Designing Teaching and Learning (102086)

Assignment-2

Name- Armin Kaur Panag

Student number- 19729738

Topic- ‘Bin liners’ Lesson Plan Analysis, Revision and Justification

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: The knowledge is deep throughout the lesson since sustained focus is maintained
on key ideas and concepts. Moreover, this knowledge is crucial to the topic and relevant
information is provided to address the main ideas during the lesson.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: The evidence for deep understanding are clearly observed since students have
demonstrated their knowledge and understanding of central ideas. They have participated in
various activities, group discussions, problem solving etc. to show their understanding
throughout this lesson.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: This lesson shows problematic knowledge because the knowledge is socially
constructed, and its influences are also discussed. Also, questions are raised to explore multiple
perspectives of the concept.

1.4 Higher-order thinking

1 – 2 – 3 – 4– 5 Comments: Students are involved in activities and instructional processes based on factual
information. They have shown high order thinking in a few activities, which involves discussion
and writing key points.

1.5 Metalanguage
1– 2 – 3 – 4 – 5 Comments: There is no evidence for metalanguage throughout the lesson, since there is no
information for how text works. Also, students are directly involved in doing activities,
irrespective of language and its function in the lesson.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: Substantive communication is observed throughout the lesson. There is sustained
interaction among the students and teacher and is highly focused on the central idea of the
lesson.

Quality learning environment

2.1 Explicit quality criteria
1–2–3–4–5 Comments: The detailed criteria for quality of work is observed in this lesson. Students have
explored information through participation in various procedural activities and have developed
information by showing significant interactions.

2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Students are highly engaged in all the given tasks throughout the lesson. They have
shown their enthusiasm and have raised questions while performing their group tasks.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: High expectations of teacher and students are demonstrated in this lesson. Since
the teacher aims that all the students should learn. Also, they are encouraged for showing their
efforts and skills in their tasks.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: There is strong evidence of social support in this lesson since, student learning is
encouraged by the teacher. Moreover, there is supportive environment in which comments are
directed towards all the students.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: Student’s self-regulation is clearly demonstrated in this lesson. All the students
have shown active learning and participation without any interruptions. There is no point of
indiscipline throughout the lesson.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: There is low student direction in this lesson since, all the aspects and activities are
designated by the teacher. The choice of activity and time for its completion is designed by the
teacher.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: The background knowledge is clearly observed in this lesson, since students are
involved in doing activity (True/False) which focuses on prior knowledge. They have
incorporated their prior knowledge in group discussions and in answering questions.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: There is no such evidence for multiple culture knowledge. Throughout the lesson,
only knowledge of dominant culture is valued to address the central idea of the lesson.

3.3 Knowledge integration

1 – 2 – 3 – 4– 5 Comments: Knowledge integration is demonstrated in this lesson through addressing the
problem and giving solutions, which involves knowledge of different concepts. There is a
significant connection between the topics of this lesson, that is information in interlinked.

3.4 Inclusivity
1–2–3–4–5 Comments: There is high inclusivity in this lesson because all the students have actively
participated in the activities, regardless of any cultural group. Also, their efforts are valued and
encouraged by the teacher, supporting the point that there is no discrimination in the class.

3.5 Connectedness
1 – 2 – 3 – 4– 5 Comments: Students have explored the topic knowledge and its significance in using that
knowledge to create personal meaning. However, more efforts might have required to
influence people outside the school.
 3.6 Narrative
1–2–3–4–5 Comments: There is no evidence for use of narrative to explore the lesson. Its use is extremely
low throughout the lesson.

Identifying Areas for Improvement

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

QT model
1) Metalanguage 2) Student direction
3) Cultural knowledge 4) Narrative
 Lesson Plan – Bin Liners

Syllabus: Science Stage: Stage 4 Topic: Earth and Space

Outcomes Assessment Students learn about Students learn to

SC4-13ES Explains how Informal formative ES3 Scientific knowledge Classify a range of the
advances in scientific assessment. influences the choices Earth’s resources as
understanding of people make in regard to renewable or non-
Discussing 5 “Take-
processes that occur the use and management of renewable.
away” points.
within and on the Earth the Earth’s resources.
influence the choices
people make about Investigate some strategies
resource use and used by people to conserve
management. and manage non-renewable
resources, e.g. recycling
and the alternative use of
natural and made
resources.

