Rachna Singh | 18661213

Assessment 2: 102086 | Designing Teaching

and Learning

EAL/D – English

Lesson Plan Analysis

Rachna Singh 18661213

 Rachna Singh | 18661213

102086 Designing Teaching & Learning

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: Key ideas on ANZAC day was explored but only on a superficial level. Only one
paragraph on cultural significance on Australian perspectives.

1.2 Deep understanding

1–2–3–4–5 Comments: Students understanding on ANZAC day was only listed but not heavily understood and
synthesised into later research work and tasks. Not enough problem solving between groups.

1.3 Problematic knowledge

1–2–3–4–5 Comments: All Australian perspectives were presented as fact and not politically, socially and
culturally questioned by majority of the class. No contrasting perspectives from other cultures, no
alternative material provided or mentioned.

1.4 Higher-order thinking

1–2–3–4–5 Comments: Students are only expected to list and define content knowledge without hypothesise
meaning and understandings. Basic reproduction of knowledge with practise of procedural routines.
No coherency in critique or evaluation.

1.5 Metalanguage
1–2–3–4–5 Comments: Basic explanation of symbols and reflects the on cultural significance represented within
the symbols. i.e. flowers. Goes beyond translations and allows students to explain.

1.6 Substantive communication

1–2–3–4–5 Comments: Subtle initiation from teacher but no in depth discussion. Inference is expected amongst
students but no sustained interaction between teacher and class. Allows students to share ideas about
topic.

Quality learning environment

2.1 Explicit quality criteria
1–2–3–4–5 Comments: Allowed students to re-state and list information, develop self-evaluating skills in
researching but not enough detail. Ideas developed through brainstorm but no refinement in assessing
and developing information.

2.2 Engagement
1–2–3–4–5 Comments: Overt expression of enthusiasm at the beginning of the class, promotes cultural
understanding of class, students control pacing of lesson. Support inclusion with group and
independent tasks. Lacks meaningful and interesting ideas between teacher and class.

2.3 High expectations

1–2–3–4–5 Comments: Second half of lesson students are expected to apply coding skills and challenge
themselves with research tasks. Does not demonstrate deep understanding but re-iterates standards of
syllabus outcomes.
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2.4 Social support

1–2–3–4–5 Comments: Supportive behaviours and comments towards students, maintenance of respected
environment and productive learning environment.

2.5 Students’ self-regulation

1–2–3–4–5 Comments: Most students demonstrate regulation of behaviour and autonomy. Initiative to complete
work and shared expectations.

2.6 Student direction

1–2–3–4–5 Comments: Students do not choose activities or roles, and criteria. Time and pace were in control by
students and was not evaluated by the teacher. Minimal scaffold choices.

3 Significance
3.1 Background knowledge
1–2–3–4–5 Comments: Students did not explore prior knowledge with new content. No expansion on student’s
comprehension on ANZAC content. Students diverse backgrounds were merely mentioned. Only
Australia’s involvement.

3.2 Cultural knowledge

1–2–3–4–5 Comments: No range of resources for different social groups and no inclusions of cultural knowledge
amongst ANZAC history. No recognition or value in different social groups. Limited group work.

3.3 Knowledge integration

1–2–3–4–5 Comments: Trivial connections like Australian history link to ANZAC and Britain. No connections or
integration on diverse knowledge, core concepts and/ or cross curriculum perspectives. No explicit
contexts and low revisitation on previous knowledge/class.

3.4 Inclusivity
1–2–3–4–5 Comments: High participation from diverse social groups and individuals. Encouragement on partner
and group projects. Active inclusion of disadvantaged groups like ethnicity and race,

3.5 Connectedness
1–2–3–4–5 Comments: Connection is weak due to trivial knowledge and context. No incorporation of different
resources or perspective of audience. Does not share meaning of work but implies useful strategies of
application. No further discussion outside of school.

3.6 Narrative
1–2–3–4–5 Comments: No narrative that implies substance to knowledge. Only reliance on ‘key words’ rather
than illustrating key concepts. No employment of content, structure of experience or process of
knowledge. No altering stories or resources.

Identifying Areas for Improvement

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

QT model
1) Problematic Knowledge 2) Higher- Order Thinking

3) Student Direction 4) Cultural Knowledge

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Lesson Plan

Topic area:
ANZAC research plan
Stage of Learner:
Year 11
Syllabus Pages: pg. 37.

