17999029: Bradley Garland 1

102086: Designing Teaching & Learning

Assignment 2: Lesson Plan Analysis, Revision & Justification

Contents

Original Lesson Plan…………………………………………………………………………… 2 - 3

Lesson Plan Analysis (APST and QT)…………………………………………………………. 4 - 6

Modified Lesson Plan (WSU template)………………………………………………………… 7 - 11

Academic Justification…………………………………………………………………………. 12 - 14

References……………………………………………………………………………………… 15 - 16

Learning Portfolio Web Link…………………………………………………………………… 17

 17999029: Bradley Garland 2

Original Lesson Plan

PART A: PREPARATION AND STRATEGIES
Year: Syllabus section: 9.2 Part I: Case Studies

Unit Name: A12 The Civil Rights Movement in the USA in the 1950’s and 1960’s

Lesson Topic: Montgomery Bus Boycott. Duration: 60 minutes

Prior knowledge/skills required Resources:

Students should possess an understanding
of Segregation from the previous lesson as
this lesson topic focusses on a
demonstration expressing disapproval of
the institution of segregation (Bus
Boycott).
 Interactive White Board
 Short 3 minute Video which previews a documentary that covers the significance of Rosa Parks’ actions
that served as a catalyst for the Bus Boycott. https://www.youtube.com/watch?v=I3Il-YeOSo0
 Passage from Stanford Encyclopaedia about the Montgomery Bus Boycott and its significance. http://mlk-
kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_montgomery_bus_boycott_1955_1956/

 Mind map of Jim Crow Laws on PowerPoint; Jim Crow laws mandated segregation between Blacks and
Whites, created in1876.

 Montgomery city Bus Code (Primary Source): lists the laws of public buses which Rosa Parks violated by
refusing to give up her seat; sparking the Bus Boycott after her arrest.
http://www.archives.state.al.us/teacher/rights/lesson1/doc1.html

 Students expected to bring a copy of section 1 of the 14th amendment from previous lesson.

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?
QT element Indicators of presence in lesson
2.3 High Expectations 2.3 the teacher has high expectations of the students as they will be expected to analyse both primary and
secondary sources provided for them when answering questions during group activity
3.1 Background Knowledge 3.1 teachers will expect students to remember some of the information learned in the previous lesson about
racism and segregation in order to understand the content of this lesson.
3.3 Knowledge Integration 3.3 Knowledge integration will become apparent as some questions will force students to refer to section 1
of the 14th amendment that was distributed in the previous lesson.

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number and descriptor)
P3.1: ask relevant historical questions
P3.3: comprehend and analyse sources for their usefulness and reliability.
P3.5: plan and present the findings of historical investigations, analysing and synthesising information from different types of sources.
Students learn to: Students learn about:
 Locate, select and organise information from different types of sources,  The nature of the political, social economic and technological that
including information and communication technologies (ICT), to describe occurred in the period of the selected study.
and analyse relevant features and issues of selected studies of the modern
world.  The impact of change on the society or period of the selected case study.

 Analyse the major events and issues relevant to selected studies of the
modern world.

 Describe and evaluate the role of key individuals and groups in selected
studies of the modern world.

Timing Lesson content Student activity Teacher activity

5 minutes Settle down and mark roll
10 Teacher’s mind map on the Jim Crow laws. The centre of the mind
minutes map will say Jim Crow laws and it will branch out to specifically
describe the system of segregation in different institution; Railway
carriages, buses, hospitals and the refusal to acknowledge
interracial marriages; and businesses such as restaurants. It will
contain pictures two pictures only as the word program did not
allow me to move the pictures around.
Students will first line up outside then
stand behind desks. When they are
settled down they will sit down and
unpack
Students will be expected to sit down
and listen to teacher’s explanation.
Teacher will instruct students when to
enter classroom and sit down, teacher will
then mark roll
Teacher will use the mind map as a visual
medium to describe the way segregation
functioned in the US. Teacher will also talk
about the origins of the Jim Crow laws by
saying that they were established in 1878
during the reconstruction period to
circumvent the legislations that were
implemented during the reconstruction era.
Gives students background knowledge
about the system, and it explains the
motives of the boycott.
 17999029: Bradley Garland 3

