102086 Designing Teaching and Learning

Lesson Plan Analysis, Revision & Justification

Rom Zamora 90208300

Western Sydney University
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The NSW Quality Teaching Model (New South Wales Department of Education & Training, 2003a,
2003b, 2003c, 2003d, 2003e) is based on classroom observations, but for the purpose of this study,
The NSW Quality Teaching Model (NSWQTM) was used as a tool to assess a ​Technological and
applied studies (TAS) ​Stage 6 Design & Technology​ lesson plan. Based on the scores and
comments below, five elements are highlighted and targeted for improvement as recommended in the
modified lesson plan following the evaluation scores.

1 Intellectual quality
1.1 Deep knowledge
1 – ​2​ – 3 – 4 – 5 The task requires students to address some key concepts and ideas, but
only at a superficial level.
1.2 Deep understanding
1 – 2 – ​3​ – 4 – 5 The task requires both deep and shallow understanding at different points.
1.3 Problematic knowledge
1 – ​2​ – 3 – 4 – 5 The task requires some knowledge to be treated as open to question.
1.4 Higher-order thinking
1 – 2 – ​3​ – 4 – 5 The task requires predominantly lower-order thinking, but there is at least one
significant question or activity which requires students to demonstrate
higher-order thinking.

1.5 Metalanguage
1 –​ 2​ – 3 – 4 – 5 ‘Design brief’ and ‘criteria’ was the only terminology discussed and the
teacher does not stop to make judgements or comments on each step of the
design process. There is no clarification or assistance provided regarding the
language.

1.6 Substantive communication

1 – 2 – ​3​ – 4 – 5 The task requires students only to present ideas, concepts or arguments related
to the topic, rather than an elaboration of their understanding of them.

Quality learning environment

2.1 Explicit quality criteria
1 – ​2​ ​– 3 – 4 – 5 Only vague statements are made regarding the desired quality of work. A
design criteria for the next lesson was mentioned which may discuss quality
criteria in more detail.

2.2 Engagement
1 – ​2​ – 3 – 4 – 5 Most students may appear indifferent during parts of long powerpoint
presentations, Potential for disengagement during the practical for students
who did this subject in their electives the previous years.

2.3 High expectations

1 –​ 2​ – 3 – 4 – 5 Expectations around more detailed information for future lessons are not
explicitly set out. The brainstorming task presents some challenging work for
some students.
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2.4 Social support

1 ​– 2 – 3 – 4 – 5 There are no paired and group work as part of the lesson.
2.5 Students’ self-regulation
1​ – 2 – 3 – 4 – 5 Minimal scope is given for student self-regulation since this is the first lesson
for the year.

2.6 Student direction

1 –​ 2​ – 3 – 4 – 5 While students exercise some control over some aspect of the lesson (choice,
time, pace, assessment) their control is minimal or trivial. Instead, the teacher
explicitly determines what activities students do and how and when they are to
do them.

3 Significance
3.1 Background knowledge
1​ ​– 2 – 3 – 4 – 5 Students’ background knowledge is not mentioned or elicited, especially for
those who may have taken the elective subjects in previous years. There is no
connection with other subjects and and there are no connections to
out-of-school knowledge.

3.2 Cultural knowledge

1​ – 2 – 3 – 4 – 5 No reference made to other cultures or social groupings. The task requires no
explicit recognition or valuing of other than the knowledge of the dominant
culture.

3.3 Knowledge integration

1​ – 2 – 3 – 4 – 5 No connections are made with other subjects such as Digital Technologies,
Visual Design and Visual Arts.Knowledge is restricted to the topic or subject
area

3.4 Inclusivity
1​ – 2 – 3 – 4 – 5 Inclusivity is not mentioned at all.
3.5 Connectedness
1 –​ 2​ – 3 – 4 – 5 The task attempts to connect student learning with the world beyond the
classroom, but the connection is weak and superficial or trivial.

