17460499

SONYNA SAN’S LESSON

PLAN ANALYSIS

[By Sonyna San]

Submission date: 17-May-2019

File name: DTL Assessment 2 – Modified Lesson Plan

Character Count: 4363

Word Count of Essay: 700

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:
5
As an introductory lesson, it is evident that it has been designed to be easily consumable
and foundational to future learning. No complex content or ideas have been introduced in
depth.

1.2 Deep understanding

1–2–3–4– Comments:
5
The lesson is simplistic and does not offer significant challenging or complex problems, or
opportunities to demonstrate higher-order thinking. With possible minor exceptions, such
as when students are invited to help construct classroom standards, students largely display
shallow understanding of concepts or information received throughout the majority of the
lesson plan. No significant time is put aside after each activity to discuss its relevance to
the unit background knowledge.

1.3 Problematic knowledge

1–2–3–4– Comments:
5
Peer directed learning is demonstrated as the teacher provides students the freedom to aid
in the construction of the “Classroom Rules and Standards”. Varying personal, cultural and
societal views and norms may have influence on an individual’s response. However, the
time frame set aside for this section is not extensive and does not offer significant
opportunity for discussion.

1.4 Higher-order thinking

1–2–3–4– Comments:
5
Students generally are expected to demonstrate lower-order thinking as much of the lesson
plan involves the simple recall of information where they are expected to identify,
describe, reproduce or state given content knowledge. For example, students engage in a
memory game, “Remember my name”, which involves a repetitive task where the sole
purpose in to recall basic information. However, instances of peer directed learning require
some higher-order thinking.

1.5 Metalanguage

1–2–3–4– Comments:
5
Lesson plan does not involve teachers directing students to stop and consider the language
or any depth contained therein.

1.6 Substantive communication

1–2–3–4– Comments:
5
Consistent interaction between students is sustained. Activities require students-teacher
interaction to be reciprocal in nature and involves encouraging students to maintain
considerable communication and interaction in both oral and written formats throughout
the lesson and beyond.

Quality learning environment

2.1 Explicit quality criteria

1–2–3–4– Comments:
5
Students are given both oral instructions from their teacher and provided a written scope
and sequence for the purpose of quality control throughout each term and individual
lessons.

2.2 Engagement

1–2–3–4– Comments:
5
The lesson plan is almost entirely activity based with wide variety. This will likely ensure
substantial engagement from students. It also affords students the opportunity to assist in
the construction of classroom culture and standards. Furthermore, students are encouraged
to use the ‘Question Box’ for feedback and suggestion. This allows students to have greater
influence in the construction of their learning, heightening engagement and aiding teachers
in tailoring lessons to better suit the needs of their students.
2.3 High expectations

1–2–3–4– Comments:
5
High expectations are demonstrated at the beginning of the lesson, when the teacher
addresses the outline and explains the expectations of students with regards to the
curriculum and etiquette. This is expanded on further during the discussion of “Classroom
Rules and Standards”.

2.4 Social support

1–2–3–4– Comments:
5
The lesson plan is very democratic in nature, valuing the contributions of each individual
whilst taking into account the varied participatory and social abilities of each student. The
‘Question Box’ in particular allows all students a chance to demonstrate engagement in a
non-threatening and risk- free manner. Students are also encouraged to help construct the
classroom rules and standards. Here the aim is to create an all-inclusive environment
tailored to individual student needs.

2.5 Students’ self-regulation

1–2–3–4– Comments:
5
Activities are straightforward and enjoyable and involve high levels of student initiative.
Furthermore, giving students the opportunity to help shape classroom rules and standards
gives them a sense of personal accountability.

2.6 Student direction

1–2–3–4– Comments:
5
The majority of the activities outlined in the lesson are student centred involving a
combination of individual and group work. However, criteria, teacher direction and time
frames are clearly established.

3 Significance

3.1 Background knowledge

1–2–3–4– Comments:
5
Much of the lesson involves students drawing from personal, social and cultural
experience. When discussing classroom rules and standards, students draw upon prior
knowledge and expectations of etiquette previously established in their formative
schooling.

3.2 Cultural knowledge

1–2–3–4– Comments:
5
Policy requires teachers to adhere to a strict code of ethics with regards to the equitable
distribution of resources and fair and just treatment of all students regardless of culture,
sexual orientation, gender, race, SES etc. Teachers facilitating discussion and working
towards equal participation of students during the establishment of “Class Rules and
Standards” affords students the chance encourage discourse concerning their experience of
the world. However, lesson plan does not focus specifically on cultural knowledge.

