SCHOOL OF EDUCATION

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STUDENT DETAILS
Imran Ali Tamer Student ID 18019647
Student name: number:

UNIT AND TUTORIAL DETAILS

Unit
Unit name: Designing Teaching & Learning number: 102086
Tutorial day and
Tutorial group: N/A time: Wednesday 9am
Lecturer or Tutor name: Nathan Berger

ASSIGNMENT DETAILS
Lesson Plan Analysis, Revision & Justification
Title:
Equivalent
to 2,000 29th September Date 28th September
Length: words Due date: 2017 submitted: 2017
Home campus (where you are enrolled): Kingswood

DECLARATION
√ I hold a copy of this assignment if the original is lost or damaged.
I hereby certify that no part of this assignment or product has been copied from any other
√ student’s work or from any other source except where due acknowledgement is made in
the assignment.
I hereby certify that no part of this assignment or product has been submitted by me
√ in another (previous or current) assessment, except where appropriately referenced,
and with prior permission from the Lecturer / Tutor / Unit Coordinator for this unit.
No part of the assignment/product has been written/produced for me by any other
√ person except where collaboration has been authorised by the Lecturer / Tutor /Unit
Coordinator concerned.
I am aware that this work will be reproduced and submitted to plagiarism detection
√ software programs for the purpose of detecting possible plagiarism (which may retain a
copy on its database for future plagiarism checking).
Student’s signature: ITamer

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Contents

Lesson Plan Analysis …………………………………………………. Page 3

Modified Lesson Plan ……………………………………………….... Page 6

Academic Justification ………………………………………………. Page 12

References ……………………………………………………………. Page 14

Learning Portfolio Weblink …………………………………………. Page 15

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The lesson plan which has been selected for analysis is the PDHPE lesson on ‘Connecting
With Others’ from VUWS.

Section 1: Australian Professional Standards for Teachers (Australian Institute for

Teaching and School Leadership, 2011)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 – 2 – 3 – 4 – 5 Comments: The teacher does not include teaching strategies that are responsive to the
learning needs of students with diverse linguistic, cultural, religious and socioeconomic
backgrounds.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 – 2 – 3 – 4 – 5 Comments: The teacher fails to incorporate teaching strategies that are responsive to the
learning needs of Aboriginal and Torres Strait Islander students. The activities put in place
do not consider the impact of culture and cultural identity upon the education of Aboriginal
and Torres Strait 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 teacher has not differentiated their teaching strategies to cater for and meet
the specific learning needs of students across a wide range of abilities.

1.6 Strategies to support full participation of students with disability

1 – 2 – 3 – 4 – 5 Comments: The activities planned for the lesson have described strategies which will be
put in place to support students with disability and enable their full participation.

2 Know the content and how to teach it

2.2 Content selection and organisation
1 – 2 – 3 – 4 – 5 Comments: Activities are organised. Teaching program is consistent and logical.

2.3 Curriculum, assessment and reporting

1 – 2 – 3 – 4 – 5 Comments: The lesson has aimed to allow students to meet some of the PDHPE syllabus
outcomes. However, there are limited form of assessment present.

2.6 Information and Communication Technology (ICT)

1 – 2 – 3 – 4 – 5 Comments: Limited use of ICT.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1 – 2 – 3 – 4 – 5 Comments: The teacher has established clear learning goals which challenge the students
to think critically about themselves and others.

3.2 Plan, structure and sequence learning programs

1 – 2 – 3 – 4 – 5 Comments: Activities are engaging and structured in sequence. However, improvement is
needed.
3.3 Use teaching strategies
1 – 2 – 3 – 4 – 5 Comments: Some teaching strategies are implemented whilst more approaches are required
to enhance student learning.

3.4 Select and use resources

1 – 2 – 3 – 4 – 5 Comments: Limited use of resources to engage students and facilitate effective learning.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1 – 2 – 3 – 4 – 5 Comments: Activities enable active student participation.

4.2 Manage classroom activities

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1–2–3–4–5 Comments: Activities are effectively managed with clear instructions for the students.

4.3 Manage challenging behaviour

1 – 2 – 3 – 4 – 5 Comments: Strategies have not been identified for managing challenging behaviour in the
classroom.

4.4 Maintain student safety

1 – 2 – 3 – 4 – 5 Comments: The teacher does plan on setting class rules during the lesson which will ensure
a safe learning environment.

