102086

Designing Teaching Learning

17715397

Shaun Boughton

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 Lesson Plan Geography

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: this lesson is getting the student to think about why people live in places and what is
5 liveability. This focus on the core fundamentals which will allow for deeper understanding in latter
lessons.
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: this lesson covers some understanding of place and liveability’s key terms and concepts.
5 Its purpose is to build the foundation of the topic via an understanding of the key terms and concepts.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: there is substantial problematic knowledge attempts, but this does not cover the student’s
5 biases for place and liveability. This means the students are not justifying their answers and their own
biases, which is an important aspect of this topic.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: there is some higher order thinking during the lesson, but the students are not justifying
5 their answers and reflecting. This can happen in the lesson, but it is not explicitly mentioned.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: there is minor metalanguage introduced in this lesson. Once the metalanguage is
5 introduced there are continuous areas where it can be used in the lesson but there are few terms
introduced.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: most of these activities are designed for students to create a sustained conversation on
5 the topic. This is done with the majority of activities leading to discussions and student input.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: this lesson does minimally cover the criteria but does not go into depth on the topic. This
5 means that the teacher has to define what is expected in their instructions.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: most of the lesson appears engaging with different group activities and student and group
5 activities. Though there can be parts where the students disengage during the lesson.
2.3 High expectations
1 – 2 – 3 – 4 – Comments: every activate is designed to be challenging for every student and activities that are more
5 difficult are broken into mixed ability groups. This creates high expectations for the students.
2.4 Social support
1 – 2 – 3 – 4 – Comments: though difficult to judge on paper the lesson appears to have implied social support based
5 on the quality of group work activities in the lesson. This social support is needed to maintain high
expectations that are implied in the lesson.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: most of the activities are created to be student centred and thus the student must have the
5 ability to self-regulate. Otherwise these activities will not work, and the teacher will have to change
the lesson.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: with seventy five percent of the lessons activities being class based or group base
5 activities the students have the ability to direct the class more. This means that as a group their ideas
are fee to peruse tangent paths during the lesson.

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 3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: this lesson is the first on the topic and does not explicitly use student previous knowledge
5 in the lesson. Though for this lesson students will be relying on their knowledge, though this is not
acknowledged.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: there is little explicit mention of different cultures, thou this can happen during the class
5 discussion. This means that it is dependent on the class room demographic.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: this unit has the ability to easily link with other topics and concepts in different unit but
5 does not. There are activities that can incorporate cross curriculum priorities but there is no mention
of these priorities or incorporating them.
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: this lesson is very inclusive with the use of group work students can be included. Though
5 the teacher will have to monitor the groups for inclusivity.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: this lesson is focused on students looking gaining an understanding of place and
5 liveability. Once the foundations are down the students can start to look at their world and seeing
what makes a place ideal for humans and how people have shaped places to suit them.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: if students are struggling with some task the teacher can get the students to think this as
5 their place and why they cannot leave. This creates a reality that evolves as the students understanding
changes.

Identifying Areas for Improvement

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

QT model
1) 1.3 Problematic knowledge 2) 1.4 Higher-order thinking
3) 3.2 Cultural knowledge 4)3.3 knowledge integration

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 Modified Lesson Plan

Topic area: Stage of Learner: 4 Syllabus Pages:

Place & Liveability 48-49

Date: Term 2: Week Location Booked: J4 Lesson Number: 1 / 25

One/Period One
Time: 60 minutes Total Number of students Printing/preparation
30 Advanced Organiser,
Glossary of terms
Worksheet 1 and 2
Assessment task notification
Images on a PowerPoint
Computer and projector
Or smartboard

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Informal, formative Investigate factors that
GE4-1- locates and describes the assessment Introduction to Place and influence perceptions of the
diverse features and characteristics *Diagnostic Pre- Liveability and Influence liveability of places.
of a range of places and testing during and Perceptions
environments. introductory activity
GE4-4- examines perspectives of *Participation in class
people and organisations on a discussions
range of geographical issues * Assessment of
capabilities during
visual representation
exercises

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Time Teaching and learning actions
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Students line up outside and enter the classroom in an orderly fashion. Ask students to take their seats
and pull out their books and writing utensils.

During the lesson choose a student to for the end of the lesson to write four questions about the
lesson and one question on a random fact.
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Group activity.
Show paintings of Coogee beach (appendix) by:
1 Tom Roberts, Holiday sketch at Coogee 1888.
2 Charles Conder, Coogee Bay 1888.
Ask students what is different in these paintings.
Explain circumstance of the paintings.
 Both painter’s being friends
15  Painted in the same year
Move to views and how ideas of liveability are different ask why use painting as examples.

Think Share Pair Activity-

WALT and WILF
Explain to the class that they are about to begin a new unit of work as they can see on the board- place
and liveability. Ask students to rip a page out of their books for the next activity. Read aloud the
sentence starter on the board ‘A good place to live is one where…..’ and ask the students to compile a
20 list of what they want in a place and rank the top ten. Advise the students that they have five minutes to
complete the task.