Note: Not all activities may be captured by the video. Assume they were covered by the teacher.

Time Teaching and Learning Actions

5 min Lesson Preliminaries/Administration

 Settle students into the classroom.

 Mark the roll.

10 mins Direct Instruction

 Welcome students and remind them of the topic.

 Introduce students to high density polyethylene as a non-renewable resource used to
make plastic bags.
 Provide students with a sheet showing type of language (Text, Abbreviations,
Symbols and Definitions) to be used during lesson.
 Students are required to explore language, and how it works to construct texts,
knowledge and power.
 Key ideas for this lesson are cause and effect with questions being “why do we use so
many plastic bags in Australia?” and “what is the effect on the environment?”
 Showing some relevance within diverse social groups, for example which groups
are found to be have more access of using plastic bags?
  Another key idea is solutions with questions being “what have governments done to
solve problems caused by plastic bags?” and “what can citizens do to solve problems
caused by plastic bags?”
 Give overview of activity:
 Designing renewable alternatives to plastic bags using newspapers. Teacher will
show students a design and they will improve that design
 Students will be provided with different choices of paper to design their own
bin liners.
 Give overview of thinking tools to be used:
 Think-pair-share
 Cause-effect map
 Pros-Cons-Questions

10 mins Think-Pair-Share Activity

 Give students true/false statements worksheet with questions like “the average plastic
bag is used for only 5 minutes but can take up to 1,000 years to break down in the
environment.”
 Students will have choice to work individually or in pairs to answer the questions
(think).
 Students can then discuss their responses with the student sitting next to them (pair).
 Students will have 5 mins to carry out above 2 steps.
 Teacher will then lead class discussion based on worksheets for 5 minutes (share).
10 mins Cause-Effect Mapping Activity

 Give students cause-effect map worksheets.

 Students have 2 minutes to think of as many reasons for why we use so many plastic
bags in Australia.
 Go around the class to check student understanding. Highlight the link between the
causes identified and the production of high-density polyethylene bags.
 Students have 2 minutes to list as many sub-effects of the production and use of plastic
bags. Circulate to assist students.
 Teacher leads brief class discussion to summarise the environmental effects identified by
the students and explores how these tasks value and incorporate cultural
knowledge of diverse groups.
 Students can ask questions or clear their doubts, if any.
5 mins Direct Instruction

 Teacher to show students how to construct a biodegradable bin liner by folding 4 sheets
of newspaper. The bin liner will fit into the teacher’s waste-paper basket.
5 mins Pros-Cons Activity

 Teacher invites students to highlight the pros and cons of the biodegradable bin liners.
15 mins Student-Centered Activity

 Students will share their stories on how often they use plastic bags.
 Students to identify ways to improve the bin liners using the MAS sheet.
  Students to work in pairs to refine the newspaper bin liners. Circulate around the room to
assist students.
 Students demonstrate their improved designs to the teacher, using the teacher’s waste
paper basket as a test.
 Teacher to encourage peer support during demonstrations.
 Summarise and close the lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-13ES Informal questioning of student understanding as the lesson

progresses.
Students are required to discuss 5 “Take-away” points from
this lesson.
 Academic Justification

A complete lesson plan is a teacher’s step by step guide map depicting what students are required

to learn, and how effective learning can be achieved throughout the lesson (Milkova, 2005). A

productive lesson plan mainly incorporates three key elements, namely “Objectives for student

learning, activities involving teaching/learning and assessing student’s understanding”. All these

elements are inter-related, that means specifying the learning objectives will guide in preparing

teaching/learning activities, and these activities can provide a scaffold to determine whether these

objectives have been achieved (Milkova, 2005). This essay will highlight the points in the

justification of changes, which are made to modify the four targeting elements in the given lesson

plan.