4.5 Use ICT safely, responsibly and ethically

1 – 2 – 3 – 4 – 5 Comments: Technology is used to display outline of learning activities in a responsible
manner.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1 – 2 – 3 – 4 – 5 Comments: Student learning is assessed; however, this could be done on multiple
occasions.

5.2 Provide feedback to students on their learning

1 – 2 – 3 – 4 – 5 Comments: Feedback is not provided to students on their learning.

Section 2: NSW Quality Teaching Model

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: concepts are not mentioned in depth and the teacher has failed to mention how
the activities assist in meeting the syllabus outcomes.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: The students have a mixed understanding of concepts and ideas. There is a set
framework for exploring relationships and solving problems, however the content is not
displayed in depth.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: Knowledge is open to multiple perspectives as students are providing personal
information which differs between the students in a diverse classroom.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: The activities set out do not require students to display higher-order thinking.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Students and teacher do not stop to comment on the language used throughout
the lesson. Metalanguage was not used.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: High levels of interaction between students and the teacher is present. Activities
focused on communication, understanding and building relationships.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: The teacher has not specified the quality of work required. Students are only
provided with necessary information/instructions to complete tasks.

2.2 Engagement

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 1–2–3–4–5 Comments: High levels of student engagement are evident throughout the lesson. Activities
facilitate student participation and interaction.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: Students are not involved in any challenging tasks and are not encouraged to
take risks.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: Students are supported by the teacher throughout the lesson in a positive
learning environment.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: There is insufficient evidence to suggest there are interruptions to the lesson
due to student behaviour. Hence, students manage their own behaviour contributing to a
coherent lesson.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: Students do not have any control of the lesson. The teacher has designed a
structured lesson plan to guide the lesson’s activities.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Students are required to provide their knowledge of themselves (e.g.
background, previous school etc.). Prior knowledge of the students is key to the lesson’s
activities.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: There is no reference to or recognition of cultural background knowledge.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: Some meaningful connections made between topic areas within the PDHPE
KLA.

3.4 Inclusivity
1–2–3–4–5 Comments: Students from all groups are included and are encouraged to build relationships
with others.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: The teacher attempts to link the lesson outcomes to real-world situations.
However, there is no evidence to suggest students comprehend the importance of the lesson.

3.6 Narrative
1–2–3–4–5 Comments: Narrative is not used in the lesson as no stories are told, read or viewed.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) Plan for and implement effective teaching and 2) Assess, provide feedback and report on student
learning learning
QT model
1) Intellectual Quality 2) Significance

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 Modified Lesson Plan

Topic area: Building effective relationships – Stage of Learner: 4, Year 7 Syllabus Pages:
Connecting with others.

Date: XX/YY/ZZ Location Booked: Classroom Lesson Number: 1/3

Time: 60 Minutes Total Number of students: 30 Printing/preparation: 30 Bingo cards, 5 cardboard posters,
coloured markers, 1 soft ball, question/feedback box

Outcomes Assessment Students Learn About Students Learn To

Syllabus outcomes (Board of studies, 2003a) Prior knowledge/skills - 4.1 – a sense of self – being the 4.1 – explore the influence of who I am,
Teacher to observe student same as and different from others who I relate to and what I can do on a
Outcome 4.1 – A student describes and analyses the abilities/interactions during sense of self
influences on a sense of self. the lesson. 4.2 – Interpersonal
communication - the qualities of LS.1 – recognise similar characteristics of
Outcome 4.2 – A student identifies and selects Informal assessment - effective communication students within the class group, e.g.
strategies that enhance their ability to cope and feel Ongoing observation of feelings, interests and abilities
supported. student input towards LS.1 - how people are similar to
activities each other - the needs people LS.5 – demonstrate behaviours that are
Outcome 4.11 – selects and uses communication skills have in common - how people socially appropriate in a range of
and strategies clearly and coherently in a range of new are different from each other - situations - use good manners, e.g. when
and challenging situations what makes people unique eating, asking for assistance

Life Skills LS.5 – behaviour that is LS.7 – demonstrate the skills to initiate
appropriate in a range of relationships
LS.1 – A student recognises the personal characteristics situations
and needs that make them similar to others yet unique.

LS.5 – A student uses appropriate behaviours in social LS.7 – initiating relationships

situations.

LS.7 – A student uses appropriate strategies to initiate

and manage relationships.