Short video Students will watch video with teacher Teacher will watch video with students and
15 This short video is a documentary about the significance of Rosa and analyse video ask inquiry questions.
minutes Parks’ refusal to get off her seat and the resulting Montgomery
Bus Boycott. I have prepared a list of inquiry question to help the
students to understand the time period and the society we are
studying. These are the list of questions Question 1: How
significant do you believe Rosa Park’s decision to not give up her
seat was?
Question 2: Would you have had the courage to do the same thing
in her situation explain why?
Question 3: Explain how the man holding up the sign: “go back to
Africa Negroes”, is a reflection of the system of segregation and the
society he lives in.
Question 4: If you were an African American living in
Montgomery in the 1950’s how would you view Rosa Parks ?
Group work based questions including both secondary and Students will be expected to answer Teacher will monitor students and assist
15 primary source. I have prepared five questions that require the the question assigned to their group. students who find the task difficult.
minutes students to analyse the texts. Some of these questions require the Like the lesson before students will be
students to incorporate information from all three texts provided divided into five groups with each
which include section one of the Fourteenth Amendment, the group allocated a question.
Montgomery city bus code and an edited secondary article on the
Montgomery Bus Boycott. Group 1: Using the Information from
the sources above (including the 14th Amendment), explain why
segregation on public transport violated section 1 of the 14th
amendment. Think about the words “Abridge”, “Privileges” and
“Immunities” in the amendment. You should think about using a
dictionary when answering this question.
Group 2: Discuss how this event helped Martin Luther King rise to
prominence?
Group 3: Briefly discuss the significance of the black community in
Alabama making the sacrifice to walk instead of catching the bus
after the car pool system was deemed illegal. Think about the
quote by Martin Luther King: “it is more honourable to walk in
dignity than ride in humiliation”. You can use some of the
information from the 14th amendment about “rights”, “privileges”
and “protection of the laws”.
Group 4: apart from violating the 14th amendment, list other
reasons as to why the Supreme Court ended segregated seating on
public buses?
Group 5: Discuss how the organisation and success of the
Montgomery Bus Boycott was a momentous event for the Civil
rights movement in America?
Answer questions Like lesson before students will give Teacher will listen and make sure students
10 their findings to the class in order to pay attention
minutes facilitate note taking.
5 minutes Pack up Students will pack up and sit at their Teacher will make sure all students are at
desks and wait for the bell their desks until bell goes.

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording
The teacher will measure the students’ level of understanding by assessing their
 Students will learn about the historical origins of segregation. progress during the time they are supposed to be answering their allocated
questions.
 Students will learn about how the Montgomery bus Boycott was a
momentous event in the civil rights movement.

 Students will learn that the practice of segregation, despite the fact
it was enforced for nearly a century, was not in accordance with
the 14th amendment of the constitution.

 Students will learn that this event culminated in Martin Luther

King’s rise to prominence.

Links to next lesson

This lesson links to the next lesson as we have briefly touched on Martin Luther King’s rise to prominence through the Montgomery Bus Boycott. The next lesson
will focus on Martin Luther King’s employment of passive resistance or non-cooperation to achieve civil rights for African Americans.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard
2.1 Content and teaching strategies of the teaching area.
3.1 Establish challenging learning goals
Evidence within this lesson
2.1 The questions that the students are required to answer, force the students to
analyse both the primary and secondary sources closely which resembles a
historical investigation. This is required of students in this course.

3.4 Select and use resources 3.1 the questions that the teacher will provide for the student will require the
students to incorporate information from both the primary text and the secondary
text

3.4 The teacher has adequately provided the students with a diverse range of
resources: A primary source, a secondary source, a mind map and a video.

