102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis

Contents

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

Lesson Plan Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Modified Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Academic Justification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Learning Portfolio Web Link . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

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 Original Lesson Plan

LESSON FOCUS: Nature of Health LESSON: 1/5; 60 minutes in duration

Lesson outcomes: Evidence of learning:

4.6 A student describes the nature of health and analyses how health Students are able to provide a scenario for each of the components of health.
issues may impact on young people.
Students are able to identify how previous health issues in their life have affected
4.9 A student describes the benefits of a balanced lifestyle and other areas of their life.
participation in physical activity
Students are able to identify the benefits of a healthy lifestyle
4.11 Selects and uses communication skills and strategies clearly and
coherently in a range of new and challenging situations.

Students learn about: Students learn to: Suggested learning & teaching strategies Resources/equipment
The interaction of Construct a personal Introduction: Have a 3” by 5” card on each student’s desk. On the board
cognitive, physical, meaning of health by have an explanation of what students are supposed to write on their card:
social, emotional and exploring a range of  Their name Whiteboard
spiritual components community and  Their definition of health
accepted definitions.  Their favourite healthful activity 28 x 3” by 5” cards
Differences in  What do they expect to learn about in this class?
perceptions of health, Examine the  What would they like to learn about in this class? 28 x textbooks
eg. Emphasis on the relationship between The class then discusses the different answers, and the teacher collects the
physical aspects the cognitive, physical, cards to use the answers for future lessons.
social, emotional and Along with asking questions that allow the students to reflect on their
Health as a constantly spiritual components written answers, the teacher asks students questions such as “Why is that
changing state of health important?”, and “How might that impact other areas of your life?”

The benefits of a Body

healthy lifestyle Activity 1: Students read the short descriptions of each component of
health from the textbook, and then write a scenario from their life for each
of the components where an improvement in that area would be beneficial.

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 Students are then invited to share their scenarios with the class.

Activity 2: Students write down a time over the past 6 months when you
have not felt well. The class then discuss: “How did this affect how you ate,
exercised, and dealt with others? How might following a healthy lifestyle
improve your life?”

Conclusions:
Students are to write down the common food and exercise practices within
their life so far. This will include favourite snacks, breakfast, lunch, and
dinner, as well as favourite times of the day to eat. With exercise, they
should note their favourite forms as well as how often they are able to
participate.
Students then discuss whether their habits are healthy, and identify the
benefits of a healthy lifestyle.

Students have their end of unit assessment explained to them.

Homework: Students are to note how similar/different their eating and

physical activity habits are to the adults living with them. Do the adults
suffer from a genetic illness? If so, can its incidence be reduced through a
change in lifestyle?

Lesson evaluation:

 Were all students able to provide answers to each of the questions in the Introduction? And if not, did they show a greater understanding by the
end of the lesson?
 Did the students actively engage themselves in class discussion?
 Did the students have difficulty in learning the content presented to them?
 Did the students meet the outcomes to a satisfactory level?
 What components of this lesson could use improvement?

Source: This lesson plan was sourced from a local high school and was given to me by a PDHPE teacher at that school

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 Lesson Plan Analysis

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: No specific teaching strategies were included in lesson plan; however there
are areas where this could be incorporated.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: No specific teaching strategies were included in lesson plan; however there
are areas where this could be incorporated.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: Students are all given the same work and questions with no mention of
differentiating teaching to cater for the different learning needs of students, however
there are areas where this could be incorporated.
1.6 Strategies to support full participation of students with disability
1–2–3–4–5 Comments: There is no mention of strategies to support full participation of students
with disabilities, however there are areas where this could be incorporated.
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4–5 Comments: The content selection provides an organised introduction to the new topic of
learning with the lesson plan providing a clear sequence for the content being taught.
2.3 Curriculum, assessment and reporting
1–2–3–4–5 Comments: The content of the lesson plan is relevant to the curriculum, the discussions
after each activity are examples of assessments, and the lesson evaluation is an example
of reporting.
2.6 Information and Communication Technology (ICT)
1–2–3–4–5 Comments: There is no mention of ICT in the lesson plan, with all work completed on
‘card’, workbooks or from using textbooks. However there are areas where this could be
incorporated.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4–5 Comments: Students are not only asked to learn the content nut to also relate the
content to personal experiences. However most of the experiences asked to relate to the
content are not of a highly challenging degree.
3.2 Plan, structure and sequence learning programs
1–2–3–4–5 Comments: The lesson plan provides a clear structure and sequence for the content
being taught with prior knowledge being asked first before moving on to the new
knowledge. The plan also teaches the main concepts of health before looking at the
effects of health.

