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How the quality teaching elements you have identified are achieved within the lesson.
Background Students background knowledge is incorporated into the tasks such as the What
Knowledge makes us unique? Icebreaker, Vocabulary race, Who am I? and sense of self table.
The activities allow students to draw from their personal experiences and make
connections to the content from what they previously know already.
Time Teaching and learning activities Organisation Cen
tred
T/S
5 Introduction Teacher: Teacher is speaking to the class T
Teacher to give brief insight into the topic
sense of self and adolescence transitions Student: Students are seated listening to
and changes teacher
Teacher will briefly describe the purpose of
the first activity e.g. Resources: No resources
- becoming familiar with your peers
-forming positive interactions is essential in
the real world and everyday life
15 What makes us unique Ice Breaker Teacher: Teacher will be walking around S
Students will be asked to form two lines the classroom, listening to student
facing each other responses, observing etc.
Teacher will give an example on themselves Student: Students will be in two lines and
“I am Miss/Mr ___ and what makes me will be moving to their left and rotating to
unique/interesting is ___” their new partner every 20 seconds.
Teacher will encourage students to Resources:
introduced themselves and tell their partner No Resources for this activity
one interesting fact about themselves that If no space in the classroom this
makes them unique and vice versa activity can be done on the field
After 20 seconds the students will move to
their left to the next person and repeat the
exercise in a rotation
By the completion of this exercise the
students will know more about their peers
and be able to recognise each others as well
as their own unique qualities
Who am I? Think Pair and Share Teacher: Gives students the questions S
Students will be encouraged to answer a about their sense of self. Walks around the
40
number of questions about themselves in
relation to their sense of self and transition classroom monitoring discussions and
and change, the questions are in the asking questions, offering assistance etc.
resources box Student: Individually answer questions
Students will be encouraged to have a chat about themselves and then discuss their
and share their answers with the person answers with their peers/friends close by.
next to them reflecting upon their own Resources: Scaffold of questions
answers and identifying some
similarities/differences
Teacher to discuss some emotions and
feelings relating to change and transition
Popplet : http://popplet.com/
How the quality teaching elements you have identified are achieved within the lesson.
How the quality teaching elements you have identified are achieved within the lesson.
https://www.commonground.org.au/learn
/connection-to-country
https://www.australianstogether.org.au/discover/indigenous-culture/the-importance-of-land/#video
https://www.commonground.org.au/learn/connection-to-country
https://nces.ed.gov/nceskids/createagraph/
https://kahoot.com
https://www.qr-code-generator.com
SurveyMonkey: The World’s Most Popular Free Online Survey Tool. (1999-2018). Retrieved from
https://www.surveymonkey.com/
Teen Development - What You Need To Know. (2014, July 22). Retrieved from
https://www.youtube.com/watch?v=YMGQ3c7ydeI
Resources Attached:
1. Design
2. Data
3. Labels
4. Preview
5. Save and Send
Example outcome:
#2 ICT Resource: Popplet – Made by Mia Katar
Images Referenced:
Ausley, D. (2016). Parents, Peers and Pressure [Web image]. Retrieved from
http://www.beaconbaptist.org/blog/2016/01/14/parents-peers-pressure/
Cho Pang, L. (n.d.). Pass or Fail [Web image]. Retrieved from https://www.dreamstime.com/royalty-free-stock-
photos-pass-fail-red-pen-image38454708
Davydenko, K. (2018). Vector - happy cartoon family with two children and pets near their house with a garden, no
cartoon-family-with-two-children-and-pets-near-their-house-with-a-garden-no-gradients.html
characteristics-of-low-self-esteem-people
#3 Literacy Resource Scenario/Vignette/Case Studies: Made by Mia Katar
Academic Justification
In education, teachers adopt specific theories which incorporate a myriad of approaches that frame and
reflect their personal teaching pedagogy. Through teacher pedagogy, students gain the skills, knowledge
and methods to reach their optimal learning potential. Teaching models such as student-centred learning,
social learning and problem- based learning through interactive mediums such as utilising Information and
The constructivist approach is an overarching pedagogical theory that is becoming increasingly popular
within the KLA of Health and Physical Education. Constructivism is used as a paradigm that surrounds the
idea of students constructing their own learning (Olusegun, 2015). Student-centred learning allows
students to feel empowered, build upon prior knowledge, engage with content kinaesthetically, utilise
creativity, have choice, focus on personal growth, embrace the process of learning, discover solutions,
work collaboratively and experiment with an array of learning tasks (Singleton, 2009). Tangney (2013)
suggests that within student centred learning “students are seen as active participators rather than passive
receivers” (p.267). Constructivist elements are evident throughout the lesson plans through hands on
participation, stationed activities which require movement around the classroom, creative choice such as
incorporating drawing and graph making and collaborative learning demonstrated through a cooperative
Collaborative learning such as working in groups fosters many learning benefits to students. Corporan &
Martin (2014) research suggests that students work better in groups as it provides opportunity to share
ideas, allocate roles and work together to achieve a common goal, in turn promoting a positive learning
attitude. Other beneficial skills include verbal communication, negotiation, leadership, organisation, peer
support, critical thinking, extension of prior knowledge, respecting differences and channelling students’
learning allows students from diverse groups to work together and aims to highlight each group members
perspectives by collectively contributing their knowledge equally as one (Serrano & Pons, 2014).
