing the level of connectedness and engagement

of students within the classroom.

Learning will be more valuable and meaningful to students when they are able

to connect that knowledge beyond the classroom. Modifying the lesson plan

to incorporate a higher extent of connectedness will ensure each student in

the classroom is able to engage in more meaningful learning. As per empirical

evidence, students who are able to connect and feel a sense of belonging

within the classroom, experience increased academic motivation and

enjoyment within the classroom (Glaser & Bingham, 2009; Blum, 2005).

Further, connectedness interacts with the concept of social support. Thus,

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increasing connectedness increases social support which correlates to

positive academic performance whilst reducing absenteeism (Blum, 2005). As

per Glaser & Bingham (2009), the use of interactive exercises and feedback

increased students’ sense of connectedness, such as, speeches,

presentations, group work, peer feedback and class discussions. Therefore,

by making mathematical lessons more compatible to real-life

situations/experiences, students will be able to relate and will be able to apply

that learning beyond the classroom. Through incorporation of interactive

exercises, as per above, will enhance student’s connectedness within the

mathematical classroom, thus facilitating elements of background knowledge,

cultural knowledge, social support, inclusivity and engagement.

It is well known that students engaged within learning outperform those

students who are disengaged, consequently, are more motivated and less

likely to misbehave within the classroom (Connell, Spencer & Aber, 1994).

Additionally, empirical evidence advocates that the level of student

engagement and motivation in a classroom is dependent upon the teacher,

namely, the teacher’s level of confidence, enjoyment and pedagogical efficacy

(Martin, 2006; Stephens, 2015). Modifying the lesson plan to enhance the

element of engagement was vital. If students are disengaged and/or are just

following step-by-step processes in a mathematical lesson, students fail to

develop a deeper understanding to learning. Potential implications arise

where students are unable to apply and modify knowledge when similar

question/s are being asked, such as in a final examination, what is the area of

a square (side x side) to what is the area of a circle (pie x radius squared). It

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is noted that no lesson plan can succeed in the element of engagement

without the interplay of HOT, student direction and connectedness. Therefore,

engagement is vital to attaining pedagogical efficacy.

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Reference List
Blum, R.W. (2005). Educational Leadership: A Case for School Connectedness. The
Adolescent Learner, 62(7), 4-16. Retrieved from:
http://www.cibanet.org/uploaded/synergy/A.Case.for.School.Connectedness.pdf

Connell, J., Spencer, M., & Aber, J. (1994). Educational Risk and Resilience in
African‐American Youth: Context, Self, Action, and Outcomes in School. Child
Development, 65(2), 493-506. Retrieved from:
http://web.b.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?vid=1&si
d=dba227f3-3ad4-47b7-a6af-03ed6a969b3a%40pdc-v-sessmgr01

Department of Education and Training. (2003). Quality teaching in NSW public

schools: A classroom practice guide. Professional Support and Curriculum
Directorate, Ryde, New South Wales. Retrieved from:
file:///C:/Users/natas/Desktop/DTL/Quality%20Teaching%20Guide.pdf

Glaser, H.F., & Bingham, S. (2009). Students’ perceptions of their connectedness in

the community college basic Public Speaking course. Journal of the Scholarship of
Teaching and Learning, 9(2), 57-69. Retrieved from:
https://files.eric.ed.gov/fulltext/EJ854898.pdf

Gore, J. (2007). Improving pedagogy: The challenges of moving teachers towards

higher levels of quality teaching. In Butcher, J., & McDonald, L. (Eds.), Making a
Difference: Challenges for teachers, teaching and teacher education (pp. 15-33).
Rotterdam, The Netherlands: Sense Publishers. Retrieved from:
file:///C:/Users/natas/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8b
bwe/TempState/Downloads/Gore,%20J._Improving%20pedagogy%20(Chap_%20(1)
.pdf

Lowrie, T. (2004). Making Mathematics Meaningful, Realistic and Personalised:

Changing the Direction of Relevance and Applicability. Charles Sturt University.
Retrieved from: https://www.mav.vic.edu.au/files/conferences/2004/Lowrie.pdf

Mainali, B.P. (2012). Higher Order Thinking in Education. Academic Voices:

Multidisciplinary Journal, 2(1). Retrieved from:
https://pdfs.semanticscholar.org/e409/15a12d8b8fba558db8847a0414e44ed322f6.p
df

Martin, A. (2006). The Relationship Between Teachers' Perceptions of St udent

Motivation and Engagement and Teachers' Enjoyment of and Confidence in
Teaching. Asia-Pacific Journal of Teacher Education, 34(1), 73-93. Retrieved
from: https://www-tandfonline-
com.ezproxy.uws.edu.au/doi/pdf/10.1080/13598660500480100?needAccess=tr
ue

Starnes, B., & Paris, C. (2000). Choosing to Learn. The Phi Delta Kappan, 81(5),
392-397. Retrieved from: http://www.jstor.org.ezproxy.uws.edu.au/stable/20439673

Stephens, T.L. (2015). Encouraging Positive Student Engagement and Motivation:

Tips for Teachers. Review360 Pearson. Retrieved from:
https://www.pearsoned.com/encouraging-positive-student-engagement-and-
motivation-tips-for-teachers/

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