3.6 Narrative
1​ – 2 ​– 3 –​ 4 – 5 The task makes no use of narrative, case studies, personal stories or other
narrative techniques.

Five ​NSWQTM elements targeted for improvement.

QT model
1) 1.1 Deep knowledge 2) 2.6 Student direction

3) 3.1 Background knowledge 4) 3.2 Cultural knowledge

5) 3.3 Knowledge integration

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Modified ​Lesson Plan

Topic Area Date Printing / preparation

Design & Technology Tue, Jan 27 2017
● PowerPoint presentation
(printouts and digital)
Stage of Learner Time
Stage 6, Preliminary 60mins ● Assessment Task outline
(printouts and digital)

Syllabus pages Location ● No past student assessment examples

13-17 A classroom with two will be shown until week 2
large tables to
accommodate half the ● Popplet app with examples
class in each.
● Kahoot game with Australian and
Lesson number Number of students International logos
1/16 20
● Poplet mindmapping app

● Business Studies marketing research exemplar

Outcomes Assessment Students learn about Students learn to

P1.1 examines design ● Being able to identify ● range of design ● investigate at least
theory and practice, Australian brands, professions one designer and the
and considers the products and its ● Australian and nature of their work
factors affecting interrelationship with international
designing and its designers designers and their
producing in work
design projects

P3.1 investigates and ● Informal assessment ● creative approaches ● select and apply a
experiments with on how students form ● cognitive organisers variety of cognitive
techniques in creative groups and ● ideas generation organisers
and collaborative collaborate ● identify the factors
approaches in designing ● Identifying the steps ● collaborative that contribute to
and producing of the design process approaches successful work and
● design teams: roles collaboration
and tasks of
members
● communication ● collaborate and
between and within participate in design
design teams teams
● team responsibilities ● work cooperatively

P4.1 uses design ● (​Observation​) ● project analysis ● identify the

processes in the Students’ ability to ○ design briefs parameters of design
development and discuss & contribute
production of design to class ● formulate and
solutions to meet ● Discussions / analyse design briefs
identified needs and brainstorms
opportunities
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Cross Curriculum Explicit subject specific concepts and skills

themes & General
capabilities

Aboriginal and Torres Students will identify national and international brands and products and match
Strait Islander histories them with their designers. Students will identify these factors and how they will
and cultures guide them in the creative solution for their design brief. Students will be
introduced and challenged on their prior knowledge of these areas:
General Capabilities
ICT capability – Kahoot, ● design theory and practice
YouTube clip, popplet ● design processes
● collaborative approaches to design
Critical and Creative ● project analysis
thinking – Practical ● range of design professions
component, Results ● Australian and international designers and their work
discussion

Literacy – Writing up of Brainstorm-Packaging ideas

results of the Design Student contribution to class discussion, photographed as evidence of completion
Brief brainstorming on
their devices Brainstorm ​Ask questions to develop the ​Design brief
Student contribution to class discussion, photographed as evidence of completion

Design brief analysis table

Students ability to take concepts from the class discussion & apply them into the
table, forming part of the criteria necessary for successful design

Quality Teaching Elements (lesson focus) ​Highlight ​the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep
1.2 Deep understanding 1.5 Metalanguage
understanding of important, substantive concepts,
skills and ideas. Such pedagogy treats knowledge 1.3 Problematic knowledge 1.6 Substantive communication
as something that requires active construction and
requires students to engage in higher-order thinking
and to communicate substantively about what they
are learning.

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms
2.2 Engagement 2.5 Students’ self regulation
where students and teachers work productively in
an environment clearly focused on learning. Such 2.3 High Expectations 2.6 Student direction
pedagogy sets high and explicit expectations and
develops positive relationships between teacher and
students and among students.

Significance 3.1 Background knowledge 3.4 Inclusivity

This refers to pedagogy that helps make learning
more meaningful and important to students. Such
3.2 Cultural knowledge 3.5 Connectedness
pedagogy draws clear connections with students’ 3.3 Knowledge integration 3.6 Narrative
prior knowledge and identities, with contexts outside
of the classroom, and with multiple ways of knowing
all cultural perspective.
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How are the five quality teaching elements you have identified achieved within the lesson?

