102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis

Mia Katar; 17432825

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  Lesson Plan Analysis

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

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: A brief summary of the key ideas are superficial and very limited in
complexity and relatedness. Not compared to the real world. No explanation as to
why.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: Students only demonstrate a shallow understanding due limited
content delivery and explanation. Limited in making links between concepts,
experiences and perspectives.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: Limited amounts of knowledge that is opened to questioning and
discussion. Does not spark any curiosity to explore assumptions.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: No evidence of high order thinking, evaluation, synthesisation or
analysis of information/knowledge. No follow up questions to provoke high order
thinking.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: No evidence of metalanguage. There is no evidence of clarifying and
defining any meanings with the students.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: Good amount of reciprocal communication between students and
each other and the teacher. Teacher could Facilitate more questioning.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: No explicit statements regarding the quality of work students are
expected to produce as there is not really any activities that are content specific.

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2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Activities do ensure student engagement some of the time with each
other only and not engagement with content. Connection and relatedness needed.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: Teacher has made no clear expectations academically, socially or
behaviorally. The lesson activities are not challenging to the age group.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: Social support is evidenced through activities which involve
participation and encourage discussion such as the ice breaker activities and bingo.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: The activities are somewhat student focused and student directed
which allows for limited self-regulation. Student teacher relationships have not
been built.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: Student/teacher balance of the lesson, where there is some student
direction and some teacher direction and instruction.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Students do not have the opportunity to draw upon their prior or
knowledge. Activities are ice breakers which the teacher cannot grasp information
about existing knowledge.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: There is no evidence of recognition or valuing of other cultures,
ethnicities, race, age sexuality, gender or anything from any of the diverse social
groups.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: The task requires no meaningful connections to other subjects, topics
or KLA’s.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: Inclusivity can only be observed in the context of the implementation
of the task. Therefore, is best observed as an element of classroom practice.
N/A
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: There is no evidence of the task demonstrating
connectiveness/relation to the outside world. No Implications, significance and
importance.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: No evidence of narrative, multiple sources, or a variety of
opportunities for students to grasp knowledge and relevant information.

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Identifying Areas for Improvement

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

QT model
1) Deep Understanding 2) High expectations
3) Background knowledge 4) High order thinking

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  Modified Lesson Plan

Lesson Plan

Topic area: “Connecting with Stage of Learner: 4,Year 7 Syllabus Pages:

others”

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

Time: 60 minutes Total Number of students: 30 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment 4.1 – a sense of self LS.1 – recognise similar
– being the same as and characteristics of students
Syllabus outcomes Prior
different from others within the class group
(Board of studies, 2003a) knowledge/skills -
Outcome 4.1 – A student describes Teacher to observe 4.2 – Interpersonal - e.g. feelings, interests and
and analyses the influences on a sense student communication abilities
of self.
abilities/interactions - the qualities of effective
LS.5 – demonstrate
Outcome 4.11 – selects and uses during the lesson. communication
behaviours that are socially
communication skills and strategies
clearly and coherently in a range of Informal assessment appropriate in a range of
LS.1
new and challenging situations - Ongoing situations
- how people are similar to
observation of - students are able to act
each other
Life Skills student input appropriately in a classroom
LS.1 – A student recognises the - the needs people have in
towards activities setting
personal characteristics and needs that common
make them similar to others yet Summative - how people are different -Learn about what is
unique. from each other
assessment - expected from them
Assessment task - what makes people academically, socially and
LS.5 – A student uses appropriate
behaviours in social situations. “My Influences” due unique behaviourally.
at the end of the
LS.7 – A student uses appropriate LS.5 – behaviour that is
term.
strategies to initiate and appropriate in a range of LS.7 – demonstrate the skills
manage relationships. situations to initiate relationships
LS.7 – initiating
relationships

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 Time Teaching and learning actions
Intro Introduction
5 Minutes
 Students will arrive and receive a piece of paper
 Children will sit down
 Teacher introduces themselves

“Hello my Name is Miss Katar and I will be teaching you PDHPE for the year. My
hope is to quickly learn all your names and get to know you a little better, as you
will also get to know me,” I aim for every lesson to be enjoyable and hope that
every ones views can be respected, as this classroom is a safe space. Bullying or
mistreatment of any sort with not be tolerated and actioned immediately, but I am
sure we will not have any problems with this as you are all in high school now and
everyone should treat their peers exactly how they would like to be treated
themselves”.

As this is the first HPE lesson for the students since completing primary school
the teacher is entering the class with three initial objectives;

1. Scope and sequence for year 7 (see appendix A) which includes the layout of
each unit and assessment task students will complete for each term. They will
be asked to glue this in their books.
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 (as seen in appendix B).