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 Time Teaching and learning actions Organisation Centred
T/S
Introduction Teacher: Ensure that tables and chairs are set T
5 Minutes up so there is walking space between them.
Introduction As this is the first PDHPE lesson for the students the teacher is Ensure nothing is obstructing fans, heaters and
entering the class with three initial objectives: doorways.

1. To introduce them-self to the students and address what we hope to achieve Student: Students are to line up in two quiet
over the coming year. This will involve a demonstration of the scope and lines outside prior to entering the room.
sequence for year 7, which includes the layout of each unit and assessment task
students will complete for each term. Students should also be notified of the Resources: Question Box to be placed on a
relevance of the lesson and the skills which will be learnt. This will enable table next to the door.
students to work towards a goal and allow for feedback to be provided.

2. To identify the background knowledge and understandings which students

have previously attained. This second objective is specific to each unit of work
as new skills are introduced and developed; hence in this unit background
knowledge circulates around student relationships and helping build
connections between new peers.

3. Every class/classroom activity needs to ensure all students are given equal
opportunity to be included, for students to feel safe, and to have an element of
fun within the lesson. This can be achieved through various pedagogical
approaches which address a variety of students learning needs. Examples are
group work, audio-visual learning, comprehension and integration of ICT
learning mediums.

After explaining (in summary) these three points to students, the teacher will
then state that: “While this unit will be enjoyable, there will be some topics that
we cover that may make you uncomfortable, embarrassed, or may spark a
question that you don’t wish to share with the class.”

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 “Because this can happen, we have created a “Question Box” which can be
used by placing an anonymous (or named) question, suggestion or any other
kind of feedback on a piece of paper. This is to help ensure that you feel like
this is a safe environment where all of your question’s – no matter how long or
short, simple or difficult they are - can be heard as long as they are appropriate
to the conversation. Alternatively, you may stick your hand up if you have a
question at any point during the class. The question box will be located next to
the door and is available every lesson in our classroom or between class times
too at the PDHPE staff room. It is also worth noting that the door is our
primary fire exit in the event of an emergency so cannot be blocked at any time.
Remember, chances are if you are thinking of asking the question, then
someone else is too.”

Ask if there are “Any questions?” at this stage.

Ice Breaker Activity Teacher: Explain the rules of the game and S
5 Minutes join in to get to know their students. This will
Remember my name: Students stand up, spread out around the room and pass a also allow the teacher to assess how students
ball to each other. At the start, when students catch the ball they state their interact with their peers.
name.
As students become more familiar with the game and each-others names, the Student: There is the possibility of having
rules can be changed so that students are calling the name of the person they students with disabilities present in the
are passing to. classroom. As the game is played without
movement (e.g. running), students who have
The aim of this activity is to begin the process of learning social and injuries or are in wheelchairs can also
communication skills to enable students to feel more comfortable around each participate. Students who are deaf and mute
other. Beginning the lesson with a game is a fun and interactive way to can also participate as they can catch and pass
facilitate student learning. Implementing an element of physical activity in the their responses.
classroom can also generate excitement and encourage participation of all
students. Resources: Soft Ball

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15 Do You Know Bingo: This game has been adapted from the idea “human Teacher: Teacher to explain game and then S
Minutes bingo” as described in McDonald (2010). allow students to play while observing how they
interact with each other while completing the
- Students receive a bingo card with a 4x4 grid of information which students activity
could have in common with each other.
Student: Can be as imaginative as they want.
- The aim of the game is to walk around and meet other students, asking them if Students with disabilities such as mute or deaf
they share one of the same boxes in common (as found on the bingo card). can participate as they can write their responses
(Remind students to tuck in their chair’s) while students with vision impairment can have
help from their guides.
- If students have the same thing in common as listed on the card, then they
place each-others names down for ONE of those categories only and continue
to search for other students with things in common. Resources: 30 x’s copies of bingo card from
resource 1 below. Students to provide their own
- This game has two challenges – first is to list up to four names in a row (up, pens to write with.
down or diagonal) then second is to finish the sheet with a different students’
name in each box.

