102086 Designing

Teaching and Learning

2019

Assignment 2 –
Lesson Plan Analysis

Amar Badrieh Al-Masri 17456933

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 Table of Contents

1.0 Lesson Plan Analysis.......................................................................................................................2

2.0 Modified Lesson Plan......................................................................................................................5
3.0 Academic Justification....................................................................................................................2
4.0 References......................................................................................................................................5
5.0 Learning Portfolio Web Link...........................................................................................................6

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1.0 Lesson Plan Analysis

102086 Designing Teaching & Learning

Assignment 2: QT Analysis

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: The facilitation of a discussion outlining why the learning matters and its
5 relevance is presented allows for key concepts and relationships to be addressed.
However, syllabus outcomes have not been identified.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Teacher outlined what was done well overall and what the class will work on
5 together in order to improve students’ understanding of content, as a path to achieve
syllabus outcomes, however (assumed) new topic commences in this lesson.
Deep understanding is limited as the class activity is a routine activity requiring students
to interpret what they see on the smartboard, no deep understanding through this task is
presented as questions with different difficulty levels are not presented to challenge
student understanding.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: The class discussion as it allows for perspectives to be shared through and
5 questions to be brought forward. However, the class activity and worksheet are based on
facts, right or wrong answers.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Lower order thinking is presented in the Class activity as students are only
5 dealing with factual information, repetitive task of identifying information from the
timetable is presented. Higher order thinking is presented in the worksheet activity as
students are required to transform the data given to reproduce an activity for themselves
using the concepts and ideas gained.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: The class discussion towards the beginning of the lesson is a mini lesson which
5 facilitates for the understanding of the term sustainability, purpose and features of a
timetable. No class discussion on the interpretation of timetables or activities is addressed
to create understanding of timetable interpretation for students. Teacher must
incorporate some literacy component into lesson such as interpreting data into
sentences/paragraphs.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Substantive communication among students and/or between teacher and
5 students occurs occasionally and involves at least two sustained interactions. Teacher is
walking around the room, asking student questions and scaffolding. Teacher facilitates
two discussions at the beginning and end of the lesson.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: No explicit statements regarding the quality of work is made, no worked
5 examples are provided to students to allow them to understand what they are about to
learn. Teacher does not provide any feedback about student work completed in class.

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2.2 Engagement
1 – 2 – 3 – 4 – Comments: Students will be engaged during the revision to get marks, but not all students
5 will be engaged in the discussion, and pairing activity may see some conflict in social
interaction levels causing disengagement. Some students may be off task during the
worksheet activity as minimal to no previous tasks prepare them for the task. Not all
students will be able to engage in whole class discussion at the beginning and end of the
lesson.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: No students, or only a few, participate in any challenging work. No extension
5 activities were provided for high ability students during this lesson plan.
2.4 Social support
1 – 2 – 3 – 4 – Comments: Feedback regarding the previous lessons assessment outline what was done
5 well overall and what areas the class will work on improving together. The class
discussions solicit student contribution. Students work in pairs creating peer support,
ownership and solidarity but does not necessarily provide any explicit encouragement to
any students.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: Most students do this in the worksheet activity as they can do it alone or in
5 pairs. Students are taking initiative for their work.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: Low self-direction is evident as activities are explicitly designed by the teacher
5 giving student direction through choice of questions they ask one another in think, pair
share activity. Option provided to students to work alone or with another person to
complete the worksheet activity.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Assuming the lesson is addressing a new topic not linked to lesson 7,
5 background knowledge is mentioned briefly through class discussion. Connection to prior
knowledge on reading timetables, 12hr and 24hr time was not addressed. Students were
expected to carry out the class activity with peers with only an assumption that they had
the knowledge.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: Socio-economic status, and social groups are mildly indirectly addressed
5 through class discussion. Cultural group is addressed in the worksheet activity, however
this is focused on one group “students that have interest in Harry Potter” and will be
interesting for them whilst others will have no interest in the context of the worksheet.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: Minor and trivial connections are made through the class discussion.
5 Knowledge is based on worksheets and assumed knowledge to complete worksheet. No
strong connections between previous topics and current topics. Students share ideas
briefly. No in-depth knowledge integration evident.

3.4 Inclusivity
1–2–3–4– Comments: - Not all students would have participated in the class discussion. Pairs activity
5 may see students paired with students of advanced abilities or language barriers may be
evident which can see exclusion. Students were also given options to work collaboratively
or independently which would have allowed for the exclusion of some students.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Weak connection through discussion and class activity is evident. Minor

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5 connection beyond the classroom. Application of knowledge beyond the classroom
creating connections between the learning and its significance is not evident.

3.6 Narrative
1–2–3–4– Comments: Narrative is used through scenarios for the class and worksheet activity.
5 Students are not given an opportunity to apply knowledge to a personal scenario.

Identifying Areas for Improvement

QT model
1) Explicit Quality Criteria 2) Student Direction
3) Background Knowledge 4) Connectedness

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2.0 Modified Lesson Plan
Do not worry about writing a reflection or WHS as per lecture

Mathematics Lesson Plan

Topic area: Timetables Stage of Learner: 11, Syllabus Pages: pp. 34

Standard
Date: 23.03.17 Location Booked: Classroom Lesson number: 8
Time: 50 minutes Total Number of students: Printing/preparation: Links
30 to various transport websites
ready. Print worksheets and
corresponding timetables. Need
access to a Smart Board.
Access to Transport NSW
website
www.transportnsw.info
Kahoot quiz on Time.

