Professional Documents
Culture Documents
Assessment 2
Assessment 2
Assignment 2
Lesson Plan Analysis
Contents
Table of Contents
1) Lesson Plan 1
2) Lesson Plan 2
3) Lesson Plan 3
4) Academic Justification
5) Appendices
- Appendix E: Worksheets
Lesson Plan 1
Topic area: Factors Affecting Stage of Learner: 6 Syllabus Pages: 43- 46
Performance
Personal and Social Capability: Through the study of PDHPE, students will
Students learn how to work collaboratively and develop:
group work skills • Values and attitudes that promote healthy and
active lifestyles and communities
Higher Order Thinking: • Knowledge and understanding of the factors
Students demonstrate Higher order thinking that affect health
when attempting to answer the questions in the •A capacity to exercise influence over personal
Google Pre- Test on the Principles of training and
community health outcomes
•An ability to apply the skills of critical thinking,
research and analysis
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
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.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
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.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
This lesson plan focuses on preparing the students for the next three lessons and getting
familiar with Google forms. I have learnt that the use of ICT through Google is a useful tool
for 21st learning. Also, preparing students for the group task in the next lesson is effective in
helping students develop knowledge and skills used for collaborative and cooperative
learning.
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.
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?
There are minimal risks in this lesson as the PDHPE class is indoors for the theory
lesson. However, during the group activity, students may be walking around the
classroom to join their groups. In this case students who are using laptops, iPads or
computers may be using charging cords that may appear to be a trip hazard. This
hazard can be removed by placing students who need to charge their electronic
devices closer to PowerPoints in the classroom
Lesson Plan 2
Topic area: Factors Affecting Stage of Learner: 6 Syllabus Pages: 43- 46
Performance
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
How the quality teaching elements you have identified are achieved within the lesson.
10 Show students the 5-minute video on Physiological Teacher: Show students the 5- T/S
adaptations in response to training on: minute video then start a class
https://www.youtube.com/watch?v=QAiw_QtDaWI discussion on physiological
adaptations
5-minute Class discussion on where these
adaptations are seen in real life ( eg- sports such as Student: Watch video, take
football and swimming). down notes and participate in
class discussion
Resources:
Whiteboard
Exercise books
Laptops/ Computer
https://www.youtube.com/
watch?v=Q Aiw_QtDaWI
30 Teacher: S
In allocated groups, work on Google slides Allocate students in mixed
presentations summarising the effects of training ability groups based on Google
for a specific sporting athlete or sporting team by forms data and explain the task
using; resting heart rate; stroke volume; cardiac on the whiteboard. Monitor the
output; oxygen uptake; lung capacity; haemoglobin classroom assist any groups
level; hypertrophy and muscle fibres that may need help
Student:
Work with members in the
groups, allocate roles
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Reflecting on the lesson, I have learnt that the use of ICT through Google forms is an
effective way to design the structure of a lesson. The data from the Google forms of the
Pre- Test is very useful for the teacher to gain a deep understanding of the student’s level
of understanding of the topic. Therefore, teachers can assist all students in the topic area
and can allocate students who may benefit from working together in group activities such
as the group activity used in this lesson plan
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.
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?
There are minimal risks in this lesson as the PDHPE class is indoors for the theory
lesson. However, during the group activity, students may be walking around the
classroom to join their groups. In this case students who are using laptops, iPads or
computers may be using charging cords that may appear to be a trip hazard. This
hazard can be removed by placing students who need to charge their electronic
devices closer to PowerPoints in the classroom
Lesson Plan 3
Topic area: Factors Affecting Stage of Learner: 6 Syllabus Pages: 43- 46
Performance
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
How the quality teaching elements you have identified are achieved within the lesson.
Resources:
Whiteboard
Exercise books
Laptops/ Computer
50 Teacher: S
Google slides presentations and peer Provide feedback after each
feedback using a common structured group presentation and allocate
approach (“I liked”, “ I wonder” and next order of group presentation
steps)
Student:
Present Google slide
presentations and participate in
peer feedback
Resources:
Projector
Google Slides
Computer/ Laptop
Resources:
Whiteboard
Exercise Book
Laptop/ Computer
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Upon reflection of this lesson plan, students are able to develop 21st century skills such as
speaking skills, observation, judgement whilst using ICT which is significant to 21st century
learning. As the teacher had allocated students in mixed ability groups in the previous
lesson, the higher performing students were able to support the learning of the lower
performing students through cooperative learning during the task which also prepares
students in developing skills used in the 21st century.
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.
There are minimal risks in this lesson as the PDHPE class is indoors for the theory
lesson. However, during the group activity, students may be walking around the
classroom to join their groups. In this case students who are using laptops, iPads or
computers may be using charging cords that may appear to be a trip hazard. This
hazard can be removed by placing students who need to charge their electronic
devices closer to PowerPoints in the classroom
Academic Justification
According to Opfer (2012), we currently live in a society in which the way students learn at
school is changing due to the rapid influence of technology. Therefore, the teacher is no
longer the main source of knowledge for students in the classroom as students can now use
technology to access information and knowledge independently, meaning learning has
become student centred rather than teacher centred. Also, we now live in a world where the
skills required for the work force have changed, this requires schools to provide opportunities
for students to develop 21st Century skills such as, problem solving, critical thinking,
collaboration, creativity and communication (Opfer, 2012). According to Zhao (2012),
schools today still haven’t changed their focus from an industrial age which was designed to
produce ‘excellent sheep’ whilst the working world for which schools intend to prepare for
has changed dramatically. The three sequenced lesson plans were designed to support 21st
century learning whilst students learnt the topic area of ‘Factors Affecting Performance’.
