Original Lesson Plan

Becoming a Self-Directed Learner

Summary:
This lesson provides students with the opportunity to develop skills to analyse and visualize data using software to
create information. This lesson was designed for a year 7/8 or 9/10 classes, has been tested and worked well with
high student engagement.

Australian Curriculum Links:

Year 7/8: Digital Technologies

 Analyse and visualise data using a range of software to create information, and use
structured data to model objects or events (ACTDIP026)

Lesson Sequence:

Introduction/Warm up:

 Explain the concept of “Self-directed learning”:

In its broadest meaning, self-directed learning describes a process in which individuals take the initiative, with or
without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and
material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning
outcomes. (Knowles, 1975, p. 18)
 Have students discuss their own experiences of where they have applied Self-Directed Learning within or
outside school.

Body:

 Complete the Self-Directed Learning Quiz

 Have students discuss their results in pairs and ask each other whether they agree/disagree with the
outcomes.
 Bring class together to respond to any questions that may have been raised.
 Have students respond to the questions on Sheet 1 as to their strongest and weakest skills according to the
table and graph.
 Ask for suggestions as to how their strongest self-identified weakness might be strengthened – Get fellow
students to make recommendations for them.
 Discuss the concept of “readiness for independent study” and the further development of this.
 Go to the Class Averages sheet.
 Collect the data from all class members and record in the appropriate cells
 Respond to the questions provided individually and then compare answers with a classmate
  Directed discussion with whole class to address the potential/proven benefits of Self-directed learning and
its impact on individual’s identities:

Self-directed learning offers the following:

1. An opportunity to learn through the lens of your culture, worldview, and perspective
2. The experience of empowerment through the power of choice and decision-making on what, when, and
how to learn
3. An enhanced level of focus as the learning process is being led by you
4. The opportunity to be led by curiosity (a natural thing)
5. A learning experience that focuses on the actual learning as opposed to being evaluated or assessed on the
learning
6. A stress-free approach to learning
7. Self-confidence will know no boundaries
(https://www.linkedin.com/pulse/7-benefits-self-directed-learning-nancy-macleod)

Conclusion:

 Class discussion about what students learnt from this learning experience.

Assessment:
 Students could write a personal account of their “Readiness for Independent Study” utilizing the individual
and class data and preparing a plan of action for improvement.
 Anecdotal notes of students recorded during observation, discussion and activities.

Resources:
 Computer and Projector or Smartboard
 Individual student computers with copies of Self-Directed Learner – Skills Self-Test Excel Spreadsheet
loaded
 Self-Directed Learner Resource (Quiz) (XLSX)
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– Comments: no mention
5
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: no mention
5
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: no mention
5
1.6 Strategies to support full participation of students with disability
1 – 2 – 3 – 4 – Comments: no mention
5
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4– Comments: lesson organisation flows well, creating effective lesson
5
2.3 Curriculum, assessment and reporting
1–2–3–4– Comments: Australian curriculum link clearly stated, assessment recommendations provided, no
5 mention of reporting

2.6 Information and Communication Technology (ICT)

1–2–3–4– Comments: students use individual computers to complete quiz and follow-up task – internet and
5 Microsoft Excel utilised

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3–4– Comments: mentioned in summary – “develop skills to analyse and visualise data using software to
5 create information”

3.2 Plan, structure and sequence learning programs

1–2–3–4– Comments: strict lesson sequence presented – effective flow of activities (could consider allocating
5 time limits to individual activities)

3.3 Use teaching strategies

1–2–3–4– Comments: teacher led class discussions, paired discussions encouraged – allowing students to
5 exert confidence in the classroom if usually socially anxious
 3.4 Select and use resources
1–2–3–4– Comments: use of ICT allows lesson goals to be achieved
5
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4– Comments: partnered discussions, class discussions, students asked for suggestions
5
4.2 Manage classroom activities
1–2–3–4– Comments: teacher given authority in explaining and leading lesson activities
5
4.3 Manage challenging behaviour
1–2–3–4– Comments: no mention (could consider monitoring inappropriate computer use)
5
4.4 Maintain student safety
1–2–3–4– Comments: no mention (could consider instruction on safe internet usage, distribution of student
5 information etc)