Teaching element Indicators of presence in the lesson

1.1 Deep knowledge Students will be asked who have prior knowledge of the key concepts based
they learned on their previous years studying Design & Technology as an
elective subject. Students will be identifying the central concepts of the design
process - identify the need, research, ideas, design options, preferred options,
production planning, production, testing and evaluation.

Using learning tools, parts of design process will be deconstructed over the
next six lesson plans to aid the students in developing their design brief,
criteria and market research.

As an introduction to the Design Thinking methodology and Problem-based

learning (PBL), students will watch a Youtube livestream of a professional
graphic and motion designer introducing themself before visiting the class in
the future to help evaluate the students’ product designs.

2.6 Student direction Students will be divided up into smaller groups to see who will be the first
group to place the design process elements in order. As part of the creation of
the design brief, students will be in larger groups as they scaffold and
formulate their mind mapping ideas with the Popplet app. They can choose to
do it in the app, or the whiteboard or on large sheets of paper. Students can be
in groups of 2 to 4 and will work on their own pace within an allotted time until
they can proceed to the next task in developing the design brief.

3.1 Background knowledge Students will be asked who have prior knowledge of the concepts based on
the their previous years studying Design & Technology as an elective subject
as well as related subjects such as Visual Arts, Visual Design, Business
Studies and Digital Technologies.

After the introduction of the assessment, students will have a discussion where
the product that they will be redesigning can be seen in the media and popular
culture - some students may even have a version of that product in their school
bags or at home.

A Youtube clip will be played to show how ubiquitous the product is. Through a
mind mapping activity, students will then be challenged and asked to give the
underlying non-functional reasons why the product is used and how it affects a
person’s status and capital.

3.2 Cultural knowledge A kahoot game will test the student’s understanding through the correlation
between international and Australian brands, products and designers and how
each one interelates. Student’s are challenged to think of non-American and
non-Asian and non-European brands and think of an Australian brand or
product and its designer. They will have an opportunity to look beyond
stereotypes and will be introduced to an Aboriginal inventor and designer that
they may not know, but will realise are very familiar with when the teacher
shows them a fifty-dollar note.

3.3 Knowledge integration As part of the task to develop the design brief, students will be placed in two
large groups and will be named as the two competing advertising agencies
who will win the tender to redesign the product. Students will then be
instructed to review their out-of-school skills and prior knowledge in other
subjects such as Visual Arts, Visual Design, Business Studies and Digital
Technologies to determine what their job role is in the advertising agency.

The teacher will be the client who will answer the questions of each group to
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aid in their development of their group and individual design brief.
The Business Studies teacher will provide an exemplar of a market research
document that the ‘marketing director’ in each group will use to ask the
teacher(the client) questions relating current marketing trends and market
share of the product.
Time Teaching and learning action
Intro Inspirational quote projected on the screen.
2mins
Welcome Year 11
Design & Technology
5mins First lesson of D&T for the year
Although it’s our first class together, we’ll leave
introductions and roll marking at the end and
start the lesson with an activity.
Each student can go into their notebooks and
select the preinstalled Popplet app. This was
installed during orientation day by your ICT
teacher if you did not have it installed yet.
Ask students who did not use Popplet last year
to move and sit next to someone who knows
how to use it.
Students will use the mind mapping app to order
the design process from start to finish.
Encourage students to work together and
discuss with the person next to them what order
is should be.
10mins Challenge the students and ask which one of
Organisation Centred
T/S
Teacher:​ Ensure the classroom is tidy and hazard Teacher
free. ​Organise the classroom so that it is divided
up into two large tables with chairs around it
facing each other.
Turn on/load all computers ​with the teacher
logged on​ (reduces time wastage in the lesson for
computers to load)
Teacher asks students to form two lines at the
door of the classroom. Address students as whole
group whereby they must enter quietly.
Student: ​Enter the classroom​ and high-five or
fist-bump
Mr. Zamora if they feel like doing so.
Resource:
Display ​Quote and ​PowerPoint presentation
‘Welcome Year 11 Design & Technology’ slide 1
ready for class upon arrival
Teacher:​ ​Ensure there are roughly even numbers Student
of students around both large tables. Ask students
who are coming late to choose either group and
encourage students not to leave gaps or spare
seats between them. (To ensure there are no
students sitting on their own)
Student: ​Sit around the table without any spare
seats next to them.
Resource:​ ​Display these words on the slide -
Identify the need. Research. Ideas. Design
options. Preferred option. Planning for production.
Production. Testing and evaluation.
Teacher:​ ​Ask students who chose D&T as their Teacher
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the two tables has the most correct mind maps electives the past 2 years.
of the Design Process. Expect that they will
answer their own table or themselves. The Display this slide when talking about
correct answer is ​BOTH​. ‘ jumping right into the ​Design Brief​’.