Date: 07/09/2012
Period 1 & 2
Location Booked: Classroom
Lesson Number:1B EAL/D
Time: 95 minutes

Total Number of students: 30+

Printing/preparation: ANZAC
Worksheet, Exit form Slip

Outcomes
Assessment
Students learn about
Students learn to

Syllabus outcomes

ACEEA005
Use active listening strategies and work collaboratively with others

ACEEA030
Understand and use nonverbal cues as related to Standard Australian English contexts in a range of formal and informal
situations

ACEEA032
Experiment with register and tone to create rapport

CCP & GCs

 Asia and Australia’s engagement with Asia
 Critical and creative thinking
 Ethical understanding
 Intercultural understanding
 Literacy
 Personal and social capability

Formative Assessment-
Observation of progression in theory content, student comprehension.
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Informal Assessment-
Exit form worksheet to demonstrate student knowledge in class

Summative Assessment-
Research task due soon.
Understand and apply knowledge of language forms and features

Communicate through speaking, listening, reading, writing, viewing and representing

● Develop and use language for making connections, posing questions, affirming, challenging,
speculating and generalising

● experiment with register and tone to create rapport (ACEEA032)

Develop and apply contextual knowledge

● Use active listening strategies and work collaboratively with others (ACEEA005)

● Understand and use nonverbal cues as related to Standard Australian English contexts in a range
of formal and informal situations (ACEEA030)

Communicates information, ideas and opinions in familiar personal, social and academic contexts
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge
as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what
they are learning.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
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 explicit expectations and develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self regulation
2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’
prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
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3.6 Narrative
Timeframe Teaching and learning actions Format Centred
T/S
10 mins Introduction Class T
- Ask students to recall key ideas and themes
discussed in previous lessons, in context to ANZAC
day.
- Make mind map of answers on the board as a class
– Model note-taking on the board
Video Analysis
- Show five minute video on ANZAC tradition in
Australia to spark conversation on the significance
in culture
- Refresh memory on facts
Youtube Video: https://www.youtube.com/watch?
v=lpIp9DXJmS8
- Add to key ideas on board with class

6 mins Individual Activity Individual S

- Students are to reflect on their own experiences
with war with their own cultural background and
group them under similar themes from the ANZAC
war. – provoke feelings, ideas and emotions.
- Use a personal MINDMAP for their own
experiences and understanding
- Demonstrate understanding on note taking.

12 mins Group Discussion Group S

- Students are to share similar cultural experiences
and discuss relevance to video or personal culture
- Teacher observes the interaction between groups.

Class Discussion Class T

12 mins - Group back as a class and share experiences and
relate the relevance in themes
- Write down ideas under theme subheadings to
demonstrate form of note taking.

20 mins Individual Task Individual S

- Students review paragraph on ANZAC text as a
worksheet and highlight key words
- Understand key relationships between Australia
and the World
- Students are encouraged to write in dot form or
mind map

15 mins Peer Review Pairs S

- Students in pairs are to compare results and spark
up conversation on the relevance of previous
 Rachna Singh | 18661213
themes
- Relate to cultural significance to themes
10 mins Class Discussion Class T
- Share ideas and themes with class to see if they are
on the right track
- Every pair has to explain a theme per paragraph
- Relate back to themes of ANZAC
- Make inference to different sources of texts to use
as research
- Reiterate importance in understanding knowledge
- Asks students if they understand scaffolding, if it is
easier.
10 mins Exit Slip TASK Individual S
- Introduce exit slip form for self-reflection and
constructive criticism for future lesson plans
- Questions :
‘What did I learn this lesson?’, ‘What do I want to
know next lesson?’

Academic Justification

The lesson plan has been modified in reference to the Quality Teaching Model

(QTM), to ensure best practice. Teaching elements that are categorised under

‘Intellectual Quality’, ‘Quality Learning Environment’ and ‘Significance’ were highly

recognised when I was applying relevant alternative activities to the lesson plan. To

improve the quality of the lesson, I have made improvements of the following

elements. I believe sub elements like problematic knowledge, higher-order thinking,

cultural knowledge and narrative were poor in the original EAL/D class and were of

need of alteration to adhere to learning outcomes.

Problematic Knowledge

Static use of activities does not allow political, social and cultural influences in the

classroom (QTL, pg.16). Knowledge within the classroom was presented under one

interpretation and did not demonstrate how to find alternative resources I included
 Rachna Singh | 18661213
a five-minute video to recap the significance of ANZAC so students are able to

understand content through auditory and visual forms of information. Therefore, a

mix of resources will generate altering perspectives and solidify student autonomy. I

also included two class discussions, a peer review and one group activity for a chance

in differing opinions and ideas in context to the topic. I modified by asking students

their experiences on similar themes like war and loss, this would help students of

depravity of ANZAC rather than focusing solely on facts and dates Hanato & Suzuki

(1992) suggest by shifting from the physical context to a pragmatic form, teachers

are able to transfer informal knowledge to deep and constructed meaning. The

inference of student experience and understanding will help them cultivate

appropriate interpretation, especially through discussion of various perspectives and

construction of individual knowledge.

