Designing Teaching and Learning: Assessment Two Liam Culhane 18361777

Designing Teaching and Learning: Assessment Two

Geography Lesson Plan

Table of Contents
Lesson Plan Codified Analysis …………………………………………………………... 2
Modified Lesson Plan .......................................................................................................... 5
MindMup ICT Activity Example ………………………………………………………. 10
Academic Justification ...................................................................................................... 11
References ……………………………………………………………………………….. 14
Learning Portfolio Link ………………………………………………………………… 16

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 Designing Teaching and Learning: Assessment Two Liam Culhane 18361777

Part B:

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: Clearly addresses “place” and “liveability” as key concepts as a
sustained focus of the lesson. Although not always explicit, students are
engaged in exploring the interrelationship between these two concepts.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Students engage with shallow understandings in the first 15
minutes as a measure of background knowledge. However, students do
engage in deeper understanding through collaboration and discussion, and are
given opportunities to demonstrate this knowledge verbally and in writing.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Knowledge and definitions are not problematized, nor are
assumptions surrounding place or liveability. These could easily be expressed
throughout the visual representation activity and class discussion, which
allow for the presentation of multiple perspectives.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Think/Pair/Share, visual representation activity and class
discussion involve analytical approaches that reflect higher order thinking,
demonstrated through prompt questions such as, “[a]ssess the liveability”.
The use of worksheets with the express purpose as a copying tool could be
altered to improve this further.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Metalanguage is engaged with periodically, for example the
assessment of liveability within social, cultural and environmental
frameworks. With the exception of the definitions, this language is not
explained nor are the interconnections commented on.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: There is sustained interaction within students groups and between
students and the teacher for the majority of the lesson. This is recipricol
throughout the Think/Pair/Share activity, visual representation activity and
class discussion.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: General comments regarding quantity of writing are made, as
well as specific time frame comments, but this mostly occurs within the
introductory writing activity. Further detailed criteria is not given,
clarification of criteria is not suggested as being necessary, and homework
instruction is vague.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Strong focus centred on group tasks gives opportunity for
authentic engagement and contributions. While this risks students becoming
distracted, the teacher mitigates this by making rounds between groups.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: The levels of collaboration and communication expected within
the lesson plan arguably reflect high expectations for a Stage 4 learner – yet

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whether the majority of this work should be considered challenging is

debatable. There is no covert or explicit reward or recognition for taking risks.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: The lesson plan recognises students with alternative needs and
varying ability levels in the visual representation activity, and allows the
teacher to spend time with those who require additional help. This, in
combination with the explicit mention of facilitation during the class
discussion, recognises the teacher’s active role as a facilitator. However,
reluctant students are not acknowledged as present.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: The lesson plan assumes a student culture of autonomy and
initiative, thus providing opportunities for self-regulation. This is perhaps
because the task instructions are generally quite clear, however, there is no
encouragement of student self-evaluation.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: Although students possess some ability to dictate discussion and
are involved in collaborative tasks, this is consolidated in a trivial way,
considering the student directed potential of social and cultural geography.
The visual representation activity and class discussion possess elements of
student direction, which are simply underutilised.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Student’s background knowledge is briefly engaged with during
the introductory writing task, however this is disconnected from the
remaining 50 minutes of the lesson. Student assumptions and personal
experiences are not interrogated or incorporated during the lesson.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: Culture is a recurring piece of metalanguage during the visual
representation activity and class discussion, with “family ties and connection
to land” as an explicitly listed guiding element of discussion. This seems
superficial in connection to larger explored themes of the lesson, and can
easily be expanded upon.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: Minor integrations potentially hinted at between the theme of
culture and language. This is trivial when compared to the lack of interrelation
explicitly communicated between place and liveability, the contested nature
of these concepts, or the relevance of Aboriginal and Torres Strait Islander
discourses to this topic.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: No students are directly excluded. It is suggested that all are
encouraged to participate with equal opportunity to do so, however the lesson
plan structure does not actively seek inclusivity – socially or with reference
to cultural diversity.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: The teacher in collaboration with their students engage with
relationships between knowledge and reality. However, this is done largely
hypothetically, which could be adjusted with an investment in narrative,
background and cultural knowledge.
3.6 Narrative

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1–2–3–4–5 Comments: Considering the cultural and social nature of Geography, student
engagement with narrative is superficial and trivial. It is limited to the
Think/Pair/Share activity which allows for students to potentially engage with
personal narrative.

