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102086 Designing Teaching & Learning

Assignment 2 Lesson Plan Analysis

Science KLA

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

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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: Students demonstrate some deep knowledge on how plastic bags are made, why they
are effective and the impact they have on the environment.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: Students develop a somewhat deep understanding on the importance of biodegradable
bags. Students also develop a somewhat deep understanding on the harmful effects of plastic on the
environment.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: Teacher uses a cause and effect map to showcase the problematic result of plastic on the
environment. Teacher also creates a class discussion on ways that plastic harms the animals.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: Students demonstrate higher order thinking by providing possible ideas as to how to
combat the issues. Students are also asked to think outside the box when it comes to creating a
biodegradable bag that they will present in the form as a functional end product that they are
showcasing.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Teacher integrates the use of metalanguage in class activities to engage students’
vocabulary. Students use key terms such as ‘biodegradable’ and are familiar with the chemical
components used in plastic bags.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: Teacher mostly communicates with students in the form of a class discussion. Teacher
creates a classroom environment based off of constant teacher-to-student and student-to-student
verbal communication.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Teacher provides explicit quality criteria based on the tasks students are expected to
complete.

2.2 Engagement
1–2–3–4–5 Comments: students are engaged throughout the class through both verbal discussion and hands on
activities.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: Teacher has set out expectations for students to complete an end product to showcase to
the class. Students are also expected to answer a true or false worksheet

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: Social support is present through peer work and teacher to student discussions. The
classroom environment is encouraging for pair work and inclusive class discussion.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: Students are able to reflect on their learning in order to complete their worksheets. They
also come to their own conclusions in order to produce valid responses. However, students were

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 mostly steered by the teacher as he set out the design for the bags and students only modified it.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: Students were not given much autonomy to expand on their creativity and ideas. They
were closed to one form of design that the teacher guided them through. Although they were able to
add their own twist to their design it was mostly teacher directed.

3 Significance
3.1 Background knowledge
1 – 2 - 3 – 4 – 5 Comments: Teacher does not ask students much on their background knowledge on the topic.
Rather, teacher initiates the classroom discussion stating the harmful effects of plastic on the
environment.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: Cultural knowledge was not mentioned nor integrated in the classroom activities.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: Scientific knowledge as well as elements of business is both integrated in the lesson
plan. Therefore there is somewhat cross curricula integration present in the classroom.

3.4 Inclusivity
1–2–3–4–5 Comments: All students are included and are engaged and participating in classroom activities,
presentations and discussions.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: the activity is based off of real life context. This allows students to understand the
implications of plastic on everyday life and can make a connection between them.

3.6 Narrative
1–2–3–4–5 Comments: Students briefly explained their take on the concepts and ideas demonstrated in class.

Identifying Areas for Improvement

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

QT model
1) Background knowledge 2) Student direction
3) Cultural knowledge 4) Knowledge integration

Lesson Plan – Bin Liners

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 Syllabus: Science Stage: Stage 4 Topic: Earth and Space

Outcomes Assessment Students learn about Students learn to

SC4-13ES Explains how Informal formative ES3 Scientific knowledge Classify a range of the
advances in scientific assessment. influences the choices Earth’s resources as
understanding of people make in regard to renewable or non-
processes that occur the use and management renewable.
within and on the Earth of the Earth’s resources.
influence the choices Investigate some
people make about strategies used by people
resource use and to conserve and manage
management. non-renewable resources,
e.g. recycling and the
alternative use of natural
and made resources.

Note: Not all activities may be captured by the video. Assume they were covered by the teacher.

Time Teaching and Learning Actions

5 min Lesson Preliminaries/Administration
 Settle students into the classroom.
 Mark the roll.
 Ask students about their previous knowledge on the topic
 Draw up a quick mind map on the board demonstrating their previous knowledge

10 mins Direct instruction: Play a video:

 Play a video on the harmful effects of plastic on the environment
 Welcome students and remind them of the topic.
 Introduce students to high density polyethylene as a non-renewable resource used to
make plastic bags.
 Key ideas for this lesson are cause and effect with questions being “why do we use so
many plastic bags in Australia?” and “what is the effect on the environment?”
 Another key idea is solutions with questions being “what have governments done to
solve problems caused by plastic bags?” and “what can citizens do to solve problems
caused by plastic bags?”
 Give overview of activity:
 Designing renewable alternatives to plastic bags using newspapers. Teacher will
show students a design and they will improve that design.
 Give overview of thinking tools to be used:
 Think-pair-share
 Cause-effect map
 Pros-Cons-Questions
 Students will watch 10-minute YouTube video on the harmful effects of plastic.
This is a useful tool to help students absorb the information and remember certain
details through visual aid. This is a lot more effective than listening to a teacher

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 state a bunch of facts to the class for 10 minutes straight. By playing the video not
only will students be more engaged but they will also remember the content a lot
easier.