Source: https://www.tes.com/teaching-resource/stage-6-modern-history-lesson-plan-11322126
17999029: Bradley Garland 4

Lesson Plan Analysis

102086 Designing Teaching & Learning 1H 2017

Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly
addressed in Designing Teaching & Learning that are relevant to this assignment have been included. However, this does not
mean the other standards are irrelevant to lesson planning and evaluation more generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4–5 Comments: No direct mention, other than teacher assistance for students who “find the task
difficult” during the group based activity.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: No mention, even though lesson provides scope to relate to Aboriginal and Torres Strait
Islander students.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: Various tasks with varying difficulties. Students work towards presenting their findings
with teacher assistance if required.
1.6 Strategies to support full participation of students with disability
1–2–3–4–5 Comments: Not mentioned. But lesson plan doesn’t indicate students with a disability couldn’t
participate, especially at a school with a strong inclusion program implemented.
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4–5 Comments: The lesson effectively shows where learning is at in retrospect to the unit. Mentions
prior teachings/material of segregation and relates to current lesson, also demonstrates links to next
lesson.
2.3 Curriculum, assessment and reporting
1–2–3–4–5 Comments: Teaching facilitating questions in regards to video content is an example of informal
diagnostic assessment. The summary of student findings to class represents an informal formative
assessment. Teacher to assess/measure understanding by examining progress with allocated
questions.
2.6 Information and Communication Technology (ICT)
1–2–3–4–5 Comments: Resources show substantial incorporation of ICT. Video material and interactive white
board used.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4–5 Comments: No mention of goals, but numerous learning outcomes depicted.

3.2 Plan, structure and sequence learning programs

1–2–3–4–5 Comments: Lesson structure/plan has flow that builds on prior knowledge whilst scaffolding new
knowledge to assimilate with existing ideologies surrounding unit and content.
3.3 Use teaching strategies
1–2–3–4–5 Comments: Teacher led initially establishing content, but initiates group work to examine and build
on the established content by teacher.
3.4 Select and use resources
1–2–3–4–5 Comments: ICT incorporation for initial stages of lesson, video clips, web links, interactive white
board. Students work collectively on examining primary/secondary resources.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1–2–3–4–5 Comments: Students to participate in group work to analyse sources which encourages student
participation but also could become problematic if distractions arise. Students encourages to share
findings with class to encourage further note taking.

4.2 Manage classroom activities

1–2–3–4–5 Comments: Teacher establishes lesson activities and actively participates in keeping students on
17999029: Bradley Garland 5

track with actives “teacher to watch video with students and ask inquiry questions”.

4.3 Manage challenging behaviour

1–2–3–4–5 Comments: Teacher monitoring and making sure students pay attention during group answers.
Doesn’t specify how teacher manages this.
4.4 Maintain student safety
1–2–3–4–5 Comments: Encourages student participation, notes teacher will monitor students to identify students
facing difficulties within the assigned work.
4.5 Use ICT safely, responsibly and ethically
1–2–3–4–5 Comments: ICT adequately used to provide context for lesson content. Used ethically and
responsibly to provide background knowledge. ICT links all adequately identified in resources.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4–5 Comments: Informal assessments carried out by teacher. Uses informal formative assessments to
make sure students are on track with content. At end of lesson, teacher listens but doesn’t engage
with student responses.
5.2 Provide feedback to students on their learning
1–2–3–4–5 Comments: No mention of feedback or discussion in regards to student findings presented to class.

