Original Lesson Plan

OVERCOMING CO2 POLLUTION

YEAR 10 SCIENCE
AUSTRALIAN CURRICULUM LEARNING OBJECTIVES

• ACSHE2301: The values and needs of contemporary society can influence the focus of
scientific research2

RESOURCES REQUIRED

• What is Global Warming?3 Captioned video on YouTube. (Duration: 6 minutes.)

• CO2 Storage offers a controversial solution to Global Warming4 captioned video on
YouTube. (Duration: 5 minutes.)
• UK Carbon Capture and Storage Community website5

LESSON OUTCOME: Students learn about Carbon Capture as a potential method of overcoming
increasing levels of carbon dioxide in the atmosphere.

Lesson outline:

1. Explain to students that the focus of this lesson will be learning about carbon capture as a
potential solution to global warming.
2. Remind students of what is meant by global warming, and play the ‘What is Global
Warming?’ clip to refresh students’ understanding of the concept.
3. Students independently write notes summarising the key points from the clip.
4. Summarise key points from the clip as a class to check that all students have a similar level
of understanding of global warming. Highlight the fact that it is because global warming is
widely seen as a big issue that there is now much research and development focussed in
this area of science.
5. Introduce the concept of carbon capture by showing students the UK Carbon Capture and
Storage Community web page, focusing their attention on the diagram and the first part of
the explanation of the technology.
6. Introduce the context of carbon capture technology being a controversial technology. Play
the ‘CO2 Storage offers a controversial solution to Global Warming’ video.
7. Students then discuss the content of the video in small groups.
8. Explain that after the second viewing of the video, each group will need to understand the
following:
o What is carbon capture?
o Why are some people in favour of the technology?
o Why do some people oppose the technology?
9. Play the video again.
10. Students work in small groups to clarify their answers to the above questions.

HOMEWORK/EXTENSION

1
http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE230
2
http://www.australiancurriculum.edu.au/Glossary?a=S&t=research
3
http://www.youtube.com/watch?v=buRHdngO1l8&cc=1
4
http://www.youtube.com/watch?v=cEQX3eDJRNw&cc=1
5
http://www.co2storage.org.uk/what-is-ccs/
Students research another method of counteracting the increased amounts of carbon dioxide in the
atmosphere and prepare a short summary of this technology. In the following class, students should
compare and contrast the different solutions.

OPPORTUNITY FOR FURTHER ACTIVITY

Stage a class debate in which students must argue for or against a particular global warming
solution. Students could spend time researching their side of the argument deeply, and be
encouraged to provide evidence for their ideas.

SOURCE:
I found this lesson plan on the ‘Cap That!’ website. URL:
http://www.capthat.com.au/resources/overcoming-co2-pollution
 Adapted Lesson Plan

Topic area: Physical World - Stage of Learner: 5 Syllabus Pages: 122-123

Overcoming CO2 Pollution

Date: 19/9/16 Location Booked: N/A Lesson Number: 3/4

Time: 60 minutes Total Number of students: 25 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Summarise key Students learn about Understand how carbon
points from the clip Carbon Capture as a capture can be used to
SYLLABUS OUTCOMES
as a class to check potential method of overcome increasing CO2
SC5-10PW that all students overcoming increasing
levels
have a similar level levels of carbon dioxide
SC5-11PW of understanding of in the atmosphere
global warming
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Learn about: 1. Values and needs of contemporary
society. 2. How it can influence the focus of scientific
research

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking
INTELLECTUAL QUALITY
1.2 Deep understanding 1.5 Metalanguage
This refers to pedagogy focused on producing deep understanding of important,
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
2.1 Explicit quality criteria 2.4 Social Support
QUALITY LEARNING ENVIRONMENT
2.2 Engagement 2.5 Students’ self regulation
This refers to pedagogy that creates classrooms where students and teachers work
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
3.1 Background 3.4 Inclusivity
SIGNIFICANCE knowledge
3.5 Connectedness
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
Time Teaching and learning actions Organisation Centred
T/S
Explain to students focus of lesson Teacher:
Intro Student:
Resources:

Body Watch ‘What is Global warming’ clip Teacher:

Student:
Resources:

Students summarise clip individually Teacher:

Student:
Resources:

Summarise key points as a class. Teacher:

Student:
Resources:

Introduce the concept of carbon capture by Teacher:

showing students the UK Carbon Capture and Student:
Storage Community web page. Resources:

Play the ‘CO2 Storage offers a controversial Teacher:

solution to Global Warming’ video Student:
Resources:

Students form small groups and discuss video Teacher:

Student:
Resources:

After second viewing of video each group will Teacher:

need to understand the following: What is Student:
carbon capture? Why are some people in Resources:
favour of the technology? Why do some people
oppose the technology?
Play video again Teacher:
Student:
Resources:

4
Conclusion Students work in small groups to clarify their Teacher:
answers to the above questions Student:
Resources:

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

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?