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3.3 Use teaching strategies
1–2–3–4–5 Comments: The lesson plan uses class discussion and personal experiences to engage and
involve the students; however most of these strategies appear to be teacher directed.
3.4 Select and use resources
1–2–3–4–5 Comments: The lesson plan only uses cards to write on and text books as resources with
no inclusion of ICT.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4–5 Comments: The lesson plan engages students, with discussion being held about student’s
answers and students being invited to share their experiences. However there is no
specific mention of engaging all students only the ones that want to contribute to the
discussion.
4.2 Manage classroom activities
1–2–3–4–5 Comments: The lesson plan provides a clear sequence which can flow from one activity
to the next with clear descriptions of the activities provided.
4.3 Manage challenging behaviour
1–2–3–4–5 Comments: There is no specific mention in the lesson plan about managing challenging
behaviour, however establishing and negotiating clear expectations with students and
addressing discipline issues could be incorporated.
4.4 Maintain student safety
1–2–3–4–5 Comments: There is no specific mention in the lesson plan about maintaining student
safety; however although this is a relatively safe learning environment there are areas
where this could be incorporated such as mentioning that people should not get picked
on based on their answers.
4.5 Use ICT safely, responsibly and ethically
1–2–3–4–5 Comments: There is no specific mention in the lesson plan about ICT safety, however this
may be due to the fact that there is no use if ICT in the lesson plan.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4–5 Comments: Informal diagnostic assessment is used at the beginning of lesson to assess
current knowledge and interests. Informal formative assessment is used at the end of
each activity to assess how well the students understand the content that was taught.
5.2 Provide feedback to students on their learning
1–2–3–4–5 Comments: Feedback is provided after every activity in the form of discussions, however
all feedback is to the whole class not to students individually.

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: Although the components of health are looked at early on in the lesson, this
knowledge is then treated unevenly with most focus going to just two of these
components for the rest of the lesson.
1.2 Deep understanding

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1–2–3–4–5 Comments: Students are not only asked to learn the content but to also show a deep
understanding of the content by relating it back to a life experience or habit.
1.3 Problematic knowledge
1–2–3–4–5 Comments: Students discuss their different definitions of health, and discuss other
answers, however other discussions are based on this knowledge is the correct answer.

1.4 Higher-order thinking

1–2–3–4–5 Comments: High-order thinking can be seen in this lesson plan through the question
students have to answer about how following a healthy lifestyle might improve your life.
1.5 Metalanguage
1–2–3–4–5 Comments: There is no mention of students referencing the use of language in the text
book or about how the language used affected their view on the information portrayed.
1.6 Substantive communication
1–2–3–4–5 Comments: Students are asked open ended questions that require discussion about
their answers; however it does not mention encouraging students to extend their
answers and responses.
Quality learning environment
2.1 Explicit quality criteria
1–2–3–4–5 Comments: No specific statements were made regarding the qualities of work desired
were included in lesson plan; however there are areas where this could be incorporated.
2.2 Engagement
1–2–3–4–5 Comments: Students are engaged in work almost all if the time in the lesson plan, either
writing down answers or in class discussion.
2.3 High expectations
1–2–3–4–5 Comments: Students have to be able to relate concepts to their own experiences and
habits, however they are given the initial answers fir the components of health strait
from a textbook without having to do any research themselves.
2.4 Social support
1–2–3–4–5 Comments: Students are invited to engage in the class discussion, however there no
mention of social support in the lesson plan.
2.5 Students’ self-regulation
1–2–3–4–5 Comments: There is no mention of student self-regulation and most of the class is
teacher directed, however the class content does relate back to how it can affect them
personally.
2.6 Student direction
1–2–3–4–5 Comments: There is no evidence of student direction, with all of the activities and
discussions being designated by the teacher.
3 Significance
3.1 Background knowledge
1–2–3–4–5 Comments: The student’s background knowledge is assessed and discussed at the start
of the class, as well as individual experiences being used for answers and discussions.
3.2 Cultural knowledge
1–2–3–4–5 Comments: There is no mention of cultural knowledge in the lesson plan; however there
are areas where this could be incorporated.
3.3 Knowledge integration
1–2–3–4–5 Comments: There is no mention of knowledge integration within the lesson plan, with
the content strictly relating to the specific topic.
3.4 Inclusivity
1–2–3–4–5 Comments: All students are invited to engage in the class discussion however there is no
mention of strategies to include students who are passively disengaged.

