102086

DESIGNING TEACHING AND LEARNING

ASSIGNMENT 2

Students name: Hue Nghi Tran

Students ID: 17370673

E-PORFOLIO AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

Part A
The chosen lesson plan achieved these four following focus areas in the BOSTES Australian
Professional Standards for Teachers.
Focus area 1.1.1 - Demonstrate knowledge and understandings of physical, social and
intellectual development and characteristics of students and how these may affect
learning
As the targeted students of this lesson plan are year 4 students upwards, this means the plan is
used for students at the concrete-operational stage according to Piagets cognitive
developmental stages. The lesson plan clearly demonstrates the teachers understandings of
the intelectual development and learning characteristics of this particular learner group. In
particular, the lesson starts off with asking the students to predict, reflect and comment on the
story prior to reading. Then the story is read to students and students are asked to discuss
their impressions, feelings about the story and other relevant issues. Because the story itself is
abstract and the students mindsets are concrete-based, it is paramount to gradually scaffold
students and help them build up their understandings. This helps with effective learning and
avoidance of cognitive overload in students. Furthermore, the teacher also embedded handson activities in teaching the story life message. The use of concrete materials combined with
fun learning activities to teach abstract concepts helps make learning more interesting and
meaningful.
Focus area 2.6.1 - Implement teaching strategies for using ICT to expand curriculum
learning opportunities for students
There is a clear evidence that the teacher incorporated ICT in the lesson plan as two Youtube
video links are provided in the plan. This activity provides students with opportunities to gain

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Students name: Hue Nghi Tran

DESIGNING TEACHING AND LEARNING

Students ID: 17370673
deeper understandings into the story as well as attain students interest and attentiveness. The
use of visual aids to teach abstract concepts provides students with more opportunities in
understanding the lesson contents because it facilitates the visual learning environment in
which images help convey the contents succintly.
Focus area 3.1.1 Set learning goals that provide achievable challenges for students of
varying abilities and characteristics
The lesson plan shows an integration of academic learning and creative activities by
incorporating arts activities such as paper cutting, folding and storyboard creating. In
particular, after reading the story, students are asked to share their overwhelming moments in
life through their drawings. Then after watching the videos, students are asked to retell the
story through their hand-made visual images. At the end of the lesson, an optional art activity
is provided where students are asked to write on a large red leaf-shape paper the names of
three important people in their life whom they want to talk to when they are sad or lonely.
These learning goals are achievable as preparations and arts requirements are minimum.
However, they may be great challenges for students of artistic intelligence. Consequently, this
activity assists students in learning English in an interesting and creative way.
Focus area 5.1.1 - demonstrate understanding of assessment strategies, including
informal and formal, diagnostic, formative and summative approaches, to assess
student learning
An evidence of teacher using assessment in the lesson is found in the conclusion part of the
lesson plan. The assessment strategy used in this lesson plan is informal and it acts to
facilitate students in revising the lesson as well as assist teachers in evaluating teaching
strategies and learning strategies. The comprehensive questions not only assess students on
their understandings of the story but also provide them an opportunity for critical thinking
and evaluation skills enhancement. Also, the informal assessment is logically sequenced at

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Students name: Hue Nghi Tran

DESIGNING TEACHING AND LEARNING

Students ID: 17370673
the end of the lesson and it helps conclude the lesson by summarizing and reiterating the
lessons main points. Eventually, the assessment is followed by a class discussion which
encourages students to speak up and also practice their charisma in public speaking.
Part B how these standards cater for students learning needs
Focus area 1.1.1 - Demonstrate knowledge and understandings of physical, social and
intellectual development and characteristics of students and how these may affect
learning
As the first required standard in the Australian Professional Standards for Teachers, focus
area 1.1.1 is seen as the prerequisite of the teaching profession. Understanding students
development in all aspects is a profound requirement as it prompts teachers to adapt
corresponding instructions in their pedagogies (Kauchak and Eggen, 2011). According to
Piagets cognitive development theories, children at different cognitive stages would think
and act according to the characteristics of that particular stage. Therefore, failure in adapting
corresponding knowledge and pedagogies in teaching would result in the failure of students
understanding and learning. Consequently, it is suggested that teachers must understand their
students developmental characteristics in order to apply corresponding teaching strategies
which will help create meaningful and successful learning (Arnett, 2014).
On the other hand, according to Vygotskys (1978) theory, children are socially constructed
products and are able to perform tasks at higher levels than their cognitive development stage
provided that assistance is given to get them past their zone of proximal development, and
scaffolding is an effective strategy to assist children in passing the zone.
Therefore, by understandings students physical, social, emotional and intellectual
development as well as applying Piagets and Vygotskys theories correspondingly, it is more
likely that teachers will help students meet their fundamental basic learning needs.