Throughout this module, students analyse the physical and psychological impacts on
performance. To incorporate 21st Century learning into this module, the three lesson plans
have used online resources such as Google Forms, Google slides, and, relevant YouTube
videos to incorporate 21st Century learning and student centred learning to ensure that
students develop these skills. The lesson plans also incorporate the Quality Teaching
Framework to ensure an effective learning environment whilst developing 21st Century
learning skills in the lessons.
In the first lesson, students created Google accounts so the teacher could create a pre- test
using Google Forms to provide the teacher with a set of data from which the teacher could
gauge students level of understanding on ‘The Principles of Training’. Google Forms is a
convenient tool, by using technology in the classroom to display information or data in a way
that makes it simple (Mallette, 2013). The data from Google Forms can also be used as an
indicator of student growth and achievement whilst also referring to the Quality Teaching
Element, Deep Understanding, by providing the teacher with knowledge of student’s levels of
understanding in the topic area of ‘Principles of Training’.
After the pre-test in the first lesson, the students a showed a video on group work and group
skills to prepare them for the task in the following two lessons. The aim of the video is to
provide the students with opportunities to develop skills required to work collaboratively in
small groups and establish group norms such as, assigning group roles and peer to peer
feedback.
Teaching student’s collaborative skills is also an effective strategy for students to develop
21st Century skills such as Critical thinking & problem solving, creativity and
communication, which is needed for the group task. Teaching students these skills also
incorporate elements of the Quality Teaching Framework such as Problematic Knowledge, by
requiring students to present perspectives and solutions; and Substantive Communication by
requiring the students to communicate their understandings with peer students.
In the following lesson, the teacher uses the results of the pre-test in Google Forms to create a
table of what the students already know, and what they need to know. This specifically
relates to the APST standard 1.2, Understand students and how they learn. From displaying
the students’ knowledge by using the research data of the Pre-Test, the teacher can
understand how the students learn and explicitly teach the areas of the topic that may need
more attention. Following this activity, the teacher also then uses the data from the pre – test
to create mixed ability groups for the group task. According to Matters (2006), using data to
make informed decisions about student learning is effective tool to facilitate student
achievement in 21st Century learning. Students also benefit from working collaboratively in
mixed ability groups as studies suggest that peer support in group work not only increases
student motivation but also promotes skills such as critical thinking and problem solving
(Veach & Gladding, 2006). According to Law (2002), modern day employers are expecting
employees to work collaboratively, therefore it is essential for students to develop these skills
in preparing them for 21st century careers. Social support such as the group collaborative task
is also a significant feature of the Quality Learning Environment Element of the Quality
Teaching Model Framework.
The task requires students to work collaboratively in their allocated groups to create a
presentation on the ‘Physiological adaptations in response to training’. Students then spend
the remaining time of the lesson creating the presentations to present in an oral presentation
in the following lesson. According to Matthew (2012), a reflective classroom allows students
to reflect on what they have learnt into written and oral form to evaluate their findings, which
can also be described as metacognition. According to Mitchell (2015), metacognition has
been identified as one of the key components for 21st century learning. Metacognition allows
students to understand how they think and allows students to learn independently by
developing metacognitive skills to prepare students for future learning in life.
As the task requires students to be reflexive, this means that group task also promotes student
regulation which is a key feature in the Quality Learning Environment Element of the Quality
Teaching Framework model.
In the final lesson, each allocated group is required to present their presentations through
Google Slides. Google Slides is a presentation editor in which the students can access
through their Google accounts that they created in the first of the three sequenced lessons. As
Google slides is linked to the students Google accounts, this means the students can access
their presentations on various devices such as laptops, computers, iPads and even mobile
phones without having to worry about using a flash drive (Google, 2017). According to
Voogt and Roblin (2010), Information and Communication Technology (ICT), such as
Google Slides is at the core of 21st Century skills. The rapid development of ICT requires
students today to develop new skills related to using ICT in schools today.
After each group, has presented their Google Slides presentation, students are required to
give peer feedback using a common structured approach. The common structured approach
requires students to use one positive comment with the words “I liked” and one constructive
criticism words such as “I wonder” for the groups future recommendations. Hattie (2007)
argues that Feedback is one of the most powerful influences on student learning and
achievement. Hattie’s (2007) research, representing millions of students, on the various
influences on student’s achievement showed the highest effect sizes involved students
receiving information feedback about a task and how to do it more effectively. Through the
use of peer feedback, students are demonstrating substantive communication to each other
which is a significant feature of the Intellectual Quality element in the Quality Teaching
Framework model.