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3.5 Connectedness
1–2–3–4–5 Comments: All the activities relate back to questions about how it affects the student.
The homework also encourages them to influence an audience beyond the classroom.

3.6 Narrative
1–2–3–4–5 Comments: Narrative is being used for most activities with students discussing past
experiences which relate to the substance of the lesson, however there is no mention of
the teacher using narrative.

Section 3: Identifying Areas for Improvement

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

APST
1) Strategies for teaching Aboriginal & Torres Strait 2) Information and Communication Technology (ICT)
Islanders Students
QT model
1) Explicit quality criteria 2) Student Direction

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Topic area: PDHPE
Date: 5/6/2017
Time: 60 minutes
Outcomes
Syllabus outcomes
4.6 A student describes the
nature of health and
analyses how health issues
may impact on young
people
4.9 A student describes the
benefits of a balanced
lifestyle and participation in
physical activity
4.11 Selects and uses
communication skills and
strategies clearly and
coherently in a range of
new and challenging
situations
Cross Curriculum themes & General capabilities
Information and Communication Technologies
(ICT)
Modified Lesson Plan
Stage of Learner: Stage 4 Syllabus Pages: 26-29
Location Booked: Room 5 Lesson Number: 1/5
Total Number of students Printing/preparation
28 students Prepare login code for
AnswerGarden
Invite local Indigenous
community member in to class
to talk about health
28 x textbooks
28 x Assessment rubrics
28 x Past assessment examples
Assessment Students learn about Students learn to
Lesson assessment
Informal formative The interaction of cognitive, Construct a personal meaning of
assessment during class physical, social, emotional and health by exploring a range of
discussion that are spiritual components community and accepted
performed at the end of definitions
each activity Differences in perceptions of
health, eg emphasis on the Examine the relationship between
physical aspect the cognitive, physical, social,
emotional and spiritual
Health as a constantly changing components of health
state
The benefits of a healthy
lifestyle
Explicit subject specific concepts and skills
Collecting, analysing and organising information
Communicating ideas and information
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Aboriginal and Indigenous

Difference and Diversity

Time Teaching and learning actions Organisation Centred

T/S

Intro Students login and answer questions on AnswerGarden Teacher: Teacher puts the
website which shows all the students answers on the AnswerGarden login number and
projected screen at the front of the class, with each questions up on screen. Teacher aids Teacher
answer being anonymous. The class then discusses each discussion by asking questions during
question and the answers. The questions to answer on discussion such as “why is this
Answer garden are: important” and “how might that
10 mins
impact other areas of your life”.
- their definition of health
Student: Students log in to
- what they expect to learn about in this class AnswerGarden on smart device and
answer the questions provided by the
- what they would like to learn about in this class
teacher. Students then engage in
discussion about the different
answers provided around the
classroom

Resources: Smart devices

Body Local Indigenous community member is introduced to the
class. Local Indigenous community member talks about
the Indigenous cultures views/beliefs on health as well as
personal experiences on the topic. Students are then
encouraged to ask questions and discuss the information
provided by the guest speaker
5 mins
Teacher: Teacher mentions that
different cultures have different
experiences and view on health. Student
Teacher then introduces the local
Indigenous community member and
explains he is going to give a view
from the local Indigenous culture.

Student: Interact with local

Indigenous community member
asking questions and discussing the
information he has provided.

Resources: Local Indigenous

community member

Activity 1: Students are introduced to the components of Teacher: Introduce components of

health and told that need to be able to describe each of health.
these components. Students are told they can find this Student
information any way they like. Class then discusses the Observe and provide assistance to
student’s answers. students when needed. Guiding
students to the answers but not
20 mins
Students are asked to also write a scenario from their life giving them the answer.
from each of the components where an improvement in
that rea would be beneficial. Students are then invited to Help discussion flow when needed as
share their scenarios. well as providing feedback to answers
given in discussion if not addressed
by other students.

