Professional Documents
Culture Documents
Designing Teaching Assignment 2
Designing Teaching Assignment 2
By 17701352
Contents
Academic Justification 12
References 14
[1]
Original Lesson Plan
Year: 11Economics Time: 75mins (double period) Date: 27th July 2015
Key learning Areas: Differentiation:
Labour market Institutions: Unions, Employer Tier 1: Students are comprehending their content
Associations and the industrial frame work. together through reading it as a class and discussing
Concept: it.
Defining and collecting examples of Unions, and Tier 2: Students will then be applying this
employer associations. Looking at real life examples knowledge to a real time example using the ICT task
too. to extend their understanding beyond the general
level.
Skills:
• research an outcome of the contemporary Metalanguage:
Australian labour market Labour market institutions, Unions, Employer
• Note taking and comprehension skills. associations, stakeholders, trade unions, workers,
associations.
Teachers Preparation/organisation: (Resources)
laptop and dongle connection. Students Prior knowledge:
Internet connection Brief understanding of what a union is and what
Worksheet: UNIONS & EMPLOYER ASSOCIATIONS. examples might be.
Worksheet with the correct answers from last
lesson.
[2]
Time Lesson Sequence Resources
20 mins Motivation/introduction:
Going through answer to the questions from last Answer sheet correctly filled out.
lesson. Students swap their sheets for peer marking Computer and projector to display.
and teacher displays the answers on the board.
Learning Engagements/Activities
5mins Moving into a NEW topic: give a five minute pre Students tear paper out of their
test. book.
collected by the teacher to look at.
Q: who are unions?
Who are employer associations?
What do they do?
20mins Worksheet: UNIONS & EMPLOYER
Content hand out explaining what unions and ASSOCIATIONS.
employer associations are, their role and a case
study. As a whole class we will read through this
and discuss the main points.
25mins Students laptops and internet
Students will then be given a particular union or access.
employer association example and instructed to Web addresses loaded on moodle
explore their websites looking at what they do and or displayed on the board.
what they offer its members join etc. It will be
independent work and they have 15mins to
research.
They will then have 10mins to turn to a partner
(with the opposite option) and share their answers,
jotting down some quick points from their peer.
5mins
Lesson Closure:
Quick comments on what unions and employer
associations are, their difference and their impact.
Source: This lesson plan was sourced from a local secondary school and was provided by a
economics teacher from that school. The document has be de-identified to protect the
privacy of the school and the teacher
[3]
Lesson Plan Analysis
Section 1: Australian Professional Standards for Teachers
Evaluate the 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 been
included. However, this does not mean the other standards are irrelevant to lesson planning and evaluation
more generally.
1–2–3–4–5 Comments: Doesn’t address the possibility of these needs very well at all.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: Not addressed in lesson plan however there is room for this area to be included.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: Approaches content in a way that first offers all students access to a basic
understanding of the syllabus points through a close passage handout explained by the
teacher. Furthers this then through a collaborative research task that extends students
through personal interest and independent work.
1.6 Strategies to support full participation of students with disability
1–2–3–4–5 Comments: Limited consideration of disabled students needs however, there are options
to peer mark and share only with a partner.
[4]
3.3 Use teaching strategies
1–2–3–4–5 Comments: Lesson provides a variety of teacher and student teaching strategies that
involve both collaborative and individual learning.
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
1 Intellectual quality
1.1 Deep knowledge
[5]
1–2–3–4–5 Comments: Lesson looks at previously learnt content and moves forward in accordance to
the syllabus. Lessons focus is introducing new topic of ‘Labour Market Institutions.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Lesson incorporates combination of individual, paired and whole class learning.
Students can demonstrate understanding through classroom discussion and through their
own individual research task.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Lesson allows students to peer mark and discuss key concepts regarding
syllabus points. Students are given freedom to research individually via ICT.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Lesson requires student to research independently which aims to invoke
higher-order thinking
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Appropriate metalanguage that is used in syllabus is used throughout the
lesson e.g. unions, labour market institutions and stakeholders.
[6]
3.4 Inclusivity
1–2–3–4–5 Comments: Students are highly encouraged to discuss and share ideas regarding unions and
the shape of the contemporary Australian labour market. Lesson mentions this in
differentiation strategies and lesson plan instructions.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Lesson aims to relate syllabus content to real life examples in order to define
unions and employer associations. During individual task students are encouraged to look
at real world unions that will create a better understanding of the syllabus outcomes.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: Lesson incorporates real life examples into discussion.
Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
1) 1.3 Students with diverse linguistic, cultural, 2) 2.6 Information and Communication Technology
religious and socioeconomic backgrounds
QT model
1) 2.6 Student direction 2) 3.3 Knowledge Integration
[7]
Modified Lesson Plan
Topic area: Preliminary Economics Topic Stage of Learner: Stage 6 Syllabus Pages: 23-25
Four – Labour Markets
Syllabus outcomes Lesson assessment Labour Market Institutions Research and outcome of the
contemporary Australian
P2 Formatively assess - Unions
labour market
Explains the economic role of their answers through - Employer
individuals, firms and government class discussion after associations
in an economy completing content - Current
worksheet. employment/indust
rial framework
P5
Analyses the relationships between Kahoot used as
individuals, firms, institutions and informal assessment
government in the Australian before topic
economy commences
P9
Selects and organizes information Formative assessment
from a variety of sources for via peer marking
relevance and reliability
P10
Formative assessment
Communicates economic
via classroom
information, ideas and issues in
discussion
appropriate forms
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
[8]
Time Teaching and learning actions Organisation Centred
T/S
Intro Lesson Outline Teacher: Teacher will talk to class regarding Teacher
what they will be doing in lesson.
Outline the content for lesson and the
standard expected Student: Students will take their seats in
5 min
classroom and retrieve the necessary items
required for the lesson
Body Revisit previous lessons work Teacher: Teacher will walk around the room Student
ensuring students will stay on task and assist
15 min Students will peer mark each other’s work
student that require help understanding
from previous lesson. Answers will be task/reading/writing.
placed up on Google Doc for easy student
access.
Pre-test (Kahoot quizz) Teacher: Teacher will instruct student to log Student
in Kahoot quiz using the specific pin code.
5 min Who are trade unions?
Emphasis will be placed on this being a tool
Who are employer associations? to see students knowledge going into the
topic. Teacher will inform student the quiz is
What do employer associations do? able to be taken in a different language if
required for ESL students
Resources:
https://play.kahoot.it/#/?quizId=36939136-
8e62-4523-9ad5-53d1fb45b0f6
PIN - 205194
[9]
terms sheet used to define the Student: Take turns reading the worksheet.
metalanguage). Main points will be Once worksheet is completed students will
discussed by class as a whole discuss the content and consult glossary
terms sheet for additional clarification.
Conclusion Summarise and close lesson Teacher: Teacher summarises the content Teacher
learnt in the lesson and opens up for any
Quick comments on what unions and
final questions from students. Remind
employer associations are, their difference
5 min students all research is to be submitted to
and their impact.
google doc before the next lesson.
Resources: N/A
[10]
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In the modification of this lesson plan, I found that there are a variety of avenues teachers
can take to deliver a quality lesson for students. The downside to having such a variety is
that it becomes hard to perfectly cater for every aspect in the Australian Professional
Standards for Teachers and the NSW Quality Teaching Model. Given the accessibility of
ICT in today’s classroom it is easier to use independent research task and track the
progress of students.
It was harder to ensure the lesson catered for students with diverse linguistic,
cultural, religious and socioeconomic backgrounds however, given there are a
variety of unions and also linguistic tools the lesson was able to be adapted to assist
students impacted by this. Moreover, I believe that designing this lesson plan to be
difficult due to the variety of aspects that needed to be accounted for. Ensuring that
students have the right balance of direction and integration requires task that are
usually teacher guided to be altered which may detract from the intended outcomes.
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?
The main concerns regarding WHS is ensuring teacher is supervising student so that
they are not doing anything that they shouldn’t be doing. This can be met by
following the correct protocols for child supervision.
[11]
Academic Justification
As teachers, the challenge is not just delivering correct content but it is how the content it
delivered. The original lesson plan covers many of the aspects desired to account for the all
students however, there is still room for enhancement with respect to both the Australian
Professional Standards for Teachers (APST) and the NSW Quality Teaching Model.