3.3 Knowledge integration

1–2–3–4– Comments:
5
Students are expected to draw upon knowledge previously shaped through personal
experience, circumstance and prior schooling. For example, students share personal
experiences and characteristics with other students in activities and are expected identify
how this information relates to the lesson.

3.4 Inclusivity

1–2–3–4– Comments:
5
The lesson plan (and the objective of the overall unit) involves the full participation of
students as activities are all-inclusive and individuals from varied cultural or social
backgrounds can easily participate. The teacher encourages students to freely ask any
questions relative to the lessons and the shaping of their education and relevant discourse.
Furthermore, the introduction of the “Question Box” allows students who may be lacking
in confidence to anonymously voice opinions or concerns.

3.5 Connectedness
 1–2–3–4– Comments:
5
At the beginning of the lesson the purpose of this unit is explained to students and outlines
didactic message contained therein. Furthermore, students are instructed to work as
partners and in groups and explore commonality. Students are also included in the
conception of Classroom Rules and Standards which aim to create fair and equitable
learning environments.

3.6 Narrative

1–2–3–4– Comments:
5
Narrative is evident in ‘Do you know Bingo’ when students are required to share personal
experiences or anecdotes to illustrate connections with their peers. This is used to support
and enhance the purpose of the lesson.

Identifying Areas for Improvement

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

QT model

1)Student Centred 2)Deep Knowledge

3)Metalanguage 4)Knowledge Integration

Modified Lesson Plan

Topic area: “Connecting with Stage of Learner: 4, Year 7 Syllabus Pages:

others” – (Getting to Know You)
Date: 17/05/19 Location Booked: Classroom Lesson Number: 1/3

Time: 60 minutes Total Number of students: 30 Printing/preparation:

30 x Bingo cards

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
(Board of studies,
2003a)
Outcome 4.1 – A student
describes and analyses the
influences on a sense of
self.
Outcome 4.2 – A student
identifies and selects
strategies that enhance their
ability to cope and feel
supported.
Outcome 4.11 – selects and
uses communication skills
and strategies clearly and
coherently in a range of
new and challenging
situations
Life Skills
LS.1 – A student recognises
the personal characteristics
and needs that make them
similar to others yet unique.
LS.5 – A student uses
appropriate behaviours in
social situations.
LS.7 – A student uses
appropriate strategies to
initiate and manage
relationships.
Lesson assessment 4.1 – a sense of self 4.1 – explore the influence
– being the same as of who I am, who I relate to
Prior and different from and what I can do on a
knowledge/skills others sense of self
-Teacher to observe
student 4.2 – Interpersonal 4.2 Develop a sense of
abilities/interactions communication belonging with peers
during the lesson. - the qualities of through active participation
effective in activities and explain
Informal assessment communication how the activities have
- Ongoing observation 4.3 Class allowed them to feel
of student input connectedness connected and supported
towards activities - Ways in which within the school
students form environment
Summative connections
assessment - - importance of
Assessment task “My connectedness
LS.1 – recognise similar
Influences” due at the characteristics of students
LS.1
end of the term. within the class group, e.g.
- how people are
feelings, interests and
similar to each other
abilities, personalities and
- the needs people
physical similarities such as
have in common
height and hair colour
- how people are
different from each LS.5 – demonstrate
other
behaviours that are socially
- what makes people appropriate in a range of
unique situations
- use good manners, eg when
LS.5 – behaviour that
eating, asking for assistance
is appropriate in a
range of situations LS.6 Recognise factor which
help form meaningful
LS.7 – initiating
relationships e.g. shared
relationships
interest, gender, physicality
LS.7 – demonstrate the skills
to initiate relationships e.g.
through communication, per-
guidance, active listening,
engagement with others and
networking with peers that
share common interests.
5 minutes Introduction
As this is the first HPE lesson for the students the teacher is entering the class with four initial
objectives:

1. To introduce them-self to the students and address what we hope to achieve over the coming
year. Teacher invokes discussion with students to grasp an idea of student expectations in
relation to learning course content throughout the school terms. Teacher informs students on
the layout of each unit of work and any upcoming or scheduled assessment tasks that they are
expected to complete by the due dates.
2. To identify the background knowledge and understandings which students have previously
attained as new skills will be introduced and learned overtime. The provision of background
knowledge will assist students to form meaningful relationships and continue strengthening
these connections.
3. Create a safe learning environment and ensure all classroom activities are inclusive of all
students. Incorporate elements of fun within the lesson plan to create and maintain student
engagement. This can be achieved through various pedagogical approaches which address a
variety of students learning needs. Examples are group work, audio-visual learning,
comprehension and integration of ICT learning mediums.