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: Prior understanding is linked to current lesson plan. Content from lesson plan is used to
build upon prior understanding and directed towards future lesson.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Initially teacher led and directed, but second half of lesson is for students to demonstrate
findings and knowledge through group work.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Students asked to interpret questions and provide response. Group discussion at end of
class promoting multiple perspective in relation to lesson content.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Two activates encourage high-order thinking in regards to answering questions. But
initially lesson is designed to promote note taking.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Teacher spends 10 mins creating background on content such as segregation. But
metalanguage is not touched upon again.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: Teacher continually communicates and monitors students.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Lesson doesn’t directly outline quality of work. Teacher doesn’t engage in feedback for
students at end of lesson.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Lesson appears to be engaging with mind maps, videos, group work and discussions
with teacher monitoring students through all activities.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: Students prompted to engage in class discussion and group work to engage high order
thinking.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: Group work activity and class discussion to get students engaging socially.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: No mention of student regulation, other than students regulating themselves within their
group work.
17999029: Bradley Garland 6

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: Students aren’t given scope to direct own actives. Questions are assigned by the teacher
to each group.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Prior knowledge is noted as an understanding of segregation, this lesson is aimed at
providing a demonstration of this concept. All activities targeted at exploring segregation.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: Lesson is built on exploring the segregation of African Americans.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: Students exploring race. Integration of cross-cultural understandings.

3.4 Inclusivity
1–2–3–4–5 Comments: Inclusivity is not mentioned in the lesson plan.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Lesson explores racism and segregation. Students asked how they would respond if they
were in a similar situation as Rosa Parks.

3.6 Narrative
1–2–3–4–5 Comments: Lesson is built on the case study of Rosa Parks and the Montgomery Bus Boycott.

Section 3: Identifying Areas for Improvement

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

APST
1) 1.4 Strategies for teaching Aboriginal and Torres Strait 2) 5.2 Provide feedback to students on their learning
Islander students
QT model
1) 2.6 Student direction 2) 2.5 Students’ self-regulation
17999029: Bradley Garland 7

Modified Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Modern History Stage 6 9.2 Part I: Case Studies
A12: The Civil – p.16
Rights Movement
in the USA in the
1950s and 1960s
Date: Location Booked: Lesson Number: 2/3 (Segregation case study no. 1)
11/05/17 Classroom
Time: 60 Total Number of Printing/preparation
minutes Students - Up to date Roll
- YouTube video clip selected
25 Mighty Times, the Legacy of Rosa Parks
https://www.youtube.com/watch?v=I3Il-YeOSo0
- Supplementary question sheets for video
1) What was Rosa Parks crime?
2) Note down examples of segregation
3) What was the flow on effects of Rosa Parks action?
4) What was the point of the boycott?
5) Can you think of any similar examples within Australia?

- Montgomery city bus code (retrieved and printed from

http://www.archives.state.al.us/teacher/rights/lesson1/doc1.html
- Secondary article (retrieved and printed from Stanford
Encyclopaedia http://mlk-
kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc
_montgomery_bus_boycott_1955_1956/
- Group Question sheet printed off
Group 1: Using the Information from the sources above (including the 14th Amendment),
explain why segregation on public transport violated section 1 of the 14th amendment.
Think about the words “Abridge”, “Privileges” and “Immunities” in the amendment. You
should think about using a dictionary when answering this question.
Group 2: Discuss how this event helped Martin Luther King rise to prominence?
Group 3: Briefly discuss the significance of the black community in Alabama making the
sacrifice to walk instead of catching the bus after the car pool system was deemed illegal.
Think about the quote by Martin Luther King: “it is more honourable to walk in dignity
than ride in humiliation”. You can use some of the information from the 14th amendment
about “rights”, “privileges” and “protection of the laws”.
Group 4: apart from violating the 14th amendment, list other reasons as to why the Supreme
Court ended segregated seating on public buses?
Group 5: Discuss how the organisation and success of the Montgomery Bus Boycott was a momentous event
for the Civil rights movement in America?
- YouTube clip selected The Bus Ride That Changed the
Nation
https://www.youtube.com/watch?v=7EVrJBnE5y0&t=83s
17999029: Bradley Garland 8