5
References (In APA)
You must list all references that you have used for the content and resources of this lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.

6
Lesson Plan Analysis
102086 Designing Teaching & Learning 2H 2016
Assignment 2: APST and QT Analysis Template

Student name: Elias Arsalah

Student ID: 17708946

Section 1: Australian Professional Standards for Teachers

Evaluate the adapted lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly addressed in Designing Teaching & Learning that are relevant
to this assignment have a rating scale. You can ignore the other standards for this assignment. However, this does not mean the other standards are irrelevant to lesson planning and evaluation
more generally.

Standard Evaluation score Comments incl. evidence for evaluation score (2 sentences maximum)
1 (poor) – 5 (excellent)

1 Know 1.1 Physical, social and intellectual development and characteristics of students
students and
how they learn 1.2 Understand how students learn

Not mentioned
1.3 STUDENTS WITH DIVERSE LINGUISTIC, CULTURAL, 1 – 2 – 3 – 4 – 5 – NA
RELIGIOUS AND SOCIOECONOMIC BACKGROUNDS
Not mentioned
1.4 STRATEGIES FOR TEACHING ABORIGINAL AND TORRES 1 – 2 – 3 – 4 – 5 – NA
STRAIT ISLANDER STUDENTS
Videos, diagrams and group work have been incorporated into the lesson to ensure it
1.5 DIFFERENTIATE TEACHING TO MEET THE SPECIFIC meets learning needs for students.
1 – 2 – 3 – 4 – 5 – NA
LEARNING NEEDS OF STUDENTS ACROSS THE FULL RANGE
OF ABILITIES

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 Not mentioned
1.6 STRATEGIES TO SUPPORT FULL PARTICIPATION OF 1 – 2 – 3 – 4 – 5 – NA
STUDENTS WITH DISABILITY
2 Know the 2.1 Content and teaching strategies of the teaching area
content and
how to teach it 1 – 2 – 3 – 4 – 5 – NA The content selected for lesson is appropriate as well as how it has been organised to
2.2 CONTENT SELECTION AND ORGANISATION be delivered to students.

1 – 2 – 3 – 4 – 5 – NA Links to the curriculum. Assesses students by making them summarising key points to
2.3 CURRICULUM, ASSESSMENT AND REPORTING ensure they have learnt the material.

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

2.5 Literacy and numeracy strategies

1 – 2 – 3 – 4 – 5 – NA Good use of ICT to teach students.

2.6 INFORMATION AND COMMUNICATION TECHNOLOGY
(ICT)
3 Plan for an 1 – 2 – 3 – 4 – 5 – NA Students only summarise key points and discuss topic in small groups. Can be
implement 3.1 ESTABLISH CHALLENGING LEARNING GOALS improved if students were to present their ideas to the rest of the class.
effective
teaching and 1 – 2 – 3 – 4 – 5 – NA Lesson plan makes sense and flows well.
3.2 PLAN, STRUCTURE AND SEQUENCE LEARNING
learning
PROGRAMS
1 – 2 – 3 – 4 – 5 – NA Video presentation is primarily used in the lesson.
3.3 USE TEACHING STRATEGIES
1 – 2 – 3 – 4 – 5 – NA Not all students may have ICT to access some resources. Lesson primarily revolves
3.4 SELECT AND USE RESOURCES around videos and makes no reference to textbook materials.
3.5 Use effective classroom communication

3.6 Evaluate and improve teaching programs

3.7 Engage parents/ carers in the educative process

4 Create and 1 – 2 – 3 – 4 – 5 – NA Students get to work in small groups. Good method to have students that are mainly
maintain 4.1 SUPPORT STUDENT PARTICIPATION disengaged in the class be active and participate in group task.
supportive and
safe learning 1 – 2 – 3 – 4 – 5 – NA Organised classroom activities.
4.2 MANAGE CLASSROOM ACTIVITIES
environments
1 – 2 – 3 – 4 – 5 – NA Not addressed by the lesson plan
4.3 MANAGE CHALLENGING BEHAVIOUR
1 – 2 – 3 – 4 – 5 – NA Not addressed by the lesson plan
4.4 MAINTAIN STUDENT SAFETY
1 – 2 – 3 – 4 – 5 – NA Not addressed by the lesson plan
4.5 USE ICT SAFELY, RESPONSIBLY AND ETHICALLY