After five minutes advise students their time is up and creates groups.
Each group is to discuss their similarities and differences and why these occurred. From this talk about
different views of place and liveability based on student’s life experiences.

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Provide students with their advanced organisers and ask them to look through and ask any questions they
may have about the direction of the next ten weeks and paste this sheet of paper into their books.

Provide students with Australian Curriculum definitions of relevant terms for the topic Place and
Liveability. Ask them to paste the definitions into their workbooks and ask them to use each word in a
sentence on.
“Liveability: An assessment of what a place is like to live in, using particular criteria, for example,
environmental quality, crime and safety, education and health provision, access to shops and services,
recreational facilities and cultural activities.” (Australian Curriculum, n.d)

“Place: A part of the earth’s surface that is identified and given meaning by people, which may be
perceived, experienced, understood and valued differently.” (Australian Curriculum, n.d)

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Visual Representations Activity:

Students are to get into mixed ability groups of three or four. On the board draw three columns with the
headings:
35 - Environmental Factors
- Social Factors
- Human Factors

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40 Provide students with their worksheets which will look very similar to the columns on the board
(Worksheet 1 attached).

Provide the groups with some photos of different places where people live and the Four Resources
model for literacy (Worksheet2).
In their groups, ask students to complete their four resources literacy worksheet and answer the
following question for each photo. Have extra photos added onto the work sheet e.g.:
An Indigenous source pre and post colonialization of the same place
rural community
mega city
Coober Pedy
1. Assess the liveability of each place. Include at least one feature you observe that makes this
place liveable and at least one feature that makes you feel less likely to want to live there and
why.
While students are completing this activity, spend some time with each group to ensure that students are
on task and on the right track. Extra time could be provided to students who find group work difficult or
also who may need some extra assistance completing the task.

Have students come up to the whiteboard and put the factors they determined from the assessment of
liveability of each place on the board under the appropriate heading (ie- whether it is environmental
factors, human factor or social factor). Ask if any group is different and why. If some of the answers do
not fit under these headings, provide a fourth column ‘Other’

Answers should include factors such as:

Environmental: climate, natural hazards, natural resources, natural hazards, air & water quality.
Social Factors: Culture, public spaces, community
Human Factors: access to services, safety/ crime, income, work opportunities, technology.

Have students copy these answers into their worksheet and ask them to glue it into their notebooks. This
sheet will be referred to throughout the unit.
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Class Discussion:
Although some of these photos demonstrated that some places are less liveable than others, ask students
‘Why do people still live in these places and how can they make these places more liveable?’

50 Facilitate class discussion and ensure that discussion includes mention of the following:
- poverty and lack of ability to move
- opportunities for work
- family ties and connections to the land

60 If students are not able to come up with these answers the question could be rephrased using some of the
pictures and the answers the students provided: “If you lived in this town, with this violence, why would
you need to still live here?”
Or
where do you want to live, why do you not want to live there and why would you still live here if you
did not want to?
Five Quick Questions
Ask the student from the beginning of the lesson to write their questions on the computer and project
them for the class.

Provide students with assessment task notification.

Set Homework: Ask students to read through the notification at home and make any notes about
anything that may be unclear. This will be discussed further in the next lesson.
Ask students if there are any other questions and when the bell rings ask the students to pack up their
belongings and leave the room.

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How am I measuring the outcomes of this lesson?
Learning Outcome
GE4-1- locates and describes the
diverse features and
characteristics of a range of
places and environments.
GE4-7- acquires and processes
geographical information by
selecting and using geographical
tools for inquiry.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Teacher cantered
What went well? Y/N
Did it flow well? Y/N
What was not affective?
How can I make changes?
Were the instructions/ adaptations
appropriate? Y/N
Were outcomes achievable/ achieved? Y/N
Were the five quick questions relevant and
achieved the lesson goals? Y/N
Method of measurement and recording
Students will write the answers to the visual representation
activity in their books, which will be taken for formative
assessment.
Students are to work in groups to use and interpret
photographs of different scenarios and places and identify
features that make that these places liveable as well as
features observed within the photograph that may make the
place less appealing to live in. Students have a series of
questions to answer in their groups. I will walk around the
room and assess the group discussions that are occurring.
Furthermore, informal formative assessment will also occur,
as I will take their workbooks to read and check students’
work.
Student centred
Ask students to self-evaluate based on
WALT and WILF
‘1. On the whole, I am satisfied with myself
(W)
2. At times I think I am no good at all (W)
3. I feel that I have a number of good
qualities (C)
4. I am able to do things as well as most
other people (C)
5. I feel I do not have much to be proud of
(C)
6. I certainly feel useless at times (W)
7. I feel that I’m a worthwhile person—at
least as good as others (C)
8. I wish I thought more highly of myself
(W)
9. All in all, I think I am a failure (C)
10. I take a positive attitude towards myself
(W)
(W) self-worth component
(C) self-competence component’
(Miller and Lavin, 2007. P 24,25)
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 Appendix

Coogee Bay by Charles CONDER 1888

Holiday sketch at Coogee by Tom Roberts 1888

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 Academic Justification

Though the original lesson was engaging and productive the lesson did not account for

student’s personal biases and the additional process of asking why. This allows the students

to reflect on their social and cultural values and how this affects their view of place and

liveability. Thus, using the quality teaching model (QTM) dimensions for improvement were

shown in 1.3, 1.4, 3.2, 3.3.