References
"Google Slides - Create And Edit Presentations Online, For Free.". Google.com.au. N.p.,
2017. Web. 20 Mar. 2017.
Hattie J & Timperley H. The Power of Feedback. Review of Educational Research, 2007
77:81.
Law, N. "Practice Characteristics That Lead To 21St Century Learning Outcomes". Journal
of Computer Assisted Learning 18.4 (2002): 415-426. Web.
Mallette, Marla, and Diane Barone. "On Using Google Forms". The Reading Teacher 66.8
(2013): 625-630. Web
Veach, Laura J., and Samuel T. Gladding. "Using Creative Group Techniques In High
Schools". The Journal for Specialists in Group Work 32.1 (2006): 71-81. Web.
Voogt, J., & Roblin, N. P. (2010). 21st Century Skills, Discussion Paper. Netherlands: Universiteit
Twente.
Syllabus outcomes: P8
Syllabus
Duration: P9 outcomes:
4 weeks P10 H8
P1
P2 P11 H13
P6 8 weeks
P10
Duration in weeks and
hours: P15
P16
8 weeks P17
Duration in weeks
and hours:
Topic:
8.3 First Aid
2 weeks
Syllabus outcomes: H1
H7 H7 H2
H8 H8 H3
H9 H9 H4
H10 H10 H5
H17 H16
Factors Affecting
Performance
Pshychological
strategies to enchance The learning
Principles of training Recovery strategies
motivation and environment
manage anxiety
Physiological
Assessment of skill
adaptations in
and performance
response to training
Appendices C: HSC assessment schedule
Course Structure
Core 1 Unit 1: Health Priorities in Australia- This compulsory module examines the
health status of Australians and investigates, in depth, the current health priority
issues in Australia. Students identify and justify the choice of priority issues and
examine the roles that the health system and health promotion play in achieving
better health for all Australians.
Core 2 Unit 2: Factors Affecting Performance - This compulsory module examines the
factors that affect performance. In this module, students explore the physical and
psychological bases of performance. They experience and critically analyse
approaches to training and skill development and investigate the contributions of
psychology, nutrition and recovery strategies to performance
Option 1 Unit 3: Sports Medicine - This option module is concerned with the specific issues
of prevention, assessment, management of and recovery from sports injury. In this
module, students examine how the extent and intensity of sports participation
relates to the incidence of sports injuries. They explore the range of technical and
scientific approaches for maintaining the wellbeing of athletes.
UNIT OUTLINE
How does training affect performance? This compulsory module examines the
How can psychology affect performance? factors that affect performance. In this
How can nutrition and recovery strategies module, students explore the physical
affect performance? and psychological bases of
How does the acquisition of skill affect performance. They experience and
performance critically analyse approaches to training
and skill development and investigate
the contributions of psychology,
nutrition and recovery strategies to
performance.
4 Whiteboard
supplementation
vitamins/minerals
protein - Class Discussion: What
caffeine are supplements?
creatine products Provide examples
- Make notes on
supplementation and
when they are used
- Class debate: Are
supplements beneficial?
6 recovery strategies - Brainstorm recovery White board
physiological strategies and when to
strategies, eg use them Textbooks
cool down, - Activity: In groups
hydration research, different Laptops
neural recovery strategies used
strategies, eg https://www.youtube.com/
in sport by elite athletes
hydrotherapy, watch ?v=QZyOMqD73Pw
massage Watch video on recovery
tissue damage strategies and make notes
strategies, eg
cryotherapy https://www.youtube.com/watch
psychological ?v=QZyOMqD73Pw
strategies, eg
relaxation
https://www.youtube.com/watch https://www.youtube.com/wa
characteristics of tch?v=748zkBAYf4Q
the learner, eg ?v=748zkBAYf4Q
personality,
heredity, - Create a table describing
confidence, prior the characteristics of
experience, ability each stage of skill
acquisition
- List and describe the
stages of skill
acquisition
- List and describes the
characteristics of the
learner
Informative assessment: Class identify the location and type of major bones involved in
discussions and mind maps are movement, eg long bones articulate at hinge joints for
used throughout the unit to assess flexion and extension
students learning and
understanding.
analyse the relationship between physical fitness and
Peer Feedback: Students provide movement efficiency. Students should consider the question
‘to what degree is fitness a predictor of performance?’
peer feedback in a common
structured approach during Google
Slides presentations analyse movements, eg overarm throw, by examining: bones
involved and the joint action and muscles involved and the
Teacher Feedback: Teacher type of contraction
feedback is used throughout the
unit and after Google Pre test and
Slides presentations.
Appendices E: Week 4 Lesson Worksheet
1) Choose the most appropriate form of motivation for the following sports for a
beginner and intermediate athlete:
a) archery
b) wrestling
c) 100-metre sprinting
d) cricket batting
a) _______________
b) _______________
c) _______________
d) _______________
__________________________________________________________________________________
3) Outline the effect complexity of task has on the inverted u-theory of arousal.
6) Research an athlete undergoing mental rehearsal and the methods they use and why.
__________________________________________________________________________________
__________________________________________________________________________________