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5 Assess, 1 – 2 – 3 – 4 – 5 – NA Students aren’t assessed appropriately. They are only told to summarise key points.
provide 5.1 ASSESS STUDENT LEARNING
feedback and 1 – 2 – 3 – 4 – 5 – NA Feedback is given back to the class as a whole and not to students individually.
report on 5.2 PROVIDE FEEDBACK TO STUDENTS ON THEIR Feedback can be used to improve learning of students.
student learning LEARNING
5.3 Make consistent and comparable judgements
5.4 Interpret student data

5.5 Report on student achievement

6 Engage in 6.1 Identify and plan professional learning needs
professional
learning 6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7 Engage 7.1 Meet professional ethics and responsibilities
professionally
with colleagues, 7.2 Comply with legislative, administrative and organisational requirements
parents/carers 7.3 Engage with the parents/carers
and the
community 7.4 Engage with professional teaching networks and broader communities

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Section 2: NSW Quality Teaching Model

Evaluate the adapted lesson plan according to the following NSW Quality Teaching model elements. If you mark an element as NA (not applicable) please justify in your comments.

Dimension Element Code Comments incl. evidence for code (2 sentences maximum)
(refer to QT model
documentation for
criteria for each number)
Intellectual Deep knowledge 1 – 2 – 3 – 4 – 5 – NA Students will engage deeply with content
quality
Deep understanding 1 – 2 – 3 – 4 – 5 – NA The video clips, diagrams and group discussions should encourage
students to demonstrate a deep understanding of carbon capture
Problematic knowledge 1 – 2 – 3 – 4 – 5 – NA Not mentioned in the lesson plan
Higher-order thinking 1 – 2 – 3 – 4 – 5 – NA Students are required to summarise key points and are encouraged to
participate in group discussions pertaining to the content
Metalanguage 1 – 2 – 3 – 4 – 5 – NA Some presence of metalanguage in lesson e.g. carbon capture
Substantive communication 1 – 2 – 3 – 4 – 5 – NA Students are required to participate in group discussions
Quality Explicit quality criteria 1 – 2 – 3 – 4 – 5 – NA Poor criteria for group discussions
learning
Engagement 1 – 2 – 3 – 4 – 5 – NA Group discussions promote high engagement
environment
High expectations 1 – 2 – 3 – 4 – 5 – NA Students are expected to have high knowledge and understanding of
content

Social support 1 – 2 – 3 – 4 – 5 – NA Working in small groups provides social support for students
Students’ self-regulation 1 – 2 – 3 – 4 – 5 – NA Summarising key concepts requires students to demonstrate self-
regulation
Student direction 1 – 2 – 3 – 4 – 5 – NA Students exercise some direction in activities
Significance Background knowledge 1 – 2 – 3 – 4 – 5 – NA Not addressed in lesson plan although students are expected to have
some form of background knowledge
Cultural knowledge 1 – 2 – 3 – 4 – 5 – NA Not addressed in lesson plan
Knowledge integration 1 – 2 – 3 – 4 – 5 – NA Not addressed in lesson plan although students are expected to
integrate previous knowledge with new knowledge

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Inclusivity 1 – 2 – 3 – 4 – 5 – NA Not addressed in lesson plan although students are expected to
promote inclusivity
Connectedness 1 – 2 – 3 – 4 – 5 – NA Not addressed in lesson plan although students are expected to apply
knowledge in real-life
Narrative 1 – 2 – 3 – 4 – 5 – NA Not addressed in lesson plan

11
 Modified Lesson Plan

Topic area: Physical World - Stage of Learner: 5 Syllabus Pages: 122-123

Overcoming CO2 Pollution

Date: 19/9/16 Location Booked: N/A Lesson Number: 3/4

Time: 60 minutes Total Number of students: 25 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Ask students and Students learn about Understand how carbon
groups questions Carbon Capture as a capture can be used to
SYLLABUS OUTCOMES
throughout the potential method of overcome increasing CO2
SC5-10PW lesson and have overcoming increasing
levels
them complete a levels of carbon dioxide
SC5-11PW short online quiz at in the atmosphere
the end of the
lesson
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Learn about: 1. Values and needs of contemporary
Science has not yet come under the Australian
society. 2. How it can influence the focus of scientific
Curriculum and so the cross curriculum themes do research
not apply