This activity will allow students to further develop their communication skills
and learn how to engage with others. As the aim of this lesson is for students to
connect with others and build effective relationships, this activity assists
students in meeting lesson outcomes.
20 Promoting diversity & building a classroom community Teacher: Teacher to explain the activity and S
Minutes allow students to complete their posters. Te
Profile Posters: In groups of Six, students will create profile posters to get to teacher can then observe the students through
know their peers on a personal level. Students will be instructed to provide five their interactions with each other as well their
key elements of information: 1. Their name, 2. Their cultural background, 3. communication during the presentations.
Previous school they have attended, 4. Favourite sports team & athlete, 5. Their
hobbies. Student: Can be as imaginative as they want.
Students with disabilities such as mute or deaf
Students are required to complete a mind map displaying the above information can participate as they can write their responses
in any way they like (e.g. pictures, drawings, writing etc). Students will also

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 need to present their profile posters to the rest of the class, with each student
talking about the profile of one of their peers in the group.
This activity will not only enable students to meet the lesson outcomes, it will Resources: 5 Cardboard poster sheets,
also establish a community within the classroom and promote diversity. By
participating in this task students will further enhance their social and
emotional skills and build effective relationships with their peers through
teamwork and group based learning. Students will also learn about the
similarities and differences between themselves and their peers which promotes
diversity and inclusivity.
5 Minutes Feedback Session
Having participated in a range of activities, the students should have developed
effective communication skills, learnt how to initiate relationships, learnt
behaviour that is socially appropriate and gained an understanding of a sense of
self in relation to others.
After consistent observation, the teacher should provide feedback to the
students informing them of their progress, if they have achieved the lesson
outcomes and what they did/didn’t do well throughout the lesson.
Students may also ask questions if they have any.
10 Set the tone:
Minutes
After having met their classmates and completing introductions, the teacher is
to direct student’s attention towards the board. The teacher is to write up on the
board “Classroom Rules and standards” and direct students towards this
statement.
Teacher states: “Okay, so I hope you’ve all enjoyed todays class. We will now
be going through a set of rules and standards that can be used for our class for
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while students with vision impairment can have
help from their guides.
coloured markers to write with.
Teacher: Teacher to discuss the lesson’s T
events and provide feedback to the students
based on their performance.
Student: Students to listen attentively to the
feedback provided and may ask any questions
if they have any.
Resources: N/A
Teacher: Teacher to explain rules of the T/S
classroom and then allow students to have their
input. observing how they interact with each
other while completing the activity.
Student: Can be as imaginative as they want
but within reason. Students with disabilities are
all able to have input though some may require
a translator (e.g. sign language) to help them.
 the year. If you have a point, then please share it and I’ll scribe it up on the Resources: Students use their own workbooks
board. Alternatively, there is also the “Question Box” available if you would and pens. Teacher writes up class rules on the
like to drop an anonymous piece of feedback or suggestion also.” whiteboard.
Accordingly, students are given a chance to set the rules for the class. Students
are encouraged to take notes related to this. Teacher to facilitate discussion and
ensure fair and equal input occurs. An important part of this process is allowing
the students the freedom to assist with setting the rules as it encourages positive
social interactions to occur (Board of Studies, 2003b). As this is the case, the
teacher will have a prepared list of rules for reference (see resource 2 below),
though will avoid referring to them to allow this task to be student directed.

After this process, the teacher states: “Thank you very much for your input. I
will ensure these rules are checked over and available for the next lesson, along
with any additional rules or standards we may have missed. Before the next
lesson I would like you to think through what we discussed and any notes
you’ve taken about the rules and standards for next weeks’ discussion. Don’t
forget to bring a workbook (exercise book) if you haven’t already.”

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.1 Observation of communication. Formal class presentation of
group profile posters. Student progress/competence will be
recorded via a spreadsheet for feedback purposes.
4.11 Observation of student interactions. Student
progress/competence will be recorded via a spreadsheet for
feedback purposes.
LS.5 Observation of student interaction. Formal class presentation
of group profile posters. Student progress/competence will
be recorded via a spreadsheet for feedback purposes.
LS.7 Observation of student interaction. Formal class presentation
of group profile posters. Student progress/competence will
be recorded via a spreadsheet for feedback purposes.

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Academic Justification

The lesson plan which has been selected for analysis is the PDHPE lesson on ‘Connecting
With Others’ from VUWS. The lesson provided students with a range of engaging activities,
however when analysed in comparison to the Australian Professional Standards for Teachers
(APST) and the NSW Quality Teaching Model a number of modifications were made. This
section of the paper will critically discuss the modifications made to the original lesson plan
with reference to literature and academic publications.