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.”
“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

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 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 HPE 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.”
Teacher to ask if there are “Any questions?” at this stage and if everyone has received
a piece of paper that was given to them upon arrival.
Body Speed meeting Ice Breaker
10
minutes
 The students are instructed to open their piece of paper given to them with a
number on it.
 Teacher will encourage them to find the person with the same number as them
and pair up.
 Teacher will explain that the purpose of the activity is;

“The purpose of this activity will be to engage in conversation, positive interactions

and become familiar with your peers getting to know each other’s names while also
having the opportunity to let your peers know more about you and your sense of self.
In the future it will be common for you to go into a new environment and not know
anyone such as starting a new job, social skills are essential in the real world in order to
develop confidence and charisma”

 Teacher will then ask for the pairs to make a circle (if space is not available this
can be done outside).
 Instructions include, Ask your partner the following;
- What their name is
- What celebrity, sportsman, singer, and/or person they think they relate to and
why?
- What makes them unique and contributes to their sense of self
“What makes you, you!”
 Teacher to give an example such as “does your culture, background and/or
religion contribute to making you unique?” Do you or your family have diverse
viewpoints, opinions, morals and values?”

Suggestions will be made and example given such as;

 My name is Miss Katar

 I like to identify with the celebrity (x) as they are (x) type of person
 I am Australian, but my cultural background is Russian and this makes me
unique as my grandparents were born in Russia

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  Now I will ask my partner the same questions
 After roughly 30 seconds the children will move to their left to the next person
and repeat in a rotation.

Set the tone- Classroom Rules:

15 mins
After having met their classmates and completing the introduction game, the teacher
is to direct student’s attention towards the board.
The teacher is to write up on the board “Classroom Rules” in the centre of a mind map
and direct students towards this image.
Teacher states:
“Collectively as class today we are going to be discussing some rules and expectations
we can implement into the classroom to ensure we are creating a positive learning
environment for all. When at the shopping centre, or at a restaurant there is a number
of expectations society places on you as a person to be able to behave appropriately
such as sitting down at a table and using your knife and fork and waiting in line to be
served at the shops. This idea can relate to the classroom where there are rules that
we need to follow”.

 Teacher is to break the students up into small groups of no more than 5

students.

“ I will be giving each group a piece of paper and a pen, to create a mind map like the
one on the board. For 5 minutes I would like everyone in the group to chat amongst
themselves and contribute one classroom rule each onto the piece of paper, resulting
in 5 rules per group, these rules can be anything for example as simple as ‘Raise your
hand up to speak’ I will be coming around to each group if assistance is needed or to
answer any questions”

 After this activity the teacher will then ask if each of the groups could read out
their suggested rules.
 The teacher will praise the students on their efforts and prior knowledge about
expectations and place them on the board.
 Teacher will prompt discussion and questioning and categorise the rules into
four simple and easy to remember expectations that are directly relatable to
each and every rule suggested.
1. Be safe
2. Be responsible
3. Be respectful
4. Be productive

This activity gives a chance for the students to contribute to setting the rules for the
class. Students are encouraged to take notes related to this and write down the three

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 classroom rules. Teacher is 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).
This experience will allow the teacher to set the rules the students are expected to
adhere too, since the rules stemmed from their own ideas. Teacher can always refer
back to the rules and ask questions such as “Do you think that
(behaviour/action/language etc) was being respectful/safe/responsible/productive?”
etc.

Think, Pair and Share

15 mins
 As the lesson outcomes relate to relationships, in regards to teaching content
the teacher is going to ask the students to think to themselves what they think
a relationship is.
 After 30 seconds the teacher is to ask the students to turn to the person next to
them, introduce themselves and have a one/two minute discussion about what
they think a relationship is.
 The teacher is going to encourage the pairs to link with other pairs and share
their thoughts
 In groups they are going to collectively combine all their inputs and come up
with a definition and write it down on a piece of paper.
 The teacher will encourage the use of the internet via student laptops to assist
with making these definitions.
 The teacher is going to ask for each group to place their best answers on
“Popplet” a visual learning and mind mapping app using their laptops. The class
will be able to view, make changes and revisit their responses.
 Teacher will facilitate discussion about each of the answers on the interactive
whiteboard and compare similar perspectives and compare differences drawing
attention to any relating words and metalanguage e.g. “connection”.
 Teacher will extend by asking questions and prompting enquiry For example:
“Why do you think forming relationships is important in everyday life?”
 “What types of relationships do you think there is?”, “Are they always good and
can be referred to as “healthy” or are they sometimes bad referring to being
“unhealthy” and “How might they be healthy or unhealthy?”
 “Has anyone experienced or seen in real life or on tv a friendship or relationship
that is unhealthy?”, “What made you think that it was not a friendly
relationship?”
 “How would a relationship be different with someone from a different
culture?” Answer e.g. Cross-cultural relationships such as having different
values, different dress sense and different language etc. “What would we need
to do to have a healthy relationship with this person?” Answer E.g. respect

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 their differences, do not make judgements, understand different ways of
communicating, be patient with them etc.
 Teacher will praise students on their efforts
 Teacher will then write a universal definition on the board and ask the students
to copy this definition down in their books.
 Teacher will promote high order thinking and cultural knowledge by asking the
class these questions.