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
P2.1 identify forces and ideas
and explain their significance
in contributing to change and
continuity from the
eighteenth century to the
present
P3.3 comprehend and analyse
sources for their usefulness
and reliability
P3.5 plan and present the
findings of historical
investigations, analysing and
synthesising information
from different types of
sources
Lesson assessment - forces for change that
emerged in the period of
Informal formative the selected case study 
assessment via mind - the nature of the
map exercise. political, social,
economic and
Questioning continual technological change
throughout lesson to that occurred in the
keep students focused period of the selected
and on task. case study 
- the impact of change on
the society or period of
the selected case study 
- locate, select and organise
information from different
types of sources, including
information and
communication
technologies (ICT), to
describe and analyse
relevant features and
issues of selected studies
of the modern world 
- analyse the major events
and issues relevant to
selected studies of the
modern world 
- assess the forces for
change and continuity
within selected studies of
the modern world 
- describe and evaluate the
role of key individuals and
groups in selected studies
of the modern world 
- present the findings of
investigations on selected
studies of the modern
world, analysing and
synthesising information
from different types of
sources 
- communicate an
understanding of relevant
concepts, features and
issues using appropriate
and well-structured oral
and/or written and/or
multimedia forms
including ICT. 

Cross Curriculum themes & General capabilities
Cross Curriculum:
- Society and Culture – explores the tension
between different cultures and races over time.
- African Americans, Native Americans, and
Indigenous Australians history (tied to lesson).
General capabilities:
- ICT – establishing knowledge through technology.
- Literacy – Writing up responses to various
questions
- Research, analysis, and critical thinking - evaluate
sources critically.
Explicit subject specific concepts and skills
Students are undertaking a unit in the civil rights movement.
Students have prior knowledge and understanding Segregation
from previous lessons, this lesson is a demonstration
expressing disproval of the institution of segregation (Bus
Boycott).
Students will be applying their understanding of segregation in
the Case Study of the Montgomery Bus Boycott and applying
their understandings to examine the body of work for the
lesson.