Why are both tables correct? ​Explain to the

students that there IS a specific order to the
design process, but in a real-life design or
advertising agency, a designer does not always
have the luxury to start from the beginning or
stay until the end, and the need for flexibility
and adaptability in different design projects is
essential.

Over the next few lessons, we’ll breakdown

each part of the process, but for now we are
jumping right into the ​Design Brief​.

Subject information about D&T and what

students can expect to learn over the next
year.
Teacher is to reassure students that if these
Possible questions to ask students terms don’t make sense they’ll become clearer
Which step is most crucial? through the project & not to stress.
How long does step take and how long from
start to finish?
Can this process work in reverse?

5mins Do you know your brands?
Student play kahoot to test their
understanding of the brands around them that
they may take for granted. Which countries are
they from? What are their products? Who are
their designers?
Teacher: ​Set up Kahoot with international and Student
Australian logos.
Student​: ​Logs in and registers their name in
Kahoot and enters the code.
Resource:​ Kahoot app and game

10mins Aboriginal designers Teacher: ​Display designs by David Unaipon. Teacher

Remembering David Unaipon
- the Man on the Fifty Dollar Note. Student​: ​Discussing who he is and his
significance to Australian society.

Resource:​ ​Slide with a $50 note and an actual

$50 note.

https://www.sbs.com.au/nitv/article/2016/09/2
8/remembering-david-unaipon-man-fifty-dollar-
note

“He took out 19 provisional patents on his

inventions, but could never afford to get any of
them fully patented. Amongst his designs are
an anti-gravitational device and a sheep
shearing handpiece which was the basis of
modern sheep shears. He also drew-up plans
for a helicopter based on the principle of the
boomerang.”