The introduction was the first segment of the lesson to be modified. Whilst the original lesson
plan clearly outlined an introduction to the course content, it failed to outline how the teacher
would provide students with expected lesson outcomes. Failing to express student
expectations will impact their achievement and also hinder the teacher’s ability to provide
feedback considering the students did not know what they were meant to achieve. By
providing clear expectations, students are able to work towards a common goal, facilitating
effective teaching and learning. This will also enable the teacher to plan for and implement
effective teaching and learning, and assess, provide feedback and report on student learning.
An effective introduction will emphasise the significance of the lesson and allow students to
recognise how the skills learnt will relate to activities outside of the classroom. With clear
and thorough expectations derived from the PDHPE syllabus, the overall intellectual quality
of the lesson will improve with concise concepts learnt by the students.

Additionally, the ice-breaker activity was another element of the lesson plan which was
modified. The original lesson plan had a game called ‘remember my name’ scheduled
towards the end of the lesson. This was re-used as an introductory game to engage the
students and begin the lesson with fun and excitement. Homrek and Roffey (2009) have
articulated that playing games are an important aspect of student development and learning as
fun and humour can facilitate motivation, creativity and high levels of student engagement.
Game based learning enables all students to participate, promoting social inclusion and the
development of effective social and emotional skills. Burguillo (2010) also describes game
based learning as an effective tool promoting improvement, active participation and
interaction. Hence, to engage the students and increase their motivation to learn, game based
learning was included at the start of the lesson also improving upon effective teaching and
learning.

Moreover, with a focus on improving teaching and learning, further modifications were made
to the lesson plan. A new activity was introduced where students would construct profile
posters in groups, presenting important information about each other including their name,
cultural background, previous school, favourite sports team and athlete as well as their
hobbies. This activity fosters a healthy community within the classroom, promoting diversity
and inclusivity. It also provides students with an opportunity to build effective relationships
with their peers and improve their communication skills. By participating in this task students
will further enhance their social and emotional skills through teamwork and group based
learning. Students will also learn about the similarities and differences between themselves
and their peers further improving the significance and intellectual quality of the lesson.

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An additional benefit of this modification is cooperative learning. Cooperative learning is a
student-centred teaching practice facilitating student interaction, learning and the
achievement of a common goal (Li & Lam, 2013). Li and Lam also state that students have
an increased motivation to learn through the social interactions and relationships built with
their peers. The main focus of introducing a group activity was to assist students with the
development of effective social and emotional skills whilst establishing a platform for
assessment and feedback. Considering teamwork and cooperative learning are important
aspects of daily life, students will learn skills relevant outside of the classroom increasing the
lesson’s significance.

Furthermore, the final adjustment made to the original lesson was the addition of a feedback
session. In order to improve upon the significance of the lesson and the assessment of student
learning, feedback is an important aspect of student learning and development. Having
outlined clear expectations of the students and assessed their performance through consistent
observations, it is the role of the teacher to advise students on where they performed well and
areas which need improvement. Hattie and Timperley (2007) are of the belief that feedback
can enable students to put more effort into their work and gain an understanding of how to
achieve expected goals and outcomes. As a result, the modified lesson plan has implemented
effective teaching practices, improving the intellectual quality and significance of the lesson,
whilst assessing and providing feedback on student performance.

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References
Australian Institute for Teaching and School Leadership (2011). Australian Professional
Standards for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-
source/general/australian_professional_standard_for_teachers_final.pdf?sfvrsn=399ae8
3c_2

Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate

student motivation and performance. Computers & Education, 55(2), 566-575. doi:
10.1016/j.compedu.2010.02.018
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research,
77(1), 81-112. doi: 10.3102/003465430298487
Hromek, R., & Roffey, S. (2009). Promoting Social and Emotional Learning With Games:
“It’s Fun and We Learn Things”. Simulation & Gaming, 40(5), 626-644. doi:
10.1177/1046878109333793
Li, M. P., & Lam, B. H. (2013). Cooperative learning. The Active Classroom, The Hong
Kong Institute of Education, 1-33. Retrieved from
https://www.eduhk.hk/aclass/Theories/cooperativelearningcoursewriting_LBH%2024J
une.pdf

NSW Department of Education and Training (2003). Quality Teaching in NSW Public
Schools: A classroom Practice Guide. Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.p
df

NSW Education Standards Authority (2003). Personal Development Health And Physical
Education (PDHPE) 7-10 Syllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-
7-10

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Learning Portfolio Weblink:

www.itamer.weebly.com

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