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking
INTELLECTUAL QUALITY
1.2 Deep understanding 1.5 Metalanguage
This refers to pedagogy focused on producing deep understanding of important,
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
2.1 Explicit quality criteria 2.4 Social Support
QUALITY LEARNING ENVIRONMENT
2.2 Engagement 2.5 Students’ self-regulation
This refers to pedagogy that creates classrooms where students and teachers work
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
3.1 Background 3.4 Inclusivity
SIGNIFICANCE knowledge
3.5 Connectedness
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element

12
Time Teaching and learning actions Organisation Centred
T/S
Mark roll and give a brief intro to students of the Teacher: Marks roll, gives brief Teacher
focus of the lesson. Start the class off with easy intro and prepares video
Intro
5 minutes
content then progress onto harder content. Student: Take out books and pens
Resources: Attendance roll,
YouTube

Body Introduce global and give a detailed description Teacher: Plays clip Student
15 minutes as to what needs to be done. Watch ‘What is Student: Write in books
Global warming’ clip then have students Resources: YouTube
summarise key points individually and then
summarise key points as a class. Teacher asks
students to raise hands if they have any
questions or are having difficulties
understanding the content.
Introduce and explicitly explain the concept of Teacher: Shows web page Teacher
5 minutes carbon capture by showing students the UK Student: Listen and write in books
Carbon Capture Storage Community web page. Resources: Web page

Introduce the controversy posed by CO2 and its Teacher: Plays video Student
10 minutes relation to global warming. Play the ‘CO2 Storage Student: Group discussion
offers a controversial solution to Global Resources: YouTube
Warming’ video and then have students form
small groups of 3-4 discuss the video clip.
Teacher goes around class and checks on how
groups are discussing content and provide
positive feedbacks before negative.
15 minutes Briefly mention that the video will be played Teacher: Plays video Student
again and what students are expected to do. Play Student: Group discussion, each
video again and have students work in their group leaders provide answers to
small groups and have each group delegate a rest of class.
group leader. Have the group leaders of each Resources: YouTube
group provide their thoughts to rest of class on
the following questions: What is carbon capture?
Why are some people in favour of the
technology? Why do some people oppose the
technology?, to ensure they have understood
the content.
Conclusion Teacher provides groups with positive feedback Teacher: Provides feedback to Teacher
before negative feedback on their answers. groups and students
10 minutes
Teacher gets students to complete short online Student: Complete online quiz
quiz. Teacher then asks students how they think Resources: Internet
they went and how they found the lesson.

13
Reflection

I have learnt that it is critical to adhere to the NSW Australian Professional Standards for Teachers
(APST) and the NSW Quality Teaching Model (QTM) as it provides a framework that I can utilise to
determine how effective the lesson plan is, how it will aid in the learning process for students and
what adjustments I can make in teaching practices to better cater for my students learning needs.
Incorporating a range of diverse teaching methods such as practical learning, visual presentations,
verbal presentations etc. will ensure that my teaching methods are assessing my students full range of
abilities, this will assist in preventing students from being disengaged from the class activities. The
use of video clips, active engagement and online learning have been proven to better assist students
in their learning as it offers students a chance to think from an abstract perspective, master their
learning and engage them in the class lesson (Jacobs, Kawanaka & Stigler, 1999), thus I will try to
incorporate it more often in my lessons. The ‘flipped classroom’ is a model that incorporates the
aforementioned teaching resources and has been proven effective as it assesses students full range of
abilities whereas that would not have been possible if it were a ‘dry’ lesson where the teacher just
writes on the board and provides minimal feedback. I would incorporate certain aspects of the
‘flipped classroom’ model where appropriate in order to ensure that my students are actively learning
(McDonald & Smith, 2013).

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC5-10PW Asking both students and groups informal questions
throughout the lesson to both students and a formal quiz at
the end of the lesson.
SC5-11PW Asking both students and groups informal questions
throughout the lesson to both students and a formal quiz at
the end of the lesson.

Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

14
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?
In this lesson there appears to be minimal health and safety risks as it is a theory class and due
to this there only exists risks that one would find the usual everyday classroom. As
aforementioned earlier there will be a use of technology throughout the lesson. To
reduce/eliminate the risk teacher needs to ensure that the cabling of the smartboard or
projector is concealed away from walkways so it doesn’t become a tripping hazard.
Furthermore, students may use their laptops and so the cords may present itself as a tripping
hazard, thus it would be best if all students whom are using their laptops to try and move to
one side of the classroom preferably to the nearest power point to reduce the risk of anyone
tripping. Furthermore, given that the students will be working in groups tables may be
rearranged and students may leave their bags exposed on the floor, posing as a tripping
hazard. This can be reduced/eliminated by having the students move their bags to one-side of
the classroom away from walkways.