Time Teaching and learning actions Organisation Centred

T/S
17999029: Bradley Garland
Intro Welcoming
Teacher greeting students as they enter
and instruct them to take a seat so the roll
5 mins can be marked.
Body Mind Map Jim Crow Laws
Mind map to reinforce prior knowledge
5 mins of segregation in different institutions;
Railways carriages, buses, hospitals,
marriage, public settings. Look at Jim
Crow Laws and its origins to give
context to Montgomery Bus Boycott.
Relate to segregation of Indigenous
Australians
Video Documentary
10 mins Watch YouTube documentary (3:23)
Mighty Times, the Legacy of Rosa Parks.
Accompanying question sheet for
students to fill out.
Questions:
6) What was Rosa Parks crime?
7) Note down examples of segregation
8) What was the flow on effects of
Rosa Parks action?
9) What was the point of the boycott?
10) Can you think of any similar
examples within Australia?
Group work analyse of sources
15 mins Students in groups are to analyse three
sources: Copy of Fourteenth
Amendment, Montgomery city bus code
and an edited secondary article on the
Montgomery Bus Boycott.
Questions:
Group 1: Using the Information from the sources
above (including the 14th Amendment), explain
why segregation on public transport violated
section 1 of the 14th amendment. Think about the
words “Abridge”, “Privileges” and “Immunities” in
the amendment. You should think about using a
dictionary when answering this question.
Group 2: Discuss how this event helped Martin
Luther King rise to prominence?
Group 3: Briefly discuss the significance of the
black community in Alabama making the sacrifice
to walk instead of catching the bus after the car
pool system was deemed illegal. Think about the
quote by Martin Luther King: “it is more
honourable to walk in dignity than ride in
humiliation”. You can use some of the information
from the 14th amendment about “rights”,
“privileges” and “protection of the laws”.
Group 4: apart from violating the 14th amendment,
list other reasons as to why the Supreme Court
ended segregated seating on public buses?
Group 5: Discuss how the organisation and success
of the Montgomery Bus Boycott was a momentous
event for the Civil rights movement in America?
10 mins Presentation of groups findings
Each group to present a 1-minute
9
Teacher: Teacher to welcome students as they Teacher
enter of own volition. Mark roll.
Student: Settle into desk getting prepared for
lesson ahead.
Resources: Roll and welcoming disposition.
Teacher: Teacher to facilitate a mind map exercise Teacher
surrounding Jim Crow Laws, encouraging student and
engagement with ideas for mind map through Student.
students existing knowledge of segregation.
(informal assessment)
Student: Provide points from previous lesson to
summarise and reinforce existing knowledge.
Resources: White board.
Teacher: Teacher to warn students of confronting Student.
content.
Sets up YouTube video – Link
https://www.youtube.com/watch?v=I3Il-YeOSo0
Teacher to stop video at pivotal points to reinforce
points, ask leading questions (informal formative
assessment)/provide feedback.
Student: Watch video and note take important
aspects, answering question sheet.
Resources: YouTube set up on screen ready to
play. Guiding questions to direct students focus in
regards to video handed out on worksheet.
Teacher: Hand out question sheet to each group. Student.
Walk around classroom assisting students where
necessary. Provide feedback on student progress as
teacher walks around groups.
Student: Break up into 5 groups to analyse sources
in retrospect to groups desired question. Hands on
with source analysis.
Resources: Copy of Fourteenth Amendment
(students previously handed out copy in prior
class), Montgomery city bus code (retrieved and
printed from
http://www.archives.state.al.us/teacher/rights/lesson1/doc1.html,
and secondary article (retrieved and printed from
Stanford Encyclopaedia, link in resources section
at top)
Question sheets.
Teacher: Teacher to facilitate group presentation Student
of findings for entire class. Teacher to ask
17999029: Bradley Garland 10

summary of their findings. questions and provide feedback on student analysis

Reflection-in-action prior to task to gage Student: Present findings to class

how students are going in and if they are
ready to present findings (if not, further
work and time could be carried out on
sources with a summary of lesson as a
collective)
10 mins Comparison to segregation in
Australia
Watch YouTube clip in regards to the
Freedom riders
Teacher to facilitate wide discussion on
how this video depicts issues similar to
those of the American civil rights
movement.
Reflection Reflection/ pack up
5 mins Summary of what has been covered in
lesson.
How the Montgomery Bus Boycott fits
into the unit as a case study which
explores segregation.
Resources: N/A.
Teacher: Teacher to set up video clip of Freedom Teacher
Riders and the bus ride that changed the nation and
student.
Student: Students to actively watch the video clip
to identify segregation issues within the Australian
context and the Indigenous Australians.
Resources: YouTube clip
https://www.youtube.com/watch?v=7EVrJBnE5y0&t=83s
Teacher: Teacher to lead reflection/summary of Teacher
key points of lesson.
Student: Class discussion on the significance of
segregation in America, and by retrospect Australia
as well.

Resources: Established knowledge of lesson for

students to think critically in regards to wider unit.

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

Through the hours spent sifting through countless lesson plans, the complexity and effort it takes to

create/ locate an effective lesson plan is not lost on me as a future educator. In modifying the lesson plan, I

was able to identify the importance incorporating Aboriginal culture and student feedback into the

pedagogical framework a lesson plan. I found the lesson somewhat easy to incorporate strategies that make

the lesson relatable for Aboriginal students as the topic lends to an Australian context. However, I found it

much harder to include aspects in which student feedback could be achieved. I felt the integrity of the lesson

and its content would suffer if I shifted the lesson simply towards measurement rather than on learning.

What I believe I have created, is a balance in which feedback could be provided on an informal level as if the

teacher were drawing more information rather than critiquing.