10 mins Think-Pair-Share Activity Class discussion:

5 mins  Give students true/false statements worksheet with questions like “the average plastic
bag is used for only 5 minutes but can take up to 1,000 years to break down in the
environment.”
 Students have 2 minutes to individually answer the questions (think).
 Students then have 1 minute to discuss their responses with the student sitting next to
them (pair).
 Teacher will then lead class discussion based on worksheets for 5 minutes (share).
 Discuss the key ideas presented in the video
 Ask for students input on the matter
 Ask the class general questions to assess what they have learnt informally. From this the
teacher will know what areas they need to focus more on where the students are lacking.
10 mins Cause-Effect Mapping Activity
 Give students cause-effect map worksheets.
 Students have 2 minutes to think of as many reasons for why we use so many plastic
bags in Australia.
 Go around the class to check student understanding. Highlight the link between the
causes identified and the production of high density polyethylene bags.
 Students have 2 minutes to list as many sub-effects of the production and use of plastic
bags. Circulate to assist students.
 Teacher leads brief class discussion to summarise the environmental effects identified by
the students.
5 mins Direct Instruction
 Teacher will ask students to work in pairs and create their own biodegradable bin liners
using newspapers and other cardboard scraps. Teacher will show a finished product as
an example for students. Students are asked to be as creative as possible with their
designs. Students are also asked to integrate cultural elements into their design. to show
students how to construct a biodegradable bin liner by folding 4 sheets of newspaper.
The bin liner will fit into the teacher’s waste-paper basket.
10 mins Pros-Cons Activity : Student Centred Activity
5 mins  Teacher invites students to highlight the pros and cons of the biodegradable bin liners.
 Students must identify ways to improve the bin liners.
 Students must work in pairs to create the newspaper bin liners. Circulate around the
room to assist students.
 Students must demonstrate their own designs to the teacher, using the teacher’s waste
paper basket as a test.
 Teacher to encourage peer support during demonstrations.

10 mins Student-Centred Activity Presenting Designs to the Class

5 mins  Students to identify ways to improve the bin liners using the MAS sheet.
 Students to work in pairs to refine the newspaper bin liners. Circulate around the room to
assist students.
 Students demonstrate their improved designs to the teacher, using the teacher’s waste
paper basket as a test.

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  Teacher to encourage peer support during demonstrations.
 Summarise and close the lesson.
 Students will present their designs and ideas to the class
 Students will discuss why they are effective designs and market them.
 Students will also explain how they integrated cultural elements in their designs.
5 mins Wrap up lesson:
15 mins  Sum up the lesson by asking students to mention the new knowledge they have learnt in
the lesson
 Add to the existing mind map on student’s previous knowledge that they have gathered
from the lesson. This is a good way for both teacher and students to visually be able to
assess students’ progress. This will act as a motivational and rewarding representation
for students as well as enable them to revise what they have learnt during the lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-13ES Marking the informal worksheets and also by looking at what
has been added to the mind map so that both students and
teacher may see the progress made.

Academic justification:

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Teachers should provide the best teaching environment for students. In order to manage this
teachers must be open minded when constructing their pedagogical approaches. The above stage 4
science based lesson plan on ‘Earth and Space’ has been adapted to better ensemble the
pedagogical approaches presented by the Quality Teaching (QT) model. The four QT areas that
were the weakest part of the chosen lesson plan are 2.6-student direction, 3.1 background
knowledge, 3.2 cultural knowledge, 3.2 cultural knowledge, 3.3 knowledge integration.