4.5 Use ICT safely, responsibly and ethically

1–2–3–4– Comments: no mention (refer to 4.3 and 4.4)
5
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4– Comments: informal and observational assessment methods recommended
5
5.2 Provide feedback to students on their learning
1–2–3–4– Comments: teacher responds to risen questions from activities (could consider providing informal
5 assessment feedback)

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: aim/ curriculum link not specifically relayed to students > unaware of lesson being
taught

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: students encouraged to contribute to lesson but only regarding content, rather than
central aim of the lesson

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: irrelevant

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: information through Excel is automatically transformed, rather than manually

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: irrelevant

1.6 Substantive communication

 1–2–3–4–5 Comments: class discussions, partnered discussions

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: no mention

2.2 Engagement
1–2–3–4–5 Comments: practical component of the lesson may maintain student engagement, but discussions
cannot guarantee engagement

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: use of individual computers and initiating partnered discussions > all students are
expected to contribute to the lesson – mediocre expectations

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: partnered discussions > implied mutual respect and support. Otherwise, no mention

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: computer lab placement may cause some commotion. Private conversations
throughout lesson may be an issue. Instructions necessary for style of lesson.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: little opportunity given for student direction. Strict instructions to be followed

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: students background experience given mention, rather than knowledge

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: no mention (could consider cultural mannerisms present in classroom)

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: no mention

3.4 Inclusivity
1–2–3–4–5 Comments: no reason for lack of inclusivity

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: lesson content, rather than aim, demonstrates high connectedness. Students’
strengths and weaknesses explored and suggestions for improvements are made

3.6 Narrative
1–2–3–4–5 Comments: students’ experience is explored at large. Narratives welcomed and used throughout
the 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) 1.6 Strategies to support full participation of students 2) 4.5 Use ICT safely, responsibly and ethically
with disability
QT model
1) 2.4 Social support 2) 3.2 Cultural knowledge
Modified Lesson Plan

Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Design and Technology 4 (ACTDIP026)

Date: Location Booked: Lesson Number: 2/8

12/05/2017 Computer lab 4

Time: 60 minutes Total Number of students Printing/preparation

20 Translated instructions

Outcomes Assessment Students learn about Students learn to

Analyse and visualise data using
a range of software to create
information, and use
structured data to model
objects or events
Individually analyse the Students are introduced to a Students use this software to
skills of each student’s range of software used to visualise and analyse data to
use of ICT using an create information model objects or events
assessment criteria.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
This lesson provides students with the opportunity to develop
skills to analyse and visualize data using software to create
information

Time Teaching and learning actions Organisation Centred

T/S
Intro T&S

Acknowledgement of country Teacher: ask students to be seated at

individual computers. Display
Acknowledgement of Country on
2 mins SmartBoard. identify volunteer to relay
Acknowledgement of Country

Student: students sit at computers.

Volunteer relays Acknowledgement of
Country, peers pay respect in silence

Resources: Acknowledgement of Country

displayed on SmartBoard
Body

 Explain lesson aim and plan Teacher: Introduce lesson T

 Explain the concept of “Self-directed learning”:

4 mins In its broadest meaning, self-directed learning describes a Student: discuss when prompted to
process in which individuals take the initiative, with or
without the help of others, in diagnosing their learning
needs, formulating learning goals, identifying human and Resources: -
material resources for learning, choosing and
implementing appropriate learning strategies, and
evaluating learning outcomes. (Knowles, 1975, p. 18)

 Have students discuss their own experiences of

where they have applied Self-Directed Learning
within or outside school.