Student: Work out how they are

going to find the information

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Activity 2: Students are to write down the common food
and exercise practices within their life so far. This will
include favourite snacks, breakfast, lunch, and dinner, as
well as favourite times of the day to eat. With exercise,
they should note their favourite forms as well as how
often they are able to participate.
15 mins
Students then discuss whether their habits are healthy,
and identify the benefits of a healthy lifestyle.
Conclusion Students have their end of unit assessment explained to
them. Students look through the assessment rubric and
discuss. Students look through past assessment and
discuss. Students analyse the past assignment using the
10 mins
rubric discussing any problems and clarifying any
uncertainties
Teacher provides homework question to students
Homework Students are to note how similar/different their eating
and physical activity habits are to the adults living with
them. Do the adults suffer from a genetic illness? If so,
can its incidence be reduced through a change in
lifestyle?
required. Find descriptions of
components of health. Discuss
answers with class.
Reflect on how these components
could have been beneficial to past
experiences. Discuss scenarios with
class
Resources: Smart devices and
textbooks
Teacher: Explains activity to students.
Walks around assisting students when Teacher
needed as well as making sure
students understand the content
Student: Perform task provided.
Discuss with fellow students whether
their habits are healthy, and identify
the benefits of a healthy lifestyle.
Resources:
Teacher: Explain end of unit
assessment. Hand out rubrics and
past assessment. Discuss rubric and Student
analyse past assignment using the
rubric with the class.
Student: Look through rubric and
past assessment. Ask questions about
parts of the rubric they are unsure
about. Analyse past assessment using
rubric and discuss with class.
Resources: Assessment rubric and
example of past assessment
Teacher: Explains homework to
students
Student
Student: Observe, discuss and
analyse eating and physical habits as
well as health with adults they live
with. Discuss genetic illnesses with
adults. Research information on
genetic illness if present in adult
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 Resources:

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

In modifying this lesson plan I immediately noticed that there was no mention of strategies for

teaching Aboriginal and Torres Strait Islander students. Coming from a health science background,

this attracted my attention due to a major focus in the area of health being the bridging of the gap of

Indigenous Australians’ health. Through this, I recognised the importance of teaching health to

Aboriginal and Torres Strait Islander students, in an engaging and cohesive manner specific to their

educational learning strengths, is essential to assist in the bridging of this health gap. In addition, I

have completed previous study on Indigenous pedagogy so this provided me with a good

opportunity to put that knowledge into practice.

Additionally, I noticed the exclusion of Information and Communication Technology (ICT) in the

lesson plan. In saying this, I found it considerably more difficult to incorporate ICT into the lesson

plan due to my limited technological knowledge. I feel that researching and modifying this area really

assisted me in improving my ability to incorporate ICT into class lesson plans which will be of

substantial benefit in my future teaching career. The research I found informed my thinking in

regards to the reasoning behind technology use in the classroom; making me aware that it is

essential that technology is utilised in order to add value to students’ learning experience as opposed

to utilising technology for technology’s sake.

Throughout the production of this assignment I found myself continuously referring back to the

rubric provided and therefore it was with much interest that I noted the omission of a rubric in the

lesson plan when discussing the end of unit assignment. This led to the modification of the QTM

element explicit quality criteria. I felt that, similar to me, the students would benefit significantly

from the inclusion of a rubric for their assessment. Not only would it allow them to garner a better

understanding of the assessment at hand but it would also enable them to recognise the

expectations placed upon them.

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I found the student direction element of the QTM difficult to incorporate into the lesson plan.

Although there is a vast amount of research on the area, I struggled with the interpretation and

recommendations regarding the degree of control students should be permitted within a class.

Fortunately I found a research article that recommended how to incorporate student centred

learning into a lesson, highlighting that in a classroom where the learning goal has already been

established that students can take control of other areas such as the gathering of information. This

allowed me to understand that you can breakdown the different areas of the activities and allow

student control over certain aspects whilst they still work within the curriculum and lesson plan.

Overall this task ended up being considerably more challenging then I originally expected. However

in saying that I feel because of this extra challenge it forced me to learn more about the specific

areas of the teaching standards and QT model elements. This in turn gave me a greater

understanding of these areas, allowing me to better incorporate them into the lesson plan according

to the best teaching methods.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Outcome 4.6 Informal formative assessment during class discussion that

is performed at the end of each activity

Outcome 4.9 Informal formative assessment during class discussion that

is performed at the end of activity 2

Outcome 4.11 Informal formative assessment during class discussion as

well as through observing interaction with other class
members during activity

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?

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One area of risk is with bringing in a local community member. Therefore the community member
must have a valid working with children check as well as meet any other requirements that the school
requests, in order to ensure the safety of the students within the classroom.

Another area of risk is with the student all being able to put information on the board for all to see
when using AnswerGarden. Therefore a reminder of the ethical responsibility of the students will be
mention before the use of the start of the activity.

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 Academic Justification

Although the original lesson plan managed to achieve a broad range of the Australian professional

standards for teachers (APST) (AITSL, 2017), there were areas that could be improved upon. These

included APST standard 1.4 and 2.6, strategies for teaching Aboriginal and Torres Strait Islander (ATSI)

students and the utilisation of Information and Communication Technology (ICT), respectively.