Collaborative and Cooperative learning is evident within the lesson plans as students can take on roles
within group tasks, draw upon their prior knowledge to offer unique contributions and evaluate diverse
feedback from their peers (Shapira-Lishchinsky, 2014). This idea is apparent in the activities; loss and grief
continuum, think pair and share, the case studies, social network target board, graph making and popplet.
interpersonal skills and general capability skills such as critical and creative thinking, literacy, numeracy and
Collaborative learning tasks using ICT platforms contribute to a focused student-centred learning
environment. Students are able to evaluate information to create purpose, motivating students to work
autonomously with decreased reliance on teacher confirmation (Suryani, 2010). Through ICT, students
develop skills to become successful self- directed learners. Students develop skills such as critical inquiry
and problem solving by participating in tasks that require research, further extending upon deep
knowledge and understanding. Research promotes skills such as information analysation and information
processing, enhancing cognitive thinking abilities through information breakdown (Suryani, 2010;
Donohoe, 2011). ICT is an efficient platform to allow students to share responses with their peers, facilitate
discussion in the classroom and reflect upon their answers (Shirley & Irving, 2014). To assess students’
knowledge, ICT is a good way to perform formative assessments. ICT engages students in the task at hand
providing students the skills to transfer knowledge between contexts as compared to standardised written
components (Donohoe, 2011). ICT tasks that promote interactivity, collaborative learning and engagement
within the lesson plans include survey monkey, graph making, kahoot, QR codes, youtube videos, popplet
and research tasks. ICT learning activities relate directly to the syllabus by developing students’ self-
management skills and Interpersonal skills. Further, ICT enhances many general capabilities such as critical
and creative thinking, ICT capabilities, literacy, numeracy and personal and social capabilities.
Problem based learning (PBL) surrounds the idea that students have the ability to incorporate and
strengthen skills such as using critical inquiry, cognitive thinking and team work by “working towards an
understanding or resolution to a problem” (Hushman & Napper-Owen, 2011, p.18). PBL involves student-
centred learning in group collaboration, requiring students to solve real-life problems in group discussion,
achieved by breaking down underlying mechanisms that contribute to the problem (De Witte & Rogge,
2016). PBL also incorporates other factors such as critical analysis, multifaceted problems, students
utilising and building upon their prior knowledge and lastly, teachers acting as facilitators who guide the
students learning rather than solve the problems for them (Hushman & Napper-Owen, 2011; Pearson,
2006). PBL is demonstrated through the case studies/scenario cards, research task, the loss and grief
continuum and the support network target board, where students are encouraged to work together to
problem solve. PBL builds upon engagement, connectedness, higher order thinking, deep knowledge and
understanding, all factors contributing to the syllabus in relation to self-management, interpersonal skills,
critical and creative thinking, ICT and personal and social capabilities.
As a teacher it is vital to not adopt the approach that one size fits all and to acknowledge that each student
possess’ their own individualised set of skills. Differentiation is not only a pedagogical approach to cater for
the learning needs of diverse learners but to recognise the support each student requires to reach their
learning potential. Each student acquires a preferred way of learning which produces and fosters a better
understanding (Colquitt, Pritchard, Johnson, & McCollum, 2010; Smith, 2005). Differentiated learning
strategies within the lesson plans range from practical and physical components, ICT, reading, writing and
literacy, visual cues, creative channels, problem solving, critical inquiry, group collaboration and
mathematical concepts. Additionally, learning activities cater for different types of learners through choice,
differentiated product, process and learning environment (Smith, 2005). Examples of this include one of
the learning activities being conducted on the field, incorporating physical components of throwing and
catching to cater for learners who connect with the outdoors and are interested in movement skills.
Another example is the running vocabulary race and activity stations, catering for students who enjoy
moving around their environment. Additionally, students have choice within the lesson activities to modify
the process and product, achieved by providing students with creative choices such as choosing the type of
graph and mind map they wish to create. Diverse grouping in collaboratively learning also gives G.A.T
students the opportunity to mentor their peers and share their knowledge.
In conclusion, the 3 lesson plans adopt the constructivist pedagogical approach incorporating an array of
teaching models, strategies and approaches. The aim of using these elements collectively is to create a
variety of learning avenues to cater for diverse learners and their needs, for each students to reach their
optimal potential.
Reference List
Colquitt, G., Pritchard, T., Johnson, C., & McCollum, S. (2017). Differentiating Instruction in Physical
Corporan, R. A., & Martín, A. H. (2014). Collaborative learning methodologies mediated by ICT in
De Witte, K., & Rogge, N. (2014). Problem-based learning in secondary education: evaluation by an
Donohoe, P. (2011). Using ICT to Enhance Sociological Inquiry and Research. Ethos, 19(2), 23.-25.
Hushman, G., & Napper-Owen, G. (2011). Incorporating Problem-based Learning in Physical Education
Teacher Education. Journal of Physical Education, Recreation & Dance, 82(8), 17-23.
doi:10.1080/07303084.2011.10598671
Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-
10-2018
Pearson, J. (2006). Investigating ICT using problem-based learning in face-to-face and online learning
Serrano, J. M., & Pons, R. M. (2014). Introduction: Cooperative Learning. Anales de Psicología, 30(3),
doi:10.1177/1741143214543203
Singleton, E. (2009). From Command to Constructivism: Canadian Secondary School Physical Education
Curriculum and Teaching Games for Understanding. Curriculum Inquiry, 39(2), 321-342.
doi:10.1111/j.1467-873x.2009.00445.x
Smith, S. P. (2005). Beyond Games, Gadgets, and Gimmicks: Differentiating Instruction across Domains
in Physical Education. Journal of Physical Education, Recreation & Dance, 76(8), 38-45.
doi:10.1080/07303084.2005.10608297