DTL Assessment 2
Table of Contents
Original Lesson Plan ....................................................................... 2-8
APST and NSW QT Model Grading ............................................. 9-12
Lesson Plan with Modifications ............................................. 13-14
Reflection and WHS Considerations ............................................... 15
Justification of Lesson Plan Changes ........................................ 16-17
Reference List and Weebly Link ................................................. 17
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102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: No differentiation shown for Aboriginal and Torres Strat 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: The lesson plan does give some suggestions for differentiation for both gifted and disabilities.
Although the differentiations for gifted students are insightful, the suggestions for disabled students are
superficial at best. Students with disabilities may need more than peer support as suggested in the lesson
plan
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1–2–3–4–5 Comments: There is evidence of use of questioning to encourage deep thought from students and to
encourage critical thinking about the natural phenomena around them. Other than a small amount of
teacher-centred questioning, most of this lesson is student-centred, letting students prepare their own
equipment for use, experience and physically see the scientific concepts being discussed. There could be
room to let students develop their own questions which could be answered by further experimentation, or
by the teacher.
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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: Students are required to know not just that oxygen is reactive, but that it is important to life and
is found in many key molecules. This constitutes deep knowledge.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: There is a high usage of scientific meta language in this lesson plan. Students are introduced to
the words combustion and oxidation along with students learning to read chemical equations. This may be
prior knowledge.
2.2 Engagement
1–2–3–4–5 Comments: all students are assigned to a pair and will be working together to perform the experiment and
will be computing data as well as answering questions. This constitutes a high level of engagement.
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3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: At the beginning of the lesson, there is a clear layout of expected prior knowledge. This gives
students expectations of what they should already know in order to complete this lesson. This could be
enhanced by assessing prior knowledge at the beginning of the lesson
3.4 Inclusivity
1–2–3–4–5 Comments: All students are required to be part of a pair and work together to complete the task. The task is
readily achievable by students of all abilities and this constitutes inclusivity
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Students are asked to link combustion to oxidation and in a later lesson to photosynthesis and
respiration. They are not asked to relate these concepts to other KLA’s, although they are asked to relate
these concepts to daily life.
3.6 Narrative
1–2–3–4–5 Comments: No narrative is shown in this lesson plan.
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 2) 2.6 Use of ICT safely, responsibly and ethically
Strait Islander students
QT model
1) 3.2 Cultural Knowledge 2) 3.6 Narrative
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Lesson Plan
Time: 60 minutes Total Number of students- 30 Printing/preparation- 30 sets of Astro Astro Journal materials
(Narrative included if desired)
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- Aboriginal and Torres Strait Islander histories and cultures - Read and visualise chemical equations
-Critical and creative thinking - Know the chemical formula for oxidation of
-Information and communication technology capability Iron
Astro Journals
Body Give sheet with experiment method and Teacher: Give out experiment sheet (found in Teacher
instructions lesson plan) with method and instructions. Give centred
Answer any questions that arise time for students to read sheet and organise with
5 mins Pair off students equipment. Allow time for questions about the allowance
procedure or equipment. for
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Pair off students student
input
Student: Read sheet, organise equipment
Student:
Share their results and any insights gained. Build
Iron oxide molecule
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
One lesson can incorporate many syllabus outcomes, making it easier for teachers to cover the
immense load of content our students are required to know. While researching strategies to teach
Aboriginal and Torres Strait Islander students, it became clear that it is not easy to differentiate a
Science lesson for ATSI students. Learning is not a linear process as it seems to be on the surface,
but instead is a cycle. One is consistently relating new concepts to already established knowledge
and reassessing the value of pre-established knowledge.
Partially meets
CW3 d SCLS-24CW
SC5-17CW
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?
Students will be working with open flame (Bunsen burner) and glass laboratory equipment.
As such, there is risk of burns and cuts. Under the Work Health and Safety Act 2011 (NSW
Government (2011)), risks must be eliminated or managed by those who have a duty to do so,
i.e. teachers. This must be done before setting up the workspace and the following need to
be considered (NSW Department of Education and Training (2003)):
Practices and systems
Hazardous substances
Handling of equipment
Biological organisms (Biology Classroom)
Work environment
In this instance. risks are to be reduced by ensuring students wear appropriate PPE i.e., a lab
coat, tie their hair back and wear enclosed shoes. Any students who are unable to comply
with these WHS requirements will be excluded from the lesson. Should any WHS incidents
occur, they must be reported immediately.
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Justification:
The lesson plan chosen was scored low in the APST standards of 1.4 Strategies for teaching Aboriginal and
Torres Strait Islander students and 2.6 Use of ICT safely, responsibly and ethically. It was also scored low
in the NSW QT model standards of 3.2 Cultural Knowledge and 3.6 Narrative. In the classroom, it is
important to build understanding of other cultures, including Aboriginal and Torres Strait Islander culture.