Identifying Areas for Improvement

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

QT model
1) Narrative 2) Deep Understanding
3) Background Knowledge 4) Student Direction

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 Designing Teaching and Learning: Assessment Two
Topic area:
Place & Liveability
Date: Term 2: Week
One/Period One
Time: 60 minutes
Outcomes
Syllabus outcomes
GE4-1- locates and
describes the diverse
features and characteristics
of a range of places and
environments.
GE4-7- acquires and
processes geographical
information by selecting
and using geographical
tools for inquiry.
GE4-8- communicates
geographical information
using a variety of
strategies
Time
5
Intro Students line up outside and enter the classroom in an orderly fashion. Ask students
to take their seats and to take out their smart devices (laptops or iPads), books and
stationery.
Introduction:
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Liam Culhane 18361777
Revised Geography Lesson Plan
Stage of Learner: 4 Syllabus Pages:
62-63
Location Booked: J4 Lesson Number: 1 / 25
Total Number of students Printing/preparation
30 Advanced Organiser,
Four Resources model for literacy
Worksheet,
Geographical Factors Worksheet,
Photo-Card geographical sources
Assessment task notification
Assessment Students learn about Students learn to
*Diagnostic Pre- Identify and evaluate
testing Introduction to Place factors that influence
- Mind Map ICT and Liveability and perceptions of the
activity to assess Influence and liveability of places.
student background Perceptions
knowledge of place
and liveability: The geographical
inform teaching and concepts of place and
learning liveability and factors
*Formative that influence of
assessment personal perceptions
- Visual assessment
of communication
skills during Visual
Representations
activity and group
work
- assessment of use
and analysis of
geographical sources
during group work
Teaching and learning actions Centred
T/S
Teacher
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Introduce the class to their new unit of work – place and liveability, and displays
learning intentions: students learn to identify and evaluate factors that influence
perceptions of liveability of places.

Provide students with Australian Curriculum definitions of Place and also

Liveability below (Slide 2), speaking briefly about each and how they interrelate:

“Place: A part of the earth’s surface that is identified and given meaning by people,
which may be perceived, experienced, understood and valued differently.”
(Australian Curriculum, n.d)

“Liveability: An assessment of what a place is like to live in, using particular

criteria, for example, environmental quality, crime and safety, education and health
provision, access to shops and services, recreational facilities and cultural
activities.” (Australian Curriculum, n.d).

Provide students with their advanced organisers and ask them to look through and
ask any questions they may have about the direction of the next ten weeks.

15 Personal Relevance MindMup ICT Activity: Student

Body 1 Ask students to access MindMup through https://www.mindmup.com/. Re-
familiarise students with MindMup by directing them to the “Create a New Map”
icon. Advise students they have 10 minutes to create a mind map with:
- Their name in the centre
- The curriculum definition of liveability to the left, with 5 features of their
20 local community that make it a good place to live in
- The curriculum definition of place to the right, with photos of three places
that are important to them (obtained via Google or personal device) and a
one sentence explanation of this place is a good place to be.
Students screenshot and email their MindMup to teacher (diagnostic assessment of
both literacy and background knowledge) to inform teaching and learning.
Exanple of MindMup attached on page 10.

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25 Visual Representations Activity: Student

Body 2
Organise students into mixed ability groups of three or four. Provide the groups
with:
- One photo-card (depicting a place where people live on one side, and a
short narrative of a citizen who resides there on the other).
- Four Resources model for literacy Worksheet
- (each student) Factors Worksheet with identical three columns as to be
drawn on the board.
On the board draw three columns with the headings:
- Environmental Factors
- Social Factors
- Human Factors

Explain activity and behavioural expectations / task parameters:

- Students will choose a role: Scribe, Questioner, Organiser and Participation
Checker.
- Students will use the Four Resources model for literacy to evaluate the
30 geographic sources, answering the question:
1. Assess the liveability of each place. Include at least two features you
observe that make this place liveable and at least two features that make you
feel less likely to want to live there.
- Groups to record group-determined factors on Factors Worksheet in the
identical columns. Group Scribe will record group-determined factors on
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whiteboard under provided headings.
- Advise students of 10 minute time limit.

Check student understanding of task. Dismiss students to begin task.

During task completion, the teacher:

- assesses group progress including understanding of task; on task
behaviours, requirement for additional time
- make anecdotal notes on communication skills between group members to
inform future groupings
- ask questions to extend student thinking and support understanding

Facilitate class discussion to evaluate:

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40 - factors by each group

- how factors might interact with each other to influence the actions of their
photo card’s resident.
Students make anecdotal notes and update worksheets based on discussion.

Answers should include factors such as:

Environmental: climate, natural hazards, natural resources, natural hazards, air &
water quality.
Social Factors: Culture, public spaces, community.
Human Factors: access to services, safety/ crime, income, work opportunities,
technology.