10 mins Word Bank

 Teacher will ask students to return to their seats
 Teacher will provide the students with a printed word bank sheet with a list of
words relating to relationships.
 Teacher will ask students to glue this sheet into their books.
 Teacher will explain to students that this will be an ongoing word bank that will
allow them to become familiar with the metalanguage of the subject specific to
the topic “relationships and influences on sense of self” and each week the
word bank will grow.
 Words will include “connection, culture, healthy, toxic, friendship, family,
romantic, belonging, diversity, vulnerable, unhealthy, companion, acceptance
and bullying.”
 Teacher will read out the words in the word bank and ask the students their
thoughts if they have heard any of the words before or if anyone knows what
they may mean or would like to try and have an attempt. Teacher will then
provide summarised definitions.
 Teacher will then ask the students to use the strategy of “Look, Cover, Write
and Check” to write them out in the first column of the word bank.

5 mins Exit Ticket and Homework Expectations

 The teacher to state to the students that the homework for this week is to
complete the other 2 columns of the word banks using “Look, cover, write and
check” before next week’s class as it is important to familiarise themselves with
these new words and setting expectations.
 The teacher will now explain to the students in order to leave the class or even get
an early mark, the students will need to complete a survey on the app Google
classroom under the Google forms section.
 The Students will need to answer two questions “Name one thing you have learnt
about relationships in today’s lesson” and “What was most enjoyable about this
lesson and why?”.
 Teacher says short thankyou message.
 As this is the first lesson the survey is to ensure students were engaged in learning
throughout the lesson.

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  Survey feedback is provided to the teacher regarding what is working and what is
not working in order to improve for the next lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Communication skills and Apparent within “Speed meeting”, “Think Pair and
Learning about Share”, “Word Bank” and “Set the tone -Classroom
relationships including rules”. Teacher to observe student’s communication
skills and content skills and interactions.

Appropriate behaviour Apparent through discussion between teacher and

within the classroom students in “Set the tone- Classroom Rules”. Teacher
to facilitate, listen, observe and extend on ideas.

Learning about sense of The activity “Speed meeting” as an ice breaker will
self, relatedness and allow students to extend on knowledge about sense of
uniqueness self and uniqueness. Recorded through teacher
observation.

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  Academic Justification
Utilising the Quality Teaching Model (QTM) when lesson planning contributes to an effective

and engaging lesson. Through delivery of lesson content, the lesson plan activities did not

correspond with outcome achievement therefore was considered an evident weakness. As a

result, many modifications have been made for the teacher to improve across all QTM

areas. Improving the lessons high expectations, background knowledge, elements of high

order thinking and deep understanding, student learning and understanding can be

maximised to exceed lesson outcomes.

Students understand content and respond better to instructions by building upon their

background knowledge (Lin, Lin, & Huang, 2011). Students are able to make informed links

to the outside world and integrate their cultural knowledge, personal experiences and out

of school knowledge into the task at hand (Ladwig & Gore, 2009). Modification of the first

ice breaker activity to “Speed meeting” integrates student’s personal experiences and

cultural knowledge through positive interactions and communication. The “Think Pair and

Share” activity also builds upon students existing knowledge and compares this knowledge

with their peers. Students background knowledge is recognised and valued through student

praise. These activities support students in meeting desired outcomes surrounding sense of

self, communication and relationships. Recalling from existing information assists students

to make significant connections between contexts, settings and experiences engaging

meaningfully with content. Further this aids in information processing, creating more

storage for new information by drawing from a relatable concept (Kostons & Van der Werf,

2015).

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Deep understanding is apparent in an activity where there is an array of opportunities to

explore relationships, problem solving, grasping concepts, concluding central ideas and

drawing conclusions (Ladwig & Gore). Implementation of ICT into the lesson plans was

modified through the activities “Think Pair and Share“and “Exit tickets”. These experiences

are utilised through interactive forums such as “Popplet” and “Google forms” which can

further promote information sharing and independent researching. Students are able to

participate in discussion with their peers, ask questions and reflect on their answers (Shirley

& Irving, 2014). ICT provides the students to become active learners by enhancing their

motivation to learn and contributes to the process in becoming self-directed learners.