102086

Students name: Hue Nghi Tran

DESIGNING TEACHING AND LEARNING

Students ID: 17370673
Focus area 2.6.1 - Implement teaching strategies for using ICT to expand curriculum
learning opportunities for students
As students are diverse and different in many ways, their preferrable learning styles also vary
according to their intellectual and cognitive characteristics. According to Felder and Soloman
(2000), there are four different types of learners including the active-reflective learners; the
sensing-intuitive learners; the sequential-global learners; and the visual-verbal learners. These
different learner cohorts learn effectively in their preferrable learning styles. In other words,
when their preferrable learning environment is provided, it is more likely that effective
learning will occur. Regarding the visual-verbal learner group, they find it easier to learn
when text-dominant contents are represented in visual formats (Felder & Soloman, 2000)
Thus, visual aids will cater for the learning needs of this learner cohort. Moreover, evidence
has shown that ICT enables student learning and affects traditional pedagogy in a positive
way provided that it is used with educational purposes (Szeto, 2011). Also, it is claimed that
ICT has positive impacts on learners experience and a good use of educational technology
would hamper the typical sleeper effects in teaching and learning (Jarvis, 2015). In a recent
study of using ICT in classroom in Hong Kong, statistics showed that a great number of
teachers in Hongkong agreed that ICT helps make teaching more effective (Szeto & Cheng,
2014). In short, utlizing ICT in teaching pedagogies not only caters for visual learner students
but also creates a fun, interactive and interesting learning environment for all students.
Focus area 3.1.1 Set learning goals that provide achievable challenges for students of
varying abilities and characteristics
According to Gardner (1983), there are eight human intelligences consisting of verballinguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodilykinaesthetic intelligence, musical intelligence, naturalistic intelligence, and intrapersonal
intelligence. It has been proven that students with varying intelligences may perform

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Students name: Hue Nghi Tran

DESIGNING TEACHING AND LEARNING

Students ID: 17370673
differently in a particular task and their perceptions may also vary. This indicates
differentiated teachings should be applied to cater for all students needs. Furthermore, Sperry
(1975) pointed out that human brains are constructed in two interconnected brain
hemispheres known as the left brain and the right brain. These hemispheres possesses
distinctive specialized forms of intellect and the human genotypes determine which
hemisphere to be dominant over the other one. Particularly, people who are left brain
dominant tend to solve problems in an analytic and computerlike logic whereas right brain
dominant people tend to do that in a spatio-perceptual mechanism. Thus, it is understandable
that students differ in their critical thinking and problem solving skills. From an educational
point of view, Sperry (1975) criticized the former educational system which put heavy
emphasis on the development of left brain skills while ignoring those of the right brains. As
for these reasons, it is suggested that teachers should establish achievable goals of varying
intelligences and abilities to cater for the diverse learning needs of students. In addition, this
will also cater for Aboriginal students who are predominantly kinaesthetic learners and tend
to learn through context-based materials. Giving students opportunities to have high
academic performance and flourish other abilities and talents will help educate the child
holistically.
Focus area 5.1.1 - demonstrate understanding of assessment strategies, including
informal and formal, diagnostic, formative and summative approaches, to assess
student learning
According to Marsh, Clarke and Pittaway (2014), assessment is undertaken to serve several
purposes. Different types of assessment provide teachers and students with valuable
information about teaching and learning. Beside grading students and evaluating teaching
pedagogies, assessment can also be used to motivate and assist students in learning.
According to Freeman (2007), high-performer students often feel bored and frustrated in

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Students name: Hue Nghi Tran

DESIGNING TEACHING AND LEARNING

Students ID: 17370673
standard schools because they are not well catered for and they have different interests from
their peers. On the other hand, low-performer students may experience anxiety due to being
unable to follow and subsequently falling behind their peers. Using proper assessment
activities in the classroom helps high-performer students feel motivated and challenged while
giving low performers the opportunity to learn from their mistakes and realize their
weaknesses. From this point, students can adjust their learning strategies and seek for
assistance if they require.
Peer feedback
Overall, my peer feedbacks are positive and yet constructive. Particularly, my annotations
lack evidence and arguments of how these four focus areas cater for students learning needs.
It is also suggested that more theories should be linked to support my arguments of how the
standards cater for students learning needs.

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Students name: Hue Nghi Tran

DESIGNING TEACHING AND LEARNING

References

Students ID: 17370673

Ajorgensesn. (2014). The Red Tree, by Shaun Tan A unit of study (Year 4 upwards) lesson
plan. Australian Curriculum Lessons. Retrieved 15th April 2016, from
http://www.australiancurriculumlessons.com.au/2014/05/03/red-tree-shaun-tan-unitstudy-yr-4-upwards/
Arnett, J. (2014). Adolescence and emerging adulthood (5th ed.). Edinburgh: Pearson
Education Limited.
Australian Institute for Teaching and School Leadership (AITSL). Australian Professional
Standards for Teachers. Retrieved 15th April 2016, from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Felder, R. M., & Soloman, B. A. (2000). Learning styles and strategies. Retrieved 18th April
2016, from http://www.engr.ncsu.edu/learningstyles/ilsweb.html.
Freeman, J. (2007). How it feels to be a gifted and talented child. The College of Teachers,
57(4), 7-15.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic
Books.
Jarvis, M., & Ebooks Corporation. (2015). Brilliant ideas for using ICT in the classroom : A
very practical guide for teachers and lecturers.
Marsh, C., Clarke, M., & Pittaway, S. (2014). Becoming a teacher. NSW: Pearson Australia.
Sperry, R. W. (1975). Left-brain, right-brain. Saturday Review, 2(23), 30-32.
Szeto, E. (2011). Transforming learning and teaching in higher education: the impact of ICT
on pedagogy, peer interaction and support in a networked virtual learning
environment. The International Journal of Learning, 17(11), 205214.

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Students name: Hue Nghi Tran

DESIGNING TEACHING AND LEARNING

Students ID: 17370673
Szeto, E., & Cheng, A. (2014). Exploring the Usage of ICT and YouTube for Teaching: A
Study of Pre-service Teachers in Hong Kong. The Asia-Pacific Education
Researcher,23(1), 53-59.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process.
Cambridge: Harvard University Press.