4 mins

Teacher:
 Address safe, responsible and ethical ICT use
5 mins - distribution of personal information explain expectations for responsible use of
ICT,
- location and use of safe and responsible websites
identify special needs and cultural needs,
- safe means of communication T&S
initiate partner discussions,
- eating/drinking near computers
welcome questions

 Identify special needs and cultural needs within

classroom – alternate/ modify activities/ Student: log in to computers, load
resources accordingly spreadsheet and complete quiz.

Discuss results with partners,

 Student to load Self-Directed Learner – Skills Self-
Test Excel Spreadsheet accumulate questions to ask teacher
10 – 15
mins  Students to complete the Self-Directed Learning
Quiz Resources: individual computers, internet,
Self-Directed Learner – Skills Self-Test Excel
 Have students discuss their results in pairs and Spreadsheet, Self-Directed Learner
ask each other whether they agree/disagree with Resource (Quiz)
the outcomes.

 Bring class together to respond to any questions

that may have been raised.

 Demonstrate use of excel spreadsheet Teacher: Use SmartBoard to demonstrate S

use of excel

 Have students respond to the questions on Sheet

1 as to their strongest and weakest skills
according to the table and graph.
15 mins
  Ask for suggestions as to how their strongest
self-identified weakness might be strengthened –
Get fellow students to make recommendations
for them. - assure students that withholding
personal/ cultural information is okay
 Discuss the concept of “readiness for
independent study” and the further
development of this.
 Go to the Class Averages sheet.
 Demonstrate > Collect the data from all class
members and record in the appropriate cells
15 mins
 Respond to the questions provided individually
and then compare answers with a classmate
 Directed discussion with whole class to address
the potential/proven benefits of Self-directed
learning and its impact on individual’s identities:
(https://www.linkedin.com/pulse/7-benefits-self-
directed-learning-nancy-macleod)
Conclusion
 Class discussion about what students learnt
from this learning experience.
5 mins
Student: fill in Excel sheet 1. Make and
receive recommendations/ suggestions
from each other
Resources: SmartBoard, computers, Self-
Directed Learner – Skills Self-Test Excel
Spreadsheet
Teacher: demonstrate task on SmartBoard T&S
Welcome and respond to questions
Direct class discussion with reference to
link (displayed on SmartBoard)
Student: Complete task
Resources: SmartBoard, computers, Self-
Directed Learner – Skills Self-Test Excel
Spreadsheet,
Teacher: gather students attention and T&S
initiate discussion
Student: contribute to discussion
Resources: -
Reflection

What have I learned about the teaching and learning process when preparing this lesson?

The process of modifying this lesson plan opened my eyes to the many considerations expected from
teachers in the design and implementation of a single lesson. It is not enough, or even appropriate, to strictly
instruct students throughout the entirety of a lesson, but to consider their needs, backgrounds, and levels of
engagement with the content being taught.

Lacking from the original lesson plan was any sort of address of safe, responsible and ethical use of ICT which
is crucial in maintaining the safety of students. Design and Technology units rely heavily on the use of ICT
and other technologies, so ensuring that students are aware of safe practices, was an important realisation
to me. This is the case with many other factors brought to my attention through the APST and QTM analysis.

The modification section of this assignment was definitely the most challenging but left the strongest
impression on me regarding the challenges which teachers endure daily. It will definitely assist my planning
and pedagogies in future years as a teacher.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

 Students could write a personal account of their “Readiness for

(ACTDIP026) Independent Study” utilizing the individual and class data and preparing a
plan of action for improvement.
 Anecdotal notes of students recorded during observation, discussion and
activities.

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?

While this lesson is of low-risk to the physical safety of students, it is important to consider potential
dangers surrounding computers. Students should not consume liquids around computers as the risk of
contact is present which may present technical dangers.
Academic Justification

The chosen lesson plan is one relating to the Key Learning Area of Design and Technology. Although

comprehensive in direction, the plan lacked reference to, or acknowledgement of several important factors

to be considered in the planning of a lesson. The Australian Professional Standards for Teachers (APST)

(AITSL, 2016) and the Quality Teaching Model (QTM) are both guidelines which outline factors to consider in

the design of a lesson plan and have been used to modify the lesson plan to ensure utmost success of the

lesson. The chosen APST standards and QTM elements focused upon, will be discussed further throughout

this report.