The modification for the adherence to APST standard 1.4, strategies for teaching ATSI students, has

introduced into the lesson plan an Indigenous community member. The aim of the Indigenous

community member attending the classroom is to talk specifically about ATSI health. Best practice

recommendations for the teaching of ATSI students embraces the inclusion of content relatable to

student’s culture; thus allowing connection on a personal level, leading to greater engagement in

class content (Webster, Mîndrilă & Weaver, 2011). The incorporation of Indigenous members into the

classroom has been recognised as one of the most beneficial strategies for improving ATSI students’

engagement and learning outcomes (Lewthwaite et al, 2009). Sharing ‘stories’ and experiences plays

a central role in the distribution of knowledge within the Indigenous community, therefore having a

community member share their experiences allows the Indigenous students to learn in a way that is

common to them (Margaret, 2015).

The original lesson plan excluded the APST standard 2.6 the utilisation of ITC; therefore it has been

modified to include technology in the activities performed by students. The inclusion of ITC allows

students to provide answers on the AnswerGarden website (Creative Heroes, 2017) as opposed to

pieces of cardboard. It also supports the potential use of technology, by students, to search

definition relating to components of health. Evidence suggests that students who experience ICT

based learning in the classroom are highly motivated to perform the task required (McFarlane &

Sakellariou, 2002). Despite this, technology should not just be introduced into the classroom simply

for the purpose of using technology; it has to be of benefit to the student (Tamim, Bernard,

Borokhovski, Abrami & Schmid, 2011; White & Frederiksen, 2005). The benefit of AnswerGarden is

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that it provides visual learning for the students in conjunction with the verbal learning delivered by

classroom discussion. Both of these cognitive systems have been found to play an important role in

student learning (Paivio, 1990). The best teaching practices incorporating ITC are evident when new

technology is utilised to implement pedagogical strategies designed to help students apply high

cognitive approaches to work (Wang, Hsu, Reeves & Coster, 2014).

Improvements were also made to the original lesson in regards to elements of the NSW quality

teaching model (QTM) (Ladwig & Gore, 2006). These included QTM elements 2.6 and 2.1, student

direction and explicit quality criteria, respectively. The modification of the QTM element of Student

Direction is significant as evidence suggests that student directed learning environments have a

range of positive outcomes on students learning (Lea, Stephenson & Troy, 2003; Slavich & Zimbardo,

2012). Some of these positive outcomes include: increased student engagement, deeper learning

and understanding, and increased class attendance (Lea et al., 2003; Slavich & Zimbardo, 2012). The

modification of the lesson plan achieves the improvements of the QTM element of Student Direction

by allowing the students to have a say in what concept they want to assess as well as how they are

going to obtain this information. Hannafin, West & Shepard (2009) supports this notion stating that

for student directed learning to occur in a school setting where the learning goals are already

established, the students direction can be to determine how the information and answer will be

pursued (Hannafin, Hannafin & Gabbitas, 2009). The best practices for achieving student direction in

the classroom is for teachers to ask open ended questions, encouraging students to question and

challenge the information, therefore allowing them to form their own assumptions (Pratt, 2008). The

teacher should also act as a facilitator, helping students when they appear to be stuck, without

openly giving the final response (Suebnukarn & Haddawy, 2006).

The final modification focuses on the end of unit assessment. The inclusion of the currently omitted

rubric, as well as an example of a past assessment, satisfies QTM element 2.1, explicit quality criteria.

In order to achieve high explicit quality criteria, all tasks, criterion and standards must be transparent

15
to both teachers and students (Wiggins, 1998). This transparency is vital for improving students’

performance, as students not knowing the expectations placed on them can have a negative impact

on their education (Wiiand 2005). One way of providing this transparency is through the use of a

rubric, which has been found to clarify the expectations of the students, leading to improved student

performance (Jonsson 2010; Schamber & Mahoney 2006). However, students can have difficulties

with rubrics when they do not understand the terms or criteria being utilised within them (Jonsson &

Svingby 2007). Therefore the best teaching practices for the utilisation of a rubric also involves

combining the rubric with other activities, for example a past exam, in order to help clarify to the

students what is expected of them (Panadero & Jonsson, 2013).

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References

AITSL. (2017). Australian Professional Standards for Teachers. Retrieved from

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

Creative Heroes. (2017). AnswerGarden. Retrieved from https://answergarden.ch/welcome/

Hannafin, M. J., Hannafin, K. M., & Gabbitas, B. (2009). Reexamining cognition during student-

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Hannafin, M. J., West, R., & Shepherd, C. (2009). The cognitive demands of student-centered, web-

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