Higher Order Thinking

Students are to transform information into meaning by synthesising information

(QTL, pg 18). I scored this element as ‘1’ because the previous lesson plan did not

allow students to understand the meaning or significance of ANZAC history, but

merely engaged in repetitive activity. The original teacher was heavily reliant on

procedural routine in note taking facts, to help students understand key words

within researching. Without contextualisation students will not be able to link key

themes without understanding the depravity of knowledge (Huijen, et all.,2019). I

challenged my students by applying their own experiences and understanding on

similar themes like war, loss and history during the first half of my lesson. With an

individual mind map exercise followed by a class discussion, students are able to

connect key themes with deeper understanding of context. Through establishing

 Rachna Singh | 18661213
higher process standards early, students are likely to contribute to the growth of

knowledge within the classroom (Brookhart, 2011). The inclusion of student

autonomy in the classroom establishes higher expectation in student practise and

will to problem solve (Haven, et all., 2012).

Student Direction

Students in the original lesson plan did not have control over classroom activities,

time, pace and was teacher centred with no evidence of student direction. Students

failed to complete activities and had no appropriate measurement of time by the

teacher. I modified this by implementing a ‘Think, Pair and Share’ method with the

activities, in which students were expected to study a text, pair with a buddy to

share ideas, and lastly share with the rest of the class (Carpenter, et all. 2020). This

allows students to use active listening skills and demonstrate connections between

language form and contextual knowledge. Teachers who employ students to have a

scope of opportunities through interchangeably controlling classroom dynamic, will

provide positive learning outcomes. My lesson plan states the timing and the

centred role to give students equal power of autonomy, and clear pathways to

demonstrate rich understanding of ANZAC themes. Hospand & Galand (2016) states

that shared autonomy between facilitator and pupil improve results of learning

environment and emotional engagement, and in turn foster student engagement. I

ended the class with an exit slip so students have power to share their experience

and opinion on the lesson, what they would like to know for future lessons and

understanding of material. This informal assessment would help teachers like myself

how they are coping in class, and act as form of self-assessment for students too.

Through constructing a plan that places students to a higher control and standard,
 Rachna Singh | 18661213
they are likely to adapt new learning methods and comprehend new knowledge.

Equalising the pace and time of the lesson plan while sharing the position of power

in class will help students in synthesising the criteria provided by teachers.

Cultural Knowledge

The lesson play scored a ‘1 for this element as it did not encourage discussion and

integration in cultural information in context and self. When there is a lack of

connection to the students, the learning environment is also disrupted through

repetitive procedures. (Nelson & Guerra, 2013). Without in depth connection

between experience and substance there is no comprehension of knowledge (QTL,

pg. 40). This problem is modified through my implementation in group activity and

peer reviews, which encourages explicit personal experience and relevance to

complex themes to ANZAC history. Collaborative discussion will support dialogic

pedagogy for teachers and establish communication amongst EAL/D students

despite different levels of language (Liu, et all., 2017). My modification in

collaborative work allows students to recognise value in knowledge, especially when

majority of students derive from diverse social groups. They are likely to integrate

different ideas and deepen knowledge through conversing through conversing. A

student’s cultural knowledge is deepened when they are inclusive within a classroom

setting and feel safe freely express themselves. This can regulate a student’s self

confidence and enhance classroom environment.

 Rachna Singh | 18661213

References

Brookhart, S. (2011). How to Assess Higher-Order Thinking Skills in Your

Classroom. Cheltenham, Vic.: Hawker Brownlow Education

Carpenter, P., Poliak, A., Wang, L., Ownby, A., & Hsieh, P. (2020). Improved
performance in and preference for using think ‐pair ‐share in a flipped
classroom. Medical Education, 54(5), 449-450.

Nelson, S., & Guerra, P. (2013). Educator Beliefs and Cultural

Knowledge. Educational Administration Quarterly, 50(1), 67-95. doi:
10.1177/0013161x13488595

Hatano, G., & Suzuki, H. (1992). TRANSFERRING CHILDRENS INFORMAL

KNOWLEDGE TO CLASSROOM PROBLEM-SOLVING SITUATIONS
BY CREATING PRAGMATIC CONTEXTS. International Journal Of
Psychology, 27(3-4), 569.

Hafen, C., Allen, A., Mikami, J., Gregory, P., Hamre, A., & Pianta, Y. (2012).
The Pivotal Role of Adolescent Autonomy in Secondary School
Classrooms. Journal of Youth and Adolescence, 41(3), 245-255

Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and
structure equally important for students' engagement? A multilevel
analysis. Learning and Instruction, 41, 1-10.

Huijgen, T., Holthuis, P., Van Boxtel, C., & Van de Grift, W. (2019). Promoting
historical contextualisation in classrooms: An observational
study. Educational Studies, 45(4), 456-479

Liu, Y., Fisher, L., Forbes, K., & Evans, M. (2017). The knowledge base of
teaching in linguistically diverse contexts: 10 grounded principles of
multilingual classroom pedagogy for EAL. Language and Intercultural
Communication: Education and Migration: Languages
Foregrounded, 17(4), 378-395.

Professional Support and Curriculum Directorate. (2003). Quality teaching in NSW

public schools: Discussion paper (pp. 1-16). Sydney, NSW: Department of
Education and Training.