WALT and WILF reports to the students on the lesson while allowing for the students to see

what they are learning and why. This allows the students to have more say in the lesson and

future lessons, while future exit cards become more reliable for the students can judge

whether they fell that they achieved the outcomes set in each lesson (1).

This then is followed with five quick questions to allow the teacher to have an informal

assessment on the lesson. Thought the lesson does have various forms of informal

assessment it lacks the students reporting on the lesson. Thus, the five-quick question allows

for the teacher to get data on the lesson (Zigmond & Silverman, 1984). This comes in two

different forms with the first part being the student who creates the questions. This shows

what the student thought was the most important and engaging parts of the lesson, this allows

for the teacher to get feedback from the student. The second part is data on the lesson and did

the students learn from the lesson. These questions allow for the students to reflect on the

lesson and design their own assessment.

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Role of Informal Assessment

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Thought there were activities that required components of 1.3, 1.4, 3.2 and 3.3 from the

QTM most of the activities failed to account for student’s biases (Lloyd, Fullagar & Reid,

2016). Therefore, the first activity was designed to designed to show the students that the

same place can represent different values for different people. This also allows the students

to start to think why they view place and liveability the way they do and how others view

place and liveability differently (Clemmensen, Ranjan & Bødker, 2018). This allows for the

students to start self-reflecting and analysing their views. This activity is engaging and draws

the students into the lesson with an inquisitive discussion this then allows for follow up

lessons with different photos of places have different meanings depending on the view. An

example of this is Mt Rushmore and cairns mudflats and people view of beaches.

The addition to most activities was adding why do you value this or think that A goes under

this category. This forces the students to self-reflection and discus why their values are

different. The addition of why, opens a discussion on different cultures and views on the

same place (Clemmensen, Ranjan & Bødker, 2018). By adding why problematic knowledge

is increased by getting the students to analyse themselves and their society.

Whereas higher-order thinking is increased with the application of this information into their

work and how they analyse these different perspectives from different cultures and their

views on place and liveability (Barak & Shakhman, 2008). With allowing students to rank

their criteria for liveability it forces the students to judge their views and creating an

opportunity for students with different cultures to discuss different ranks and why. This then

effects cultural knowledge for the students are understanding that different cultures value

places differently and also have different priorities for liveability. This in turn allows for

cross curriculum priorities to be added seamlessly with the students justifying their cultural

views (NSW Education Standards Authority (NESA), 2018). Allowing the students to

critically think about what is valued and why different people think differently and what is

the physical manifestation of these different views is an important aspect of this unit. To this

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end GE4-4 was added to focuses on different people’s perspectives. This allows for a more

targeted approach to why people have different values on place and liability. This then

allows for knowledge integration with other units and the real world and the cross-

curriculum priorities to be used.

This view of adding different photos can show how different views places and what people

look for with liveability. The use of a range of different cultures and circumstances show

how people adapt to places and places change people. The use of Coober Pedy shows how a

place in Australia has shaped people’s views of liveability and culture of liability. This

change of liveability is also shown when different cultures meet and thus the Indigenous

source pre- and post-colonialization shows the students how the same places meanings can

change over time. This creates cultural knowledge and knowledge integration for the

students to start a deeper understanding of how places are formed.

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 Reference list

Barak, M. & Shakhman, L. (2008). Fostering higher‐order thinking in science class:

teachers’ reflections. Teachers and Teaching: theory and practice, 14(3), 191-208.
doi: 10.1080/13540600802006079

Clemmensen,T., Ranjan, A. & Bødker, M. (2018). How cultural knowledge shapes core

design thinking—a situation specific analysis. CoDesign, 14(2), 115-132. doi:

10.1080/15710882.2017.1399146

Lloyd, K., Fullagar, S. & Reid, S. (2016). Where is the ‘Social’ in Constructions of

‘Liveability’? Exploring Community, Social Interaction and Social Cohesion in

Changing Urban Environments. Urban Policy and Research, 34(4), 343-355. doi:
10.1080/08111146.2015.1118374

NSW Education Standards Authority (NESA). (2018). Learning Across the Curriculum.

Retrieved from http://syllabus.nesa.nsw.edu.au/science/science-k10/learning-across-

the-curriculum/.

Savage, J. & Desforges, C. (1995). The Role of Informal Assessment in Teachers’ Practical

Action. Educational Studies, 21(3), 433-446. doi: 10.1080/0305569950210308

Zigmond, N & Silverman, R. (1984). Informal assessment for program planning and

evaluation in special education. Educational Psychologist, 19(3), 163-171. doi:

10.1080/00461528409529292

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