10mins Explaining the ​formal ​assessment
Teacher is to now read through the below
headings of the assessment task notification:
- ‘Due date’, make reference to week & day
Teacher​: Flick to slide 6 on the PowerPoint to Teacher
show students previously completed
assessment task examples (SCAFFOLDING).
Ensure that Teacher whilst reading is addressing
the entire classroom and not just students at
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-‘Design brief’, explain this is the core of the
assessment & student should constantly refer
back to it at every stage & decision of the
design process
-‘Assessment description’, what students will
be doing
-‘Part 1 PowerPoint’, ​scaffolded ​heading which
must be in the assessment,
-‘Part 2 Concept model’, physical model of the
developed idea
-‘Part 3 presentation’, summing up all the
above/the overall design process
-‘Submission details’, when, what & how to
submit
-‘Marking criteria’, focus on key terms which
differentiate possible marks
15mins Developing the design brief.
Ask
Which comes first, the idea or the need?
The teacher introduces themself to the
students as ​their client​. The Marketing
Director of the Luxottica Group the owner of
Ray Ban.
Both groups that are currently separated are
competing advertising agencies​ trying to win
the tender to redesign the​ Ray-ban Wayfarer
sunglasses​.
To aid in the realism of the “pitch”, each table
is provided with a printed market research
paper by the school’s Business Studies teacher.
It’s up to each group to ask the client questions
in order for them to complete their Design
Brief.
5mins A brief introduction to Design Thinking and
Problem-based learning.
Design Thinking -- Maximizing Your Students' Creative
Talent: Co Barry at TEDxDenverTeachers
Ask ​again
Which comes first, the idea or the need?
5mins Livestream of industry professional graphic
designer.
To build a greater understanding of real world
applications, students will interact with a
livestream of a professional graphic designer in
his workplace. The designer will discuss that he
will visit the school towards the end of the term,
and will organise a tour of their advertising
agency for students to visit.
the front.
Student​: Encourage students to make any notes
on the assessment task notification whilst the
teacher is explaining what is expected
Resource:
Teacher is to distribute hard copies of the
assessment task notification
Cross curricular themes, literacy, the use &
understanding of NESA key glossary terms (i.e.
elaborate, reflect, evaluate)
Teacher: ​Show an outline of a design brief from
last year’s assessment ​and a real-life design
brief from an advertising agency.
Student:
Possible student ​questions may ​include:
Why Wayfarer?
New colours and even greater properties (U.V
protection)?
Who is it for?
When will it be launched?
What’s the budget?
Resource: ​The teacher asks one representative
from each table to write down the answers to
the questions of the students.
Teacher: ​Setting up livestream feed for the next
task
Student:​ ​Watching 3mins of a youtube clip.
Resource:
https://www.youtube.com/watch?v=nyt4YvXRRGA
Teacher: ​Introducing the designer and the
students to each other.
Student:​ ​Interaction with the designer. Relating
the content to a real-life scenario and prior
lessons. Allows students to visualise
abstract design and creative concepts.
Resource: ​Cisco Webex Meetings
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https://www.webex.com/products/meetings/index.html

Concl. Reflection Teacher: ​ Students are prompted to ​recall​ new

5mins Guide questions for reflection and encourage information they’ve learn this lesson
class participation to aid the students in critically (assessment task + design brief)
and creatively think about the design brief.
1) Where can the Wayfarer sunglasses be seen
Additionally students are informed that next
in the media and pop-culture?
2) Who wears them and why?
lesson they will be using the design brief (from
3) If the client’s budget was ‘unlimited’ what this lesson) to develop a design criteria.
would you design for them?
4) What is the difference between craft, Teacher is then to mark the roll and do a head-
decoration, art and design? count.

Students: ​Class reflection and sharing of

experiences and and thoughts about the design
process​.

Learning Outcome Method of measurement and recording

P1.1 Informal formative assessment during discussion of

brands and its interrelationship with its designers.

P3.1 Informal formative assessment by observation and

questioning during the practical challenges of the
lesson.

P4.1 Informal formative assessment by observation and

questioning during collaboration and discussions.
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Academic justification

The NSW Quality Teaching Model (New South Wales Department of Education & Training,
2003a, 2003b, 2003c, 2003d, 2003e) is based on classroom observations, but for the purpose of this
study, The NSW Quality Teaching Model (NSWQTM) was used as a tool to assess a ​Technological
and applied studies (TAS) ​Stage 6 Design & Technology lesson plan. The NSW Quality Teaching
Framework (QTF) is a comprehensive account of teaching, addressing matters of curriculum, student
engagement, social justice, and pedagogical practice (Gore, 2007). The original lesson plan
demonstrated an understanding of quality teaching, there is however room for improvement. The five
NSWQTM elements that had low evaluation scores and addressed in the modified lesson plans are;
1.1 Deep knowledge, 2.6 Student direction, 3.1 Background knowledge, 3.2 Cultural knowledge and
3.3 Knowledge integration. Part of the lesson modifications utilised Information and Communication
Technologies (ICT) integrating elements of the Kahoot quiz, Popplet app for mind mapping the design
process, YouTube playback to introduce Design Thinking and Problem-based learning, and a
livestream conference that engages with a designer from the local community. This use of ICT has the
potential to revitalise the educational system, playing an important role in adaptability and
differentiation for gifted and talented students and less capable learners (Khan, Butt and Zaman,
2013).
One of the first key lesson plan modifications was adapting the classroom from a computer
lab to a creative student-oriented workspace. It mimics the ‘war room’ of an advertising agency and
allows student-oriented environment for a Design & Technology classroom to focus on a
‘learner-centred environment’, giving teachers and students the opportunity to engage deeper in a
lesson where the focus is based around development needs of the student (Brown, 2003). Having the
students work and learn together to mimic an advertising agency achieves a cooperative group with
diverse abilities and skills to accomplish the learning task (Ward, 1987). Giving the students a
common goal (winning the design tender and winning over the client) creates a bigger picture that
allows students to relate the information they learn on real life situations that creates a more dynamic,
engaging, meaningful learning space (Hannam, 2015).