For succinctness, the standards 3.2 Cultural Knowledge and 1.4 Strategies for teaching Aboriginal and
Torres Strait Islander students have been merged, as strategies for teaching Aboriginal and Torres Strait
Islander students are applicable to any other culture with modification. By implementing strategies for
teaching Aboriginal and Torres Strait Islander students, students also learn some knowledge of Aboriginal
and Torres Strait Islander culture, thus improving the Cultural Knowledge standard as well.
According to (Lewthwaite et al., 2015) where Aboriginal and Torres Strait Islander students were asked
how they best learn, and why they like certain teachers, there are 7 main things a teacher must do to
engage these students.
Firstly, the teacher must develop a good relationship with the students and show interest in individual
students by asking to hear their personal stories. This was achieved in this lesson by asking students to
share stories in the introduction of the lesson. This also ties in with (Drozdowski, 2012) which states that
story-sharing is an integral part of Aboriginal and Torres Strait Islander culture.
Next, (Lewthwaite et al., 2015) suggests that teachers support literacy by using diagrams and pictures for
better understanding. This was done in the lesson by having students physically make the Iron oxide
molecule. It is mentioned in (Lewthwaite et al., 2015) that Aboriginal and Torres Strait Islander students
learn best through symbols and hands-on experiences. This same idea can help culturally and linguistically
diverse students as well, therefore I consider this modification to cover the Cultural Knowledge standard.
Furthermore, (Lewthwaite et al., 2015) states that Aboriginal and Torres Strait Islander students prefer
their teachers to create a dialogue about learning goals at the start of each lesson. It is intended in this
lesson that outcomes are clearly stated in the lesson introduction. (Lewthwaite et al., 2015) also shows
that teachers should not assume the level of students’ prior knowledge and allow them to receive support
without judgement. The lesson attempts to test students’ prior knowledge with a quiz as a means of
determining whether and what manner of support is necessary (Hailikari, Katajavuori, & Lindblom-Ylanne,
2008) and by giving students the opportunity to read the experiment and ask questions before beginning
the task. (Drozdowski, 2012) supports this concept, as it is stated that deconstructing and reconstructing
content into manageable pieces is an important part of ‘Aboriginal pedagogy’. As a way of deconstructing
meaning, (Lewthwaite et al., 2015) suggests that Aboriginal and Torres Strait Islander students are given
varied and relevant examples. In this lesson, the narrative of John the ship captain attempts to do this by
giving students an example of oxidation seen in everyday life. However, in non-coastal classrooms this
narrative may not be so relevant. According to (Lewthwaite et al., 2015) and (Drozdowski, 2012), it is wise
to have mechanisms to support and monitor student behaviour. In this lesson, the teacher can assist
individual students while others work as this a student-centred task. The changes made to this lesson have
attempted to make it non-linear, (Drozdowski, 2012) linking to prior knowledge using an introductory quiz
and giving further opportunity to make connections in the conclusion.
Narrative, or story-telling is an important part of Aboriginal and Torres Strait Islander culture, but also has
been known to improve knowledge retention as through narrative, students are able to make their own
links between new and prior experiences and knowledge in a way that best suits them (Drozdowski, 2012)
and (Bradford W. Mort & Seung Y. Lee, 1999). This is because “people learn in relationship to what they
know, what they believe, their fears and prejudices.” (Bradford W. Mort & Seung Y. Lee, 1999). Stories can
show the reader or listener new ways of thinking. Narrative was included in this lesson by using the story of
John the ship captain who noticed orange spots on his steel ship. A teacher could find a narrative to use, or
in this case, make one up themselves. ICT standards were improved by using Microsoft Excel to tabulate
and graph experiment data, as suggested in the original lesson plan, (NASA, 2005) to meet the Australian
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Curriculum standard WS6.c. (Board of Studies (2013)). In the introduction of the lesson a Kahoot quiz on
the expected prior knowledge listed in (NASA, 2005) was also implemented. This could be further improved
by filming the experiment to document the changes taking place in the steel wool.
Reference List:
Bradford W. Mort, C. B. C., Luke S. Zettlemoyer,, & Seung Y. Lee, a. J. C. L. (1999). Towards
Narrative-Centered Learning Environments. Retrieved from
https://vvvvw.aaai.org/Papers/Symposia/Fall/1999/FS-99-01/FS99-01-013.pdf
NSW Government. (2011, 6th January, 2017). Work Health and Safety Act 2011. Retrieved from
http://www.legislation.nsw.gov.au/#/view/act/2011/10/part3/sec38
Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The Relevance of Prior Knowledge
in Learning and Instructional Design. American Journal of Pharmaceutical Education,
72(5), 1-8.
Lewthwaite, B. E., Osborne, B., Lloyd, N., University, J. C., Boon, H., & Llewellyn, L. (2015).
Seeking a Pedagogy of Difference: What Aboriginal Students and Their Parents in North
Queensland Say About Teaching and Their Learning. Australian Journal of Teacher
Education, 40(5), 132-159.
NSW Board of Studies (2013). NSW Syllabus for the Australian Curriculum: Science K-10
Syllabus. Retrieved from
http://syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_full.pdf.
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