References (In APA)

Jacobs, J. K., Kawanaka, T., & Stigler, J. W. (1999). Integrating qualitative and quantitative
approaches to the analysis of video data on classroom teaching. International Journal of
Educational Research, 31(8), 717-724.

McDonald, K., & Smith, C. M. (2013). The flipped classroom for professional development: part I.
Benefits and strategies. The Journal of Continuing Education in Nursing, 44(10), 437-438.

Resources Attached:
You must list all the resources that you have created or found in this space.

15
 Academic Justification

I have modified this lesson plan to better meet the NSW APST standards and NSW QT model by
improving two standards for the NSW APST and two elements for the NSW QT model. The first
standard that I have improved for the NSW APST is standard 5.1 Assess student learning. Through
incorporating frequent assessment throughout the lesson I am able to ensure students understand the
content, examples include: having each groups leaders provide their groups thoughts on the content
then provide them with feedback and have students complete a short online quiz at the end of the
class, thereby I am ensuring that I am assessing all students by assessing their full range of abilities.
Studies have shown firm evidence that frequent assessment of students with formative feedback,
gives students the opportunity to obtain substantial learning gains (Black & Wiliam, 1998).

The second standard that I have improved for the NSW APST is standard 5.2 Provide feedback to
students on their learning. I have achieved this by providing students individually and in groups with
feedback when I am going around the class and listening to their discussions and providing my input
and making suggestions, students providing their peers with feedback, providing positive feedback
first then negative feedback, providing groups with feedback after they have shared with the class
their thoughts on the content, the short online quiz and then asking the students how they went and
provide them with feedback on their results where necessary. The use of various positive feedback
methods to the students has been confirmed to significantly improve students learning and classroom
engagement (Panova & Lyster, 2002). The way feedback is given is important as it also plays a
pivotal role in influencing students learning behaviours and attitudes towards learning (Hattie &
Timperley, 2007).

The first element that I have improved for the NSW QT model is Explicit quality criteria. I have
accomplished this by providing a detailed criterion as to what will be done throughout the lesson,
aforementioned examples include: starting the class with a brief intro as to what the class will consist
of, providing an intro at every step and give a detailed description as to what needs to be done and
what is expected of students both individually and as a group. Through this my students will have a
better understanding of what is required of them during the lesson and throughout different tasks and
feel more confident which will improve their learning. The research article conducted by Torrance
(2007) states that providing a clear criterion to students will provide them with direction to carry out
the required tasks successfully. Thereby providing students with clear instructions will effectively
help to reduce/eliminate any confusion amongst students and saving time hence ultimately allowing
them to gain more from the lesson (Guskey, 2003).

The second element that I have improved for the NSW QT model is Inclusivity. I have achieved this
by: commencing the class with easy content and then gradually progress onto more challenging

16
content so as to not overwhelm students and cause them be disengaged from the class, asking
students to raise hands if they have any questions and clarify them after they have watched the ‘What
is global warming’ video clip this will help to ensure that all students have understood the video,
having students form small groups of 3-4 members and by doing so students will be more likely to be
more actively engaged in the group discussions whereas if there were a group consisting of 10
members they wouldn’t contribute as much and have the students provide their answers and thoughts
pertaining to the three questions of: What is carbon capture? Why are some people in favour of the
technology? Why do some people oppose the technology? to the rest of the class. Given the fact that
Australia is a highly diverse nation it is crucial for teachers to be able to promote and encourage
inclusivity amongst their diverse students that come from different backgrounds. Additionally,
students whom have the same ethnic background, similar interests or even the same socio-economic
status (SES) will want to stick together and not work with other peers (Berlach & Chambers, 2011).
This can prove problematic in the classroom where students do not want to work collaboratively with
their peers. DeLuca’s (2012) research article also states that through promoting inclusivity students
are able to feel a sense of ‘belonging’ in the classroom which then effectively allows them to be
engaged in the lesson.

17
 References

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education:
principles, policy & practice, 5(1), 7-74.

Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom.
Tesol Quarterly, 36(4), 573-595.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-
112.

Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment
criteria and feedback in post‐secondary education and training can come to dominate learning.
1. Assessment in Education, 14(3), 281-294.

Guskey, T. R. (2003). How classroom assessments improve learning. Educational Leadership, 60(5),
6-11.

Berlach, R. G., & Chambers, D. J. (2011). Interpreting inclusivity: an endeavour of great proportions.
International Journal of Inclusive Education, 15(5), 529-539.

DeLuca, C. (2012). Promoting inclusivity through and within teacher education programmes. Journal
of Education for Teaching, 38(5), 551-569.

Learning Portfolio Web Link

http://17708946.weebly.com/standard-5.html

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