4. Introduce important key terms and integrate academic language throughout the lesson and
reflect on their significance in the educational, personal and public sphere

After explaining (in summary) these three points to students, the teacher will then state that:

“While this unit will be enjoyable, there will be some topics that we cover that may make you
uncomfortable, embarrassed, or may spark a question that you don’t wish to share with the class.”

“Because this can happen, we have created a “Question Box” which can be used by placing an
anonymous (or named) question, suggestion or any other kind of feedback on a piece of paper. This is
to help ensure that you feel like this is a safe environment where all of your question’s – no matter
how long or short, simple or difficult they are - can be heard as long as they are appropriate to the
conversation. Alternatively, you may stick your hand up if you have a question at any point during the
class. The question box will be located next to the door and is available every lesson in our classroom
or between class times too at the HPE staff room. It is also worth noting that the door is our primary
fire exit in the event of an emergency so cannot be blocked at any time. Remember, chances are if you
are thinking of asking the question, then someone else is too.”

Ask if there are “Any questions?” at this stage.

10 minutes Introduction activities (Explore)

Introduction activities (Explore)

Ice breakers:

2 truths, 1 lie

- Students begin by pulling out a spare piece of paper and a pen.

 - They are to write down three facts about themselves – however two must be true and one
must be a lie. These facts are to follow 3 topics. The first is to name a favourite
sport/exercise. The second is to name a favourite healthy food. And lastly to name a favourite
past time you share with friends or alone.

- The teacher should provide an example about themselves which students are to guess:

e.g. I enjoy cooking vegetarian salads (truth)

I enjoy playing soccer with my dog (truth)

I play video games on the weekend with my friends (lie)

- Students are to write their three “facts” down and partner up with another student nearby

Modification – Deep Understanding / Metalanguage: Dedicate some time at the end of the activity
to encourage discussion about possible didactic motivators for the activity.

- Students are questioned about the relevance of the activity to the PDHPE curricula

- It is important for teachers to discuss important key concepts related to the activity through
appropriate academic language and key concepts and terms

Dedicate some time at the end to encourage discussion about possible didactic motivators for the
activity and core concepts explored.

- It is important for teachers to discuss important key concepts related to the activity through
using appropriate academic language and key concepts: i.e A brief overview of the 'Five
holistic dimensions of health’

Students are questioned about the relevance of the activity to the PDHPE curricula and how it relates
to personal health and the different areas of wellness

15 minutes Do You Know Bingo

This game has been adapted from the idea “human bingo” as described in McDonald (2010).

- Students receive a bingo card (see resource 1 below) with a 4x4 grid of information. The
information on the grid is tailored to content related to the PDHPE curriculum. The bingo
card would have written in each grid the following:
 “What sport do you like to play?”
 “What sporting team do you follow?”
 Which is more dominant when playing ball sports – left leg/hand or right leg/hang?
 What do you most looking forward to in high school?
- Students are instructed to make their way around the classroom and ask their peers the
questions on the grid. If students have the same thing in common as listed on the card they
are to write their names down on a separate sheet of paper for ONE of those categories only
and continue to search for other students with things in common.
- This game has two challenges – first is to list up to four names in a row (up, down or
diagonal) then second is to finish the sheet with a different students name in each box.

Modification – Deep Understanding / Metalanguage: Dedicate some time at the end to encourage
 discussion about possible didactic motivators for the activity.

- Students are questioned about the relevance of the activity to the PDHPE curricula

- It is important for teachers to discuss important key concepts related to the activity through
appropriate academic language and key concepts and terms

Dedicate some time at the end to encourage discussion about possible didactic motivators for the
activity and core concepts explored.

- It is important for teachers to discuss important key concepts related to the activity through
using appropriate academic language and key concepts: i.e A brief overview of the 'Five
holistic dimensions of health’

Students are questioned about the relevance of the activity to the PDHPE curricula and how it relates
to personal health and the different areas of wellness

10 minutes Introduce a partner

Students find a partner (group of three is fine if there are uneven numbers) with something in
common from the previous game and take a seat together. Let students know:

“You will get a few minutes to find out a bit more about your partners before introducing them to the
class.”