Furthermore, implementation of ICT enhances student’s knowledge through connected and

collaborative classrooms and information awareness, all factors contributing to deep

understanding of the content being presented (Suryani, 2010). ICT implementation in this

lesson provides teachers with feedback to what the students did and didn’t understand for

future improvements.

High order thinking is essential to implement within the classroom for students to gain

intellectual knowledge and understanding. High Order thinking supports student’s inquiry

through challenging their thinking capabilities (Zohar, 2006). In relation to the QTM high

order thinking is used to manipulate information, reach conclusions, voice interpretations,

transform ideas, make new meanings and generate ideas which are unique (Ladwig & Gore,

2009). Through the utilisation of the questions in the “Think, Pair and Share” and “Word

Bank” activities, students are directed to analyse and think critically about word meanings

surrounding relationships, cultural knowledge and the metalanguage used within this topic.

Students are required to group elements together coherently in their peer groups and

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answer questions with an array of possible answers dependent on interpretation (Ladwig &

Gore, 2009). Utilising high order thinking within the classroom encourages students to think

deeply about the material being presented through cognitive processing, further resulting in

synthesisation of content (Barnett & Francis, 2012).

It is important for teachers to set high expectations for their students for them to be able to

perform well academically, behaviourally and socially within a quality learning environment

(Lane, Wehby, & Cooley, 2006). High expectations are set within the classroom through

experiences which are deemed challenging (Ladwig & Gore, 2009). Challenging material is

evident in the modified tasks “Think, Pair and Share”, “The word bank” and “Set the tone-

Classroom rules”. Through extensive questioning the task requires students to demonstrate

their knowledge in a challenging context. In the lesson plan the classroom rules were

amended and moved forward to the second activity of the lesson. The purpose of this

modification was to ensure that the expectations were explicitly highlighted. Setting

expectations contribute to positive and proactive participation, stating to the students the

quality of work that is expected and appropriate classroom behaviour (Klem & Connell,

2004). The classroom rules set expectations that are applicable to the student’s standards of

work. The classroom rule “Be productive” ensures students are provided with rich and

meaningful experiences within the classroom. In turn, students are to demonstrate

efficiency and effectiveness, reflecting excellence in academic execution.

In conclusion, applying the above adjustments in teaching assessment and practice, it

contributes to positively improving QTM areas further enhancing student’s intellectual

quality, learning environment and amplifies significance within the classroom.

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 Reference List

Barnett, J. E., & Francis, A. L. (2012). Using higher order thinking questions to foster critical

thinking: a classroom study. Educational Psychology, 32(2), 201-211.

doi:10.1080/01443410.2011.638619

Klem, A. M., & Connell, J. P. (2004). Relationships Matter: Linking Teacher Support to

Student Engagement and Achievement. Journal of School Health, 74(7), 262-273.

doi:10.1111/j.1746-1561.2004.tb08283

Kostons, D., & Van der Werf, G. (2015). The effects of activating prior topic and

metacognitive knowledge on text comprehension scores. British Journal of

Educational Psychology, 85(3), 264-275. doi:10.1111/bjep.12069

Ladwig, J.G., & Gore. J. (2006). Quality teaching in NSW public schools: An assessment

practice guide (2nd ed.). Sydney, Australia: NSW Department of Education and

Training.

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.

Lane, K. L., Wehby, J. H., & Cooley, C. (2006). Teacher Expectations of Students' Classroom

Behavior across the Grade Span: Which Social Skills are Necessary for Success?

Exceptional Children, 72(2), 153-167. doi:10.1177/001440290607200202

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Lin, Y., Lin, Y., & Huang, Y. (2011). Development of a diagnostic system using a testing-

based approach for strengthening student prior knowledge. Computers &

Education, 57(2), 1557-1570. doi:10.1016/j.compedu.2011.03.004

Shirley, M. L., & Irving, K. E. (2014). Connected Classroom Technology Facilitates Multiple

Components of Formative Assessment Practice. Journal of Science Education and

Technology, 24(1), 56-68. doi:10.1007/s10956-014-9520-x

Suryani, A. (2010). ICT IN EDUCATION: ITS BENEFITS, DIFFICULTIES, AND ORGANIZATIONAL

DEVELOPMENT ISSUES. Jurnal Sosial Humaniora, 3(1).

doi:10.12962/j24433527.v3i1.651

Zohar, A. (2006). The Nature and Development of Teachers' Metastrategic Knowledge in

the Context of Teaching Higher Order Thinking. Journal of the Learning Sciences,

15(3), 331-377. doi:10.1207/s15327809jls1503_2

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