By observing quality teaching in NSW public schools (2003) documents, it offers a guide to what is
expected of each aspect of the QT model. The first QT model that will be discussed is 2.6-student
direction. Student direction is a vital skill that students should attain to become autonomous
thinkers. The changes made to the original lesson plan are allowing students to create their own bin
liners from scratch. The original lesson plan had the teacher showing a step-by-step guide as how to
replicate his exact same bin liner. This restricts their student direction as well as restricts their
creativity. Therefore the modified lesson plan expected students to design their own bin liners their
own way using their creativity. According to Biggs and Tang (2007) it is teachers’ responsibility
create activities that will aid student learning and help construct their knowledge. Students are
evolving individuals who are empowered to engage with complex realities of the outside world. In
order to do so it is essential for them to become autonomous thinkers and is encouraged for students
to self- guide through tasks to prepare them for the outside world. (Neuman, S., Kaefer, T., &
Pinkham, A. (2014).

The second QT model that was lacking in the original lesson plan is 3.1-background knowledge.
Assessing ‘ previous knowledge on a certain topic that will be addressed is a great way to be able to
assess what the students have learnt. According to Price, Bradley and Smith, (2012) background
knowledge accelerates a student’s progress through the grade levels. Students will need to utilise
previous concepts in order to successfully complete and understand new concepts. Without
assessing students’ background knowledge, it will make introducing new topics conceptually more
difficult. Students will need to further draw on inter-textual linkages in order to account for missing
background knowledge, which will make students struggle to absorb new content. Therefore it is
evident that background knowledge is an important QT that will aid students to develop their
contextual knowledge. (Tran, N.D. & Nguyen, T.T. Interchange (2015).

The third QT model that is lacking in the original lesson plan is 3.2-cultural knowledge.
Incorporating cultural knowledge into a lesson plan is a great way to promote diversity and equity
in the classroom. Incorporating cultural elements within the lesson plan is a great way to promote
diversity and build on students’ cultural knowledge. A dynamic constructivist theory suggests that
cultural knowledge activates several types of skill sets that contribute to creativity such as
availability, accessibility and applicability. These are depicted through the interactive and dynamic
nature of the design thinking process. The cultural context actively shapes the design reasoning.
Therefore in order to promote creativity and design skills, it is great to allow students to be
culturally aware. Exercising their creativity along with their cultural awareness is a great way to
implement cultural acceptance, expression and awareness. Clemmensen, T., Ranjan, A., & Bødker,
M. (2018). According to Meyers, (2003) another important factor in creating a safe and warm
learning environment for students is to provide a warm community that is accepting of diverse
backgrounds. This can be achieved through allowing students to express and embrace their own
culture through the design process of the task.

The fourth QT model that was lacking in the original lesson plan is 3.3-knowledge integration.
Knowledge integration is crucial because it is a great way to educate students of many concepts in

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an effective manner. This will strengthen their ability to remember content and to understand it a lot
better. Students should be encouraged by teachers to reflect upon their practices and learning
experiences. Students should be engaged in critical thinking to develop an individual sense of
professionalism. Encouraging critical thinking is a vital part of integrating educational concepts to
students. Baartman, L., Kilbrink, N., & De Bruijn, E. (2018).

Conclusively, many useful strategies were taken into consideration when adapting the lesson plan
to suit the lacking QT models. In order to provide effective and engaging lesson plans, teachers
should constantly revisit the quality-teaching model to try to include all aspects into the lesson plan.
Intellectual quality is important to be present in the classroom as it forms an engaging and
encouraging environment for students to excel in. the lacking QT models provide a fundamental
part of a students ability to take In knowledge effectively while also contributing to a diverse and
safe learning space for all students to feel comfortable to learn in.

References:

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 Baartman, L., Kilbrink, N., & De Bruijn, E. (2018). VET students' integration of knowledge
engaged with in school-based and workplace-based learning environments in the Netherlands.
Journal of Education and Work, 31(2), 204-217.

Clemmensen, T., Ranjan, A., & Bødker, M. (2018). How cultural knowledge shapes core
design thinking-a situation specific analysis. CoDesign, 14(2), 115-132.

Meyers, S. (2003) Strategies to Prevent and Reduce Conflict in College

Classrooms, College Teaching, 51:3, 94-98, DOI: 10.1080/87567550309596419

Neuman, S., Kaefer, T., & Pinkham, A. (2014). Building Background Knowledge. Reading
Teacher, 68(2), 145-148. (1)

Tran, N.D. & Nguyen, T.T. Interchange (2015) 46: 113. https://doi.org/10.1007/s10780-
015-9230-1