The original lesson plan was wholly teacher lead and the classroom brainstorming was
designed with very little room for student direction or choice. This was modified through the practical
section of the lesson that allowed students to select the manner how they will mind map a design
concept and process. Giving students a choice in the manner of their learning may develop positive
outcomes on their lesson engagement and ultimately create a quality learning environment (Tadich,
Deed, Campbell, & Prain, 2007). Research suggests the importance of the choices that students make,
regardless of how the autonomy is perceived (Patall, Cooper, & Wynn, 2010). The choices and
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challenges the students received in the modified lesson plan correlates to a higher engagement and
motivation for students (Erwin, 2004).

Gore (2007) introduced the importance of the use of cultural knowledge in the lesson. By
challenging the perception of designers, the students were lead to the discovery of an Aboriginal
designer on the fifty dollar note. The study of the designs and inventions of David Unaipon reflects on
Indigenous culture and history, as itemised in the cross-curriculum priorities (BOSTES, 2016). The
interaction and engagement with a real-life professional designer through live streaming technology
relates to the research in practical applications outside of the classroom (Harrison & Greenfield, 2011)

To improve teaching there is a need to understand the characteristics of a quality teacher and
what quality teaching or good teaching looks like. While there are many characteristics and definitions
of a quality teacher and quality teaching, the model of choice utilised to analyse and modify a lesson
plan is the NSW Quality Teaching Model. As a pre-service Design & Technology teacher, this
assessment is invaluable and requires an alignment of overestimating one’s teaching skill, following
pedagogical best practices and the desire to create critical and creative skills for students to thrive in
the world they have yet to design.
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References

BOSTES. (2013). ​Design and technology Stage 6 syllabus​. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies
/design-and-technology-syllabus

BOSTES. (2016). ​New NSW Syllabus Learning Across the Curriculum.​ Retrieved from
https://syllabus.bostes.nsw.edu.au/science/science-k10/learning-across-thecurriculum/

Erwin, J. C. (2004). ​Classroom of choice: Giving students what they need and getting what you want.
Alexandria, Virginia USA: Association for Supervision & Curriculum Development.

Khan, S. M., Butt, M. A., & Zaman, M. (2013). ICT: Impacting teaching and learning.
International Journal of Computer Applications​, 61(8), 7-10. Retrieved from
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Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), ​Making a difference:
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Sense Publishers.

Hannam, F. D. (2015). Teaching through narrative. ​Forum on public policy​. Retrieved from
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Harrison, N., & Greenfield, M. (2011). Relationship to place: positioning Aboriginal knowledge and
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Ludwig, J., & Gore, J. (2003). ​Quality Teaching in NSW Public Schools A classroom practice guide
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Patall, E., Cooper, H., & Wynn, S. (2010). The Effectiveness and Relative Importance of Choice in
the Classroom. ​Journal of Educational Psychology​, 102(4), 896.
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Tadich, B., Deed, C., Campbell, C., & Prain, V. (2007). Student engagement in the middle years : year
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Ward, B. A. (1987). ​Instructional grouping in the classroom: School improvement research series
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