Students are then given three minutes to have a brief chat about each-other.

- The students name.

- Their previous primary school.
- One thing from either the “bingo card” they have in common (or at least one fact if nothing in
common)

Modification – Deep Understanding / Metalanguage: Dedicate some time at the end to encourage
discussion about possible didactic motivators for the activity.

- Students are questioned about the relevance of the activity to the PDHPE curricula

- It is important for teachers to discuss important key concepts related to the activity through
appropriate academic language and key concepts and terms

Activity Discussion

Dedicate some time at the end to encourage discussion about possible didactic motivators for the
activity and core concepts explored.

- It is important for teachers to discuss important key concepts related to the activity through
appropriate academic language and key concepts and terms

- Students are questioned about the relevance of the activity to the PDHPE curricula

Students are encouraged to reflect on how they felt about engaging with someone new and how they
felt knowing they share commonalities. The teacher is then to discuss the idea of ‘connectedness’ and
 why developing new relationships is important in an educational, social and vocational context.

10 minutes Set the tone:

After having met their classmates and completing introductions, the teacher is to direct student’s
attention towards the board.

The teacher is to write up on the board “Classroom Rules and standards” and direct students
towards this statement.

Teacher states:

“Okay, so I hope you’ve all enjoyed todays class. We will now be going through a set of rules and
standards that can be used for our class for the year. If you have a point, then please share it and I’ll
scribe it up on the board. Alternatively, there is also the “Question Box” available if you would like to
drop an anonymous piece of feedback or suggestion also.”

Accordingly, students are given a chance to set the rules for the class. Students are encouraged to take
notes related to this. Teacher to facilitate discussion and ensure fair and equal input occurs.

An important part of this process is allowing the students the freedom to assist with setting the rules
as it encourages positive social interactions to occur (Board of Studies, 2003b).

As this is the case, the teacher will have a prepared list of rules for reference (see resource 2 below),
though will avoid referring to them to allow this task to be student directed.

After this process, the teacher states:

“Thank you very much for your input. I will ensure these rules are checked over and available for the
next lesson, along with any additional rules or standards we may have missed. Before the next lesson
I would like you to think through what we discussed and any notes you’ve taken about the rules and
standards for next weeks’ discussion. Don’t forget to bring a workbook (exercise book) if you haven’t
already.”

10 minutes Remember my name

Students stand up, spread out around the room and pass the ball to each other.

At the start, when students catch the ball they state their name. (Ball not listed as a material)

As students become more familiar with the game and eachothers names, the rules can be changed so
that students are calling the name of the person they are passing to.

Students are directed to continue passing the ball but with an added level of Difficulty. They are given
the opportunity to direct discussion and test one another on course content. Students holding the ball
will conceive an appropriate curricula related question. Students who know the answer can raise their
hands and students are required to call out the name of a student with a raised hand before passing the
ball to them. Once the ball is in their possession, they are free to answer. These steps are then
repeated.

Students are encouraged to incorporated key terms and academic language and teachers are
 encouraged to pause where appropriate to highlight the use of proper academic language.

At the conclusion of the class Teachers then ask what the students enjoyed about the activities and any
input they have which may aid in improving their learning. The teacher then asks the class why it is
important to discuss and reflect after each activity and lesson and will go on to state:

“It’s important that we continue to reflect and discuss on how to improve learning. Everyone learns in
different ways and working together we can help each other improve the learning experience and
make it more enjoyable”

The teacher then gives a brief overview of the content for the next class.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Identifying Within each activity of this lesson the teacher is able to observe student interactions.
characteristics of self This can be useful for revealing prior knowledge as it is anticipated that some students
and others may already know each-other while others may not. The final activity “Remember My
Name” provides a pre-emptory view of students basic sporting ability which can be
translated to the practical aspects of HPE.

Relating to others The group activities throughout this lesson are able to reveal: a. how students interact
one-to-one with their peers and b. how students respond to the teacher during class
discussion. Observations about attitudes, values and ability of students to relate to others
can be made during both formal and teacher and student directed discussion/activity
times.

Communication skills As this will be the first time the teacher and students meet in a classroom setting,
communication is vital to this lesson. The majority of activities in this lesson are student
centred which grants more room for teacher observation.