45 Student
Body 3 Class Discussion:
Considering their geographic sources, and their own personal and cultural
backgrounds reflected in their mind maps, ask students the following:
- “Is the concept of ‘place’ limited to a physical ‘part of the earth’s crust’?”
Students should understand that place can be entirely constructed around
social and human factors, independent of a physical environment.
- Although some of these photos demonstrated that some places are less
liveable than others, ask students ‘Why do people still live in these places?’.

50 Facilitate class discussion and ensure that discussion includes mention of the
following:
- poverty and lack of ability to move
- opportunities for work
- family ties and connections to the land

If students are struggling, rephrase the question utilising their groups photo-card –
“If you lived in this town, with this violence, why would you need to still live
here?”.
As a concluding comment, be sure to consolidate student contributions by
highlighting the importance of the human and social value attached to place, and
how this can inform and override liveability.

55 Provide students with assessment task notification, and invite questions. Collect Teacher
Conclu. student worksheets for formative assessment of the visual representation activity.
Ensure students names are on these.

Ask students if there are any other questions and when the bell rings ask the
students to pack up their belongings and leave the room.

Teacher prep for next class:

MindMup screenshots to be printed and handed back with visual representation
worksheets for the next class, for students to refer to throughout the unit.

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Designing Teaching and Learning: Assessment Two
How am I measuring the outcomes of this lesson?
Learning Outcome
GE4-1- locates and
describes the diverse
features and characteristics
of a range of places and
environments.
GE4-7- acquires and
processes geographical
information by selecting
and using geographical
tools for inquiry.
GE4-8- communicates
geographical information
using a variety of strategies
Liam Culhane 18361777
Method of measurement and recording
Students will write the answers to the visual
representation activity on their factors worksheets,
which will be taken for formative assessment.
Students are to work in groups to use and interpret
photographs and narratives of different scenarios and
places and identify features that make that these places
liveable as well as features observed within the
photograph that may make the place less appealing to
live in. Students have a series of questions to answer in
their groups. I will walk around the room and
informally assess the group discussions that are
occurring. Furthermore, formative assessment will also
occur, as I will take their factors worksheets to read
and check students’ work.
Students will engage in mapping their personal
understandings and connections to place – presenting
this visually and in writing through the use of ICT.
These contributions will be assessed to measure
students background knowledge, while additionally
noting cultural knowledge funds to plan adjust latter
lesson plans for inclusivity and engagement. Students
will also communicate geographical information
verbally in group and class discussion, and in writing
during the visual representation activity.
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Personal Relevance MindMup ICT Activity Example:

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Part C: Academic Justification

This revised lesson plan attempts to improve the content and delivery of Geography stage 4

syllabus outcomes, with regard to the NSW Quality Teaching model (Ladwig & Gore, 2009).

Modifications were made with specific consideration for deep understanding, background

knowledge, narrative and student direction.

The original lesson plan held a sustained focus on the core topics of place and liveability

while providing opportunity for collaborative understanding. Yet, the interrelations between

the two topics were not authentically expressed, nor were the student’s given ample

opportunity to gain or show deep understandings of these topics. Richburg and Nelson (1998)

highlight the importance of developing critical and creative skills within geography students

in an interpersonal environment, to fulfil standard obligations while fostering values of

critical citizenship. The revised visual representations activity supports these critical skills,

directing students to begin considering how multiple complex geographical factors produce a

single outcome (Kuhn, Arvidsson, Lesperance & Corprew, 2017). Additionally, the inclusion

of narrative in this activity responds to the limitations of Richburg and Nelson’s (1998)

research by imbedding reality and process skills within a previously hypothetical task,

fostering interconnections between geographical factors and liveability. The most significant

modification lies in the streamlining of the lesson plan’s tasks. Originally these tasks where

notably isolated, however now there is constant facilitation and consolidation of student

understanding, addressing Mutton, Hagger and Burn’s (2011) need for vital clear logical idea

progression.

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The original lesson engaged with background knowledge through an introductory writing

exercise and think/pair/share activity that was tokenistic and unengaging. Romey and Elberty

(1980) emphasise geography education as person-centred and as a collection of perspectives,

specifically when related to spatial problems such as place and liveability. Consequentially,

the objectives present in the original activities concerned with background understanding and

assessment were adapted into a single meaningful exercise for personal relevance – the ICT

MindMup activity. This activity succeeds in recording the foundational unit definitions and

fostering collaboration as in the original plan, but does so through targeted authentic

representations of student background knowledge. This provides opportunities for students to

make their identities, histories and cultures relevant and visible in the classroom, and have

these aspects of themselves valued in the class discussion as a respected fund of knowledge,

encouraging their own participation and self-efficacy (Buxton, 2017). The visual nature of

the ICT task allows for multiple forms of knowledge representation as endorsed by the “8

Ways of Aboriginal Learning” framework, defining the task as culturally responsive and

inclusive (Buxton, 2017; Dawson, 2008; 8ways, 2018).