Regarding the APST (AITSL, 2016) standards 1.3 (Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds) and 2.6 (Information and communication
technology) have been targeted as areas that have potential to be enhanced. Standard 1.3
has been addressed in the modified lesson plan through multiple methods. The first method
was highlighting metalanguage in the worksheet and providing explanation of these
terminology with a glossary terms sheet. Metalanguage is an essential part of any
curriculum and for students that struggle with English, a glossary terms sheet can simplify
this terminology for them. This method demonstrates inclusive learning which aims to
increase the participation of students and reduce exclusion, discrimination and barriers to
learning (Moss, 2013). The glossary term sheet does not hold back students that are more
advanced as it is to be used as a tool to ensure all students are provided with the same
learning opportunities. Other methods in this lesson plan include providing a list of
culturally diverse unions or employer associations and enabling the Kahoot to be completed
in different languages. By providing a variety of diverse unions or employer associations
students can have a greater relation to the task they are completing. There is evidence to
suggest that there is a correlation between student engagement and topics that’s relate to a
student’s background (Katz, 2013). The purpose of changing the language on the Kahoot
allow ESL (English as a second language) student to have the same access to the quiz and are
not disadvantaged by not understanding the words in English.
The second standard 2.6 was already present in the original lesson plan however, there is
currently an emphasis placed on the use of ICT in schools. ICT has been implemented across
the lesson by simply incorporating a google doc, Kahoot quiz, and utilizing the computers
available. The use of google docs is a handy tool that allows students to all post their work
on the same page for the teacher to view everyone’s contribution. This tool allows for
students to edit each other’s work. The use of online collaborative tools (google docs) serves
as an effective method in managing and monitoring student work (Chu and Kennedy, 2011).
The use of google docs can provide students with instant feedback and can see any
alterations in real-time. The Kahoot online is used as a fun way of formatively assessing
students and promotes student engagement.
Using the NSW Quality Teaching Model (Gore, 2007) and other educational research
(Duchesne, McMaugh, Bochner & Krause, 2013) some enhancements were made to the
[12]
lesson plan regarding 2.6 student direction and 3.3 knowledge integration. The original
lesson plan gave students some freedom to control their own learning however, majority of
the lesson is teacher directed. In the modified lesson plan this was addressed by allowing
students to make more choices regarding their individual research topic instead of being
allocated one by the teacher. Research suggest that students with self-direction can
outperform students with minimal self-direction (Carpenter, 2011) however, in a classroom
setting in order to become highly self-directed the teacher need to be open to humanistic
principles to allow an open lesson (Duchesne, McMaugh, Bochner & Krause, 2013 ).
Gradually students need to make their own decisions regarding their education as it will
impact their engagement and motivation.
The other area of modification regarding the NSW Quality Teaching Model is the integration
of content with another curriculum. The original lesson plan did not have any curriculum
cross-over, this is due to the direction the economics syllabus guides students down. The
modified lesson plan targets knowledge integration by including content and discussion
regarding the historical aspects of unions and employer associations. Literature suggests
that students benefit from a crossover in curriculum (Dean, 2001). In this instance student
get to understand how unions and employer associations became the way they are now. By
doing this a deeper understanding is developed which gives context to the decisions made
in the contemporary Australian labour market.
[13]
References
Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging
com.ezproxy.uws.edu.au/docview/1440186282?accountid=36155
Chu, S. K., & Kennedy, D. M. (2011). Using online collaborative tools for groups to co-
doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1108/14684521111161945
Carpenter, J. K. (2011). Self-direction in the online and face-to-face classroom: A new look at
grow's staged self-directed learning model (Order No. 3457774). Available from
ProQuest Central; ProQuest Dissertations & Theses A&I; ProQuest Social Sciences
com.ezproxy.uws.edu.au/docview/874245768?accountid=36155
P. Nicholson, M. Vick (eds.), Teaching Making A Difference. (pp. 2-33). Milton, QLD:
Duchesne, S., McMaugh, A., Bochner, S., Krause, K. (2013). Educational Psychology For
[14]
Dean, D. (2001). The economy of curriculum integration: Profit and loss. English Leadership
com.ezproxy.uws.edu.au/docview/225225573?accountid=36155
difference: Challenges for teachers, teaching, and teacher education (pp. 15-33).
http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list
[15]
Learning Portfolio Web Link
http://seanduncanlearningportfolio.weebly.com
[16]