Identifying Areas for Improvement: Academic justification

Introductory lessons are important for establishing new relationships in the classroom and providing
students with important course overviews. Whilst the lesson serves as an effective ‘ice breaker’,
focusing heavily on student engagement, the lesson plan lacks relative substance, calls for critical
thinking and variation. The lesson is introductory, so we should not expect in depth exploration of the
PDHPE curriculum, however the activities outlined in the lesson plan refer little. (if at all) to relevant
course content. The lesson plan may therefore benefit from alterations to four key areas related to the
NSW QT model. These elements include Higher-order thinking, Deep Understanding, Metalanguage
and Student Direction.

The three activities provided share a common theme. Their purpose is to encourage student interaction
and focuses on student’s abilities to share and recall personal facts, experiences and anecdotes.
Activities from the lesson plan were modified in order to integrate content from the PDHPE curricula.
This content was not particularly complex and could be easily informed by personal experience or
prior education and would serve as foundational for future study. Throughout teachers would pause to
test student knowledge of core concepts, explain and discuss ideas and answer questions. Lesson
plans developed with considerable integration of core elements of the curricula are more likely to
enhance the learning process. Such is implied by Dr Kenneth Leithwood (2006) who inferred that
“when deep understanding is the goal, subject matter is the stimulus for thought and exploration.”

Didactic intentions for activities were not made a primary focus of the exercises and thus the lesson
plan has been altered so students may gain a deep understanding. The lesson would be greatly
enhanced if teachers set aside time at the end of each activity to explore the rationale behind each
exercise and discuss the PDHPE concepts explored throughout. It is important that students and
educators demonstrate a strong grasp of the material, additionally it is critical for educators to
“understand the ways students think about the content, be able to evaluate the thinking behind
students’ own methods and identify students’ common misconceptions” about the exercises and
content (Coe, 2014). Class discussion allows for relevant discourse, a chance to practice public
speaking skills and interact with peers and the opportunity to demonstrate their level of course
competency. Students should be expected to engage in higher-order thinking, critically reflect, test
their understanding and evaluate the effectiveness of the activity.

The inclusion of metalanguage can also further enhance student learning by helping to introduce
concepts and ideas through the use of appropriate key terms and academic language. Normalising this
language within the classroom setting is key in aiding students in developing in-depth understanding
of the curricula and how to contextualise these notions to situations within educational settings and
beyond. It “enables engagement in interaction that supports students in seeing patterns in language”
and “helps students recognise meaningful constituents and explore and register variation”
(Schleppegrell, 2013). Teachers are instructed to integrate proper academic language and pause to
explain their signification, whilst encouraging students to incorporate such language into their post
activity discussions and reflections.

The activities in the lesson plan are student-centred, as students are encouraged to interact with
partners and groups. However, teachers explicitly direct exercises, and students have little control
over activities. Whilst teachers’ direction throughout the class is critical, modifications to the
“Remember my name” activity will allow for more student directed learning. Students are instructed
to alter the activity to be both relevant as an “Ice breaker’ exercise but also incorporate course content.
This is achieved as students test one another on their knowledge and critical thinking skills and are
further encouraged to discuss responses as a group. Student directed learning increases engagement
and gives students a sense of accountability for their personal and peer learning practices as
“cognitive and socio-constructivist studies of how learning takes place tell us that we cannot pour
knowledge into students’ heads; they must actively construct knowledge for themselves” (Jacobs &
Toh-heng, 2013).
Reference List

Coe, R., Aloisi, C., Higgins, S., & Major, L.E. (2014). What makes great teaching? Review of the
Underpinning Research. Retrieved from https://www.suttontrust.com/wp-
content/uploads/2014/10/What-makes-great-teaching-FINAL-4.11.14-1.pdf

Jacobs, G.M., & Toh-Heng, H.L. (2013). Chapter 7: Small Steps Towards Student-Centred Learning.
DOI 10.1007/978-981-4560-61-0_7

Leithwood, K., McAdie, P., Bascia, N., Rodrigue, A., & Moore, S. (2006). Deep Understanding for
All Students: The Overriding Goal for Schooling. Retrieved from
https://us.corwin.com/sites/default/files/upm-binaries/9368_Leithwood___ch1.pdf

Schleppegrell, M.J. (2013). The Role of Metalanguage in Supporting Academic Language

Development. Language Learning, 63(1), 153-170, DOI: 10.1111/j.1467-9922.2012.00742.x