Metalanguage

The term ‘Metalanguage’ can be defined as both “thing” (which includes terminology) and

“process” (which include talking about language) focusing on using meaning-targeted language to

assist students in understanding the central idea (Schleppegrell, 2013). In addition to this, it also

aims at preparing students to participate in various stage-level tasks and guiding them in making

effective choices. The lessons which focus on high usage of metalanguage incorporate higher level

discussions about ‘language’ and how ‘text work’ throughout the lesson (A Classroom Practice

Guide, 2006). Teachers can use this element to gain student attention towards a point in a lesson.

Also, it is applicable in dealing with issues of interpretation throughout the lesson. A lesson with

higher level of metalanguage is useful in supporting interactions among the students, so that they

can develop different language patterns to demonstrate their learning during a lesson

(Schleppegrell, 2013).
Student Direction

It is really significant to have a ‘Student-directed’ classroom, since teachers can use this strategy

to maintain higher level of engagement and interest throughout the lesson (Perks, 2010). For

instance, when students are provided with a choice, they can develop critical thinking, and this can

lead to positive influence of motivation among them. A class with high ‘Student direction’ allows

students to assess control over the choice of lesson activities, time required to accomplish them,

how they want to perform them (individually/pairs), and assessment criteria (A Classroom Practice

Guide, 2006). This means it results in ‘student-centered activities’, such as group discussions,

hands-on-practice and individual task. When students are provided with the various choices, it

demonstrates the importance of teachers in leading a classroom (High Impact Teaching Strategies,

2017). In addition to this, students can analyse their weaknesses and challenges throughout the

lesson and can also look for solutions to overcome these difficulties.

Cultural Knowledge

It is important to incorporate the element of ‘Cultural Knowledge’ in a classroom, since it can

assist students in identifying and valuing the knowledge of diverse social groups (A Classroom

Practice Guide, 2006). Culturally responsive teaching includes strategies to ensure that beliefs and

morals of different cultures are valued (Quiton, 2013). Moreover, it can also provide students with

opportunities to think and act beyond different social stereotypes. Lack of cultural knowledge can

result in disruptive classroom learning (Quiton, 2013). For instance, lower cultural knowledge can

include superficial comparisons among different social groups, which can affect a student’s

learning.

Narrative
Narrative can be used as a learning tool in a classroom to assist student understand and retelling

their experiences (Avraamidou & Goedhart, 2017). It is generally assumed that students already

know the content and structure of the narrative. Teachers then apply this assumption in their

lessons to help students in exploring the topic. It is very crucial to focus on the element of

‘Narrative’ in a lesson plan. This is because teachers and students can use it as a powerful tool to

assist student learning (A Classroom Practice Guide, 2006). Not only this, students can apply this

element to demonstrate their knowledge by giving shape to their experiences in the form of a

narrative. This element has also proven to be helpful for less skilled students to illustrate their

understanding through stories and relevant experiences.

In conclusion, the above-mentioned points are justifying the reasons of incorporating these

elements in the given lesson plan. A successful lesson plan does not necessarily have to be a

document covering all the supportive elements. Instead, it should provide teachers with an outline

of their goals, objectives, and strategies to accomplish them. Nevertheless, a productive lesson is

that lesson in which both students and teachers assist their teacher and learning.
References

A classroom practice guide (2nd ed.). (2006). Ryde, NSW: Department of Education and Training.

Avraamidou, L. & Goedhart, M. (2017). Tell me a Story: the use of narrative as a learning tool for

natural selection. Educational Media International, 54(1), 20-33.

Milkova, S. (2005). Strategies for Effective Lesson Planning. Retrieved from

http://currentreforms.weebly.com/uploads/2/6/9/9/26999857/quality_teaching_to_support_ns

w_professional_teaching_standards.pdf

Perks, K. (2010). Crafting Effective Choices to Motivate Students. Adolescent Literacy in

Perspective, 58(2), 76-90.

Quinton, S. (2013). Good teachers embrace their student’s cultural backgrounds. The Atlantic.

Retrieved from https://www.theatlantic.com/education/archive/2013/11/good-teachers-

embrace-their-students-cultural-backgrounds/281337/

Schleppegrell, M. (2013). The Role of Metalanguage in Supporting Academic Language

Development. A Journal of Research in Language Studies, 63(1), 153-170.

URL for Learning Portfolio- https://arminpanag.weebly.com/