Deep understanding and authentic engagement with background knowledge are addressed

through a revised overarching focus on narrative. Romey and Elberty’s (1980) assertion that

geography is a person-centred process accentuates the value of narrative as an element to

enhance student learning. This is specifically relevant in a study of place and liveability,

centred on the dynamic responses of humans towards their environment. The original

think/pair/share activity represented a narrative theme that was readapted to the whole

revised lesson, with personal narrative engaged during the introductory MindMup task. The

visual storytelling not only engages student lived experience, thus making the unit relevant to

all students, but additionally echoes the “8 Ways of Aboriginal Learning” framework’s

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validation of storytelling (Buxton, 2017; 8ways, 2018). Narratives were added to the visual

representations task, allowing characters to develop and inhabit in the interpretive space

(Egle, Navarre & Nixon, 2011). In creating an associative narrative experience for the

students, the photo-cards may succeed in generating deeper discussion while transforming a

hypothetical situation into a “real world” scenario affecting a human being (Egle et. al.,

2011). The narratives of these two altered activities are now connected to the final class

discussion, successfully creating a narrative thread through the entire lesson.

The focus on the aforementioned three elements has led to improvements in student direction

throughout the lesson. Originally, the think/pair/share activity was a tokenistic student-

directed task, possessing no bearing on the lesson direction. Now, the teacher plays a

facilitation role during the introductory MindMup task, defined by empathy and positive

regard for personal learner meanings (Romey & Elberty, 1980). This student-directed content

informs the final class discussion, redefined by critically reformatted discussion questions in

response to O’Connor, Michaels, Chapin and Harbaugh’s (2016) rejection of teacher-based

instruction’s prioritisation of recitation. Instead, students guide a critical discussion utilising

their lived experiences and the critical work they just collaboratively completed, allowing the

teacher to provoke student thought instead of dictating discussion (Romey & Elberty, 1980).

The modified visual representations activity emphasises the value of student-to-student

dialogue in developing critical concepts through active participation (O’Connor et. al., 2016).

Instead of requiring stage four children to organise themselves into mixed-ability groups – an

inappropriate use of student direction, modifications redistribute power and allow students to

choose their role during the collaborative work based on Jolliffe’s (2007) group roles. This

authenticates their student-directed collaboration with a class-wide consolidation of

knowledge.

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References

Buxton, L. (2017). Ditching deficit thinking: Changing to a culture of high expectations.

Issues in Educational Research, 27(2), 198-214.

Dawson, V. (2008). Use of information communication technology by early career science

teachers in Western Australia. International Journal of Science Education, 30(2),

203-219.

Egle, L., Navarre, E., & Nixon, C. (2011). Breaking the rules of discussion: Examples of

rethinking the student-centred classroom. Human Architecture: Journal of the

Sociology of Self-Knowledge, 9(3), 1-14.

Jolliffe, W. (2007). Cooperative Learning in the Classroom (pp. 39-54). London, UK: Paul

Chapman Publishing.

Kuhn, D., Arvidsson, T.S., Lesperance, R., & Corprew, R. (2017). Can engaging in science

practices promote deep understanding of them. Science Education, 101(2), 232-250.

Ladwig, J. G., & Gore, J. (2009). Quality teaching in NSW public schools: A classroom

practice guide (3rd ed.). Sydney, Australia: NSW Department of Education and

Training.

Mutton, T., Hagger, H., & Burn, K. (2011). Learning to plan, planning to learn: the

developing expertise of beginning teachers. Teachers and Teaching, 17(4), 399-416.

O’Connor, C., Michaels, S., Chapin, S., & Harbaugh, A.G. (2016). The silent and the vocal:

Participation and learning in whole-class discussion. Learning and Instruction, 40(1),

5-13.

Richburg, R.W., & Nelson, B.J. (1998). Integrating content standards and higher-order

thinking: a geography lesson plan. The Social Studies, 89(2), 85-90.

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Romey, B., & Elberty, B. (1980). A ‘person-centred’ approach to geography. Journal of

Geography in Higher Education, 4(1), 61-71.

8ways. (2018). 8 Aboriginal ways of learning. Retrieved May 12 from

https://8ways.wikispaces.com/

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Weebly Link to Learning Portfolio:

https://lcculhane.weebly.com

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