I was also able to differentiate how diverse students require different teaching strategies in order to

meet their learning needs. It was important for me to do further research on the importance of Aboriginal

teaching strategies as it opened my eyes to the significance of narrative in Aboriginal education and lesson
17999029: Bradley Garland 11

plans in general. The original lesson plan, also appeared to be very teacher led and authoritarian. It was also

challenging to strive for more student direction and explicit quality criteria in order to create quality

teaching.

Overall, the analysis and modification of this lesson plan has proven challenging but also rewarding.

I feel more confident in approaching lesson planning through the analysis of the Australian Professional

Standards for Teachers and the Quality Teaching model.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P2.1 Informal formative assessment – Teacher to facilitate
reflective practice on what was learnt about change and
segregation. Observation of student participation would
measure knowledge formed.
P3.3 Informal formative assessment – Teacher engaging in
group presentations surrounding source analysis.
P3.5 Informal formative assessment – Analysis of variety of
sources. Teacher observing students as they participate
in group work.

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?

The potential risk for this lesson involves the ethical/cultural sensitivity surrounding
the examination of segregation and racial prejudices in historical context and the
incorporation of ICT. These issues are still prevalent in today’s society and therefore
prove risky if not identified and monitored accordingly. Therefore, consideration must
be taken when conducting a lesson with a sensitive agenda. The teacher must
adequately warn students of material that might cause distress, so students aren’t
overwhelmed at the content.
17999029: Bradley Garland 12

Academic Justification

The original Montgomery Bus Boycott lesson plan, despite being extensive and well-constructed,

offers scope for significant improvement. The Australian Institute for Teaching and School Leadership

(AITSL) provides opportunities for teacher and lesson development within the Australian Professional

Standards for Teachers (AITSL, 2017). These standards “make explicit the elements of high quality

teaching” (AITSL, 2017). The standards allow for the scope of improvement for teaching strategies for

Indigenous students as well as providing feedback on students and their learning.

It is important to note that the majority of teaching and learning practices are culturally driven (Voltz,

Sims & Nelson, 2013). Whilst student diversity, when included into the learning process can be a rich

educational resource, it also generates a complexity within the classroom due to its diversity as practices and

the curriculum in schools lend themselves to western ideologies (Craven, 2011, p. 258). In order to facilitate

a higher level of education for all, teachers must be able to “understand as far as possible, the perspectives

and experiences of all individuals” and how they learn (Gill & Armstrong, 2010). In order to create an

inclusive education system, teachers must become in tune with the strategies and learning requirements of all

students. One strategy noted fulfilling an inclusive lesson plan include incorporating Indigenous perspectives

across all curriculum areas, as well as a focus on content that develops cross-cultural themes (Craven, 2011).

The modifications made to the lesson plan demonstrate a cross-cultural link between the events transpiring

in America and Australia. Exploring Australian Indigenous perspectives whilst studying the American civil

right movement creates a point of commonality which incorporates Indigenous students into the lesson.

In conjunction with APST, standards 5.1 and 5.2 were also underutilised within the original lesson

plan and therefore rectified through the teacher student engagement within the lesson activities. It is

important to note that teacher feedback is not teacher regulation. Rather teacher feedback in conjunction with

student’s internal input work together to form student self-regulation. Hattie (1999) notes that the simplest

prescription for improving education must be dollops of feedback” (p. 9). Within the revised lesson plan, the
17999029: Bradley Garland 13

focus on feedback is given in a timely manner periodically in ‘dollops’ throughout the lesson activities. The

immediacy of feedback proves to be significant point. The teacher is to orally engage with student responses

in order to direct learning. Good feedback enables students to locate their learning and what to do next in

regards to their learning, allowing for self-regulation. Feedback needs to understood as constructive criticism

used for student betterment. Through consistent and timely feedback during the revised lesson plan

activities, students are able to build and cement their knowledge through the guidance of the teacher. As

Crooks (1988) notes, feedback “should take place while it is still clearly relevant” (p. 469), as the lesson has

been modified to allow for feedback and discussion to be given during all tasks, this constitutes to quality

teacher practices.