APST

- 1.6 Strategies to support full participation of students with disability

The original lesson plan lacked reference to or acknowledgement of students with disabilities so was

adjusted to ensure that any special needs within the classroom were met before the lesson commenced.

This is an important consideration in the design of a lesson where computers are in use, as several

disabilities may prevent or hinder proper use of a traditional computer. An example of this is a student who

is visually impaired requiring a computer that gives spoken instruction or simplified, and enlarged visuals.

This will assist with the development of resiliency and independence to complete a task (Karten, 2017). In a

case such as this one, the classroom teacher is able to organise necessary resources for the completion of

the lesson.

- 4.5 Use ICT safely, responsibly and ethically

ICT is a central resource in the implementation of the chosen lesson plan and ensuring safe, responsible and

ethical use is crucial in ensuring student safety. This APST standard ensures that rules and boundaries are

made known to students; this was lacking from the original lesson plan. Safe internet use includes students’

ability to protect their own privacy and online reputation and respect those of others and to protect

themselves against online bullying spam and junk mail while responsible use refers to their ability to judge
site and information reliability and to use that information accordingly (Wastiau, Blamire, Kearney, Quittre,

Van de Gaer & Monseur , 2013, pg. 18). 5 minutes was allocated to addressing this information to students

in the revised lesson plan which helps ensure that internet and computers are used responsibly and students

are aware of possible dangers of irresponsible use.

QTM

- 2.4 Social support

Where social support is present within a classroom, student participation is encouraged and acknowledged,

improving student engagement and motivation. As involvement in discussion is a central aspect of the

lesson, it is necessary to ensure that students are supportive of the ideas and suggestions of one another.

Acknowledgement of this factor lacked from the original lesson plan so it has been modified to ensure that

students are made aware by the teacher of such expectations. Hendrrickx, Mainhard, Boor-Klip, Cillessen

and Brekemans (2016) conclude that teachers play a significant role in how students interact and form

relationships with others, influencing peer ecologies within the classroom. Therefore, effective teaching

strategies will encourage healthy and supportive relationships within the classroom through the use of

everyday interactions with students.

- 3.2 Cultural knowledge

The use of ICT brings forth a language of its own which may be foreign to students to whom English is a

second language. This may be cause for gaps in achievement amongst students and must therefore be taken

into consideration in the design of lessons. Where a teacher is aware of the cultural diversity present within

his/ her classroom, they will be able to accommodate to these students and provide multi-lingual resources

to ensure equality of results. This factor has been integrated into the modified lesson plan where students

from a language background other than English are provided with instruction sheets translated to their first

language. Risko & Dalhouse (2007) state that culturally responsive instruction capitalizing on the strategies

students learn in their homes and communities, and the language and communicative patterns of students,

present positive achievement performance.

References

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list

Hendrickx, M., Mainhard, M., Boor-Klip, H., Cillessen, A., & Brekelmans, M. (2016). Social dynamics in the

classroom: Teacher support and conflict and the peer ecology. Teaching And Teacher Education, 53, 30-

40. http://dx.doi.org/10.1016/j.tate.2015.10.004

Karten, T. (2017). Building on the strengths of students with special needs (1st ed., pp. 105-106). ASCD.

Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom practice guide Retrieved

from http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003- Quality_Teaching_Guide.pdf

Risko, V., & Walker-Dalhouse, D. (2007). Tapping Students' Cultural Funds of Knowledge to Address the

Achievement Gap. The Reading Teacher, 61(1), 98-100. http://dx.doi.org/10.1598/rt.61.1.12

Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The Use of ICT in

Education: a survey of schools in Europe. European Journal Of Education, 48(1), 11-27.

http://dx.doi.org/10.1111/ejed.12020

ACARA. (2017). Digital Technologies. Retrieved from

http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?y=7-

8&s=DIKU&s=DIPPS&layout=1