In relation to the Australian Quality Teaching Model (QT), the following improvements were made

in relation to student direction and student self-regulation. Originally, the existing lesson plan was

predominately teacher directed, with little to no student direction in activities. In order to rectify this issue,

the modified lesson depicts a more student centred approach with the ability to select questions rather than

being allocated one by the teacher within group work. Importantly, student direction allows teachers to

provide students with the ability to exercise control and regulation of their own learning by offering choice

which appeals to them personally. Student based learning incorporates “metacognition, learning how to

learn” (Crumly, 2014, p. 12). Student centred learning encourages critical thinking with translates to deeper

understanding. By giving students meaningful choice through a variety of options, all of which are relevant,

contextualised and/or personalised it will irrevocably promote intrinsic motivation (Evans & Boucher, 2015,

p. 89). The autonomy of choice within group work should allow for greater engagement and motivation of

students.

The last change made to the lesson plan incorporates student self-regulation. The lesson plan holds

high expectations of students with source analysis and other tasks. In order to achieve these high

expectations there needs to be a high level of self-regulation from students. It has been noted that “self-

regulated learning is related to academic achievement and study success” (Virtanen, Nevgi, & Niemi, 2015,
17999029: Bradley Garland 14

p. 20). The lesson plans activities require significant attention and therefore the full attention of students.

The lesson has been modified to ensure activities are purposeful and interesting for students to minimise the

risk of disruptive behaviour. By offering students choice within the lesson, it is targeted for high levels of

motivation and engagement among students encouraging their self-regulation.

17999029: Bradley Garland 15

References

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

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

BOSTES. (2017). NSW Modern History Stage 6 Syllabus. Retrieved from

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf

Craven, R. (2011). Teaching Aboriginal Studies, edited by Rhonda Craven, Allen & Unwin. ProQuest

Ebook Central, http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=684340.

Crooks, T. (1988). The Impact of Classroom Evaluation Practices on Students. Review of Educational

Research, 58(4), 438-481. Retrieved from http://www.jstor.org.ezproxy.uws.edu.au/stable/1170281

Crumly, C. (2014). Pedagogies for Student-Centered Learning. Fortress Press. Retrieved from

http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=1887158

Evans, M., & Boucher, A, R. (2015). Optimizing the Power of Choice: Supporting Student Autonomy to

Foster Student Motivation and Engagement in Learning. Mind, Brain & Education, 9(2).

Gill, R., Armstrong, F. (2010). Teaching and Learning in Diverse and Inclusive Classrooms. Routledge.

Retrieved 11 May 2017, from <http://www.myilibrary.com?ID=292996>

Hattie, J (1999). Influences on Student Learning. Inaugural Lecture. Professor of Education, University of

Auckland, August 2002.

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Montgomery Bus Boycott Lesson Plan. Retrieved from

https://www.tes.com/teaching-resource/stage-6-modern-history-lesson-plan-11322126

Shipp, C. (2013). Bringing Aboriginal and Torres Strait Islander perspectives into the classroom: Why and

How. Literacy Learning: The Middle Years (20:1). Retrieved from

https://www.alea.edu.au/documents/item/775

Virtanen, P., Nevgi, A., & Niemi, H. (2015). Self-regulation in higher education: Students' motivational,

regulational and learning strategies, and their relationships to study success. Studies for the Learning

Society, 3(1-2). doi:http://dx.doi.org.ezproxy.uws.edu.au/10.2478/sls-2013-0004

Voltz, D. L., Sims. M. J., & Nelson, B. (2010). Connecting Teachers, Students, and Standards. Alexandria:

ASCD. Retrieved from http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=564136

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Learning Portfolio link

http://bpgarland.weebly.com/