Outcomes Assessment Students learn about Students learn to

Formative The interpretation of Students review how to

MS11-3, MS11-4,
MS11-9, MS11-10.
assessment takes different timetables and interpret timetables and
place throughout how this can be used as a use this to solve problems
the lesson. Teacher part of life. How public using a range of different
walks around and transportation can be timetables, including
asks questions, and used as a means of ferries, buses and trains.
ensures that promoting sustainability. Incorporate 12-hour and
students are 24-hour time into
staying on task. understanding timetables.
The development and
Informal Uses appropriate
use of timetables has
Assessment via technology as an aid to
been largely in response
observation of investigate, organise and
to human needs.
contribution and interpret information
questioning. practical situations.
Diagnostic
Assessment

Time Teaching and learning actions

Intro Teacher greets students and asks them to sit down in their seats. Students take out
their work book and stationery required for the lesson. Teacher outlines what the
5 mins
lesson will entail.

Revision Revision

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5 mins Teacher hands back results from the in-class assessment from lesson 7. Teacher
outlines what was done well overall and what the class will work on together, to
improve students’ understanding of content, as a path to achieve syllabus outcomes.
Recommend not giving test results till the end of the lesson as giving students back
their results early in the lesson could cause distraction among students and change in
student attitudes.
After outlining what was done well and what needs improving, ask students how they
would like to work on improving their understanding, whether it be through
worksheets or whole class worked examples. Split the class into two groups depending
on how they would like to improve their understanding. Students who have chosen to
undertake worksheets are asked to sit towards the back of the classroom to avoid
distraction from the class working together on the worked examples who will be
sitting towards the front of the classroom.
Provide worksheet to those who have chosen to complete a worksheet activity and ask
them to commence activity. Remind students that they are welcome to join the worked
example activity should they get stuck in the worksheet.
Ask the remainder of students to copy down the questions you will write on the board
and proceed to write up 3 questions on the board (simple question, mid-intensity, and
challenging question), then ask students how they would approach the question and
work through the examples with the class one question at a time.

Body Class discussion

10 mins Teacher facilitates discussion between students and asks questions about when and
where you may need to use a transportation timetable. Teacher shows a transport
timetable on the Smartboard and asks:

1. What is the purpose of this timetable?

2. What features does this timetable have?
3. What would happen if this timetable did not exist?
Within this section, the teacher briefly discusses with students about how using public
transport can help with sustainability, by reducing carbon emissions and what the
impact human activity has on ecosystems. Teacher asks students what sustainability
means to them.
Note: The questions of the class discussion indicate that topic of transportation of
timetables is being introduced (new topic) to the students and is not a carry on from
lesson 7 or a lesson to improve student understanding of content based on their
performance in the in-class assessment from lesson 7. Hence, amendments will be
made to lesson based on this assumption.
Allow the discussion to proceed for approximately 5 minutes, then move into Kahoot
Activity for 5 minutes.
Background Knowledge on 12hr and 24hr time: Kahoot Activity (Diagnostic
Assessment)
Teacher asks students to take out their smart device. Teacher directs students to
Kahoot webpage and gives them the game pin. Remind class that we are checking what
we know and to try their best.
Kahoot questions will include multiple questions where time is to be changed between
12hr and 24hr time, addition of time using hours and minutes, and working backwards

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 with time.
10 mins Class activity and Smartboard interaction
Students get into pairs and ask each other travel related questions, based on the ferry
timetable that appears on the Smartboard. For example, “What time do I have to leave
Old Cremorne Wharf, if I am to arrive at Circular Quay, Wharf 2 by 2pm?” Teacher
walks around the room and checks students are staying on task, asking relevant
questions and helping where necessary. Teacher ensures that students are helping
each other, as a form of social support.
Students will be asked to form groups of 5.
- Split the white board into 5 sections allocating one to each group.
- Teacher will present a local bus timetables from the NSW transport website on the
smart board and explain how to generally interpret a timetable and ask if any students
have questions.
- The timetable will be in 12hr time and students will be presented with a question as
to which buses they could possibly take from a particular bus stop to ensure that they
arrive at school before the 8:45am bell.
- Students are asked to problem solve in groups, decide their answer and select one
peer to write their answer on the board.
- Repeat with another bus stop location and then solve questions as a class and check
answers, give 1 point to each groups with the correct answer.
- Teacher will then present a second timetable in 24hr time.
- Students are to work in their groups and present their answer on the board.
- Question 1: Ask students will be asked to identify what bus they will take to the local
library after the school bell has gone at 3pm, ensuring they arrive as early as possible
to the library.
- Question 2: Ask students to identify the time that they will arrive at the library in
24hr time.
- Solve the questions as a class and allocate points to groups with the correct answers.
- Discuss with students how what they have learned is significant and can be used
beyond the classroom. Use examples such as importance of knowing how to read
timetables to plan trips using public transport for a job interview, attending the local
library after school, getting to and from work or school etc.
- Tally up the scores and present the winning group.
15 mins Worksheet activity*

Teacher hands out bus timetable worksheet activity. Students have the option of
working on this alone, or with another person.

Before giving students the worksheet activity, present a similar activity as a worked
example with the class.
- Teacher is to explain what is being asked and expected of the students in the worked
example.
- Highlight key terms
- Proceed through the steps required to complete the activity, explaining each step as it
is carried out.
- Once the worked example has been completed, proceed to hand out worksheet.
- Give students the option of working alone or in pairs.
- Advise students that they are encouraged to ask questions if they get stuck.

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 - Walk around the class and when necessary scaffolding will be utilized.
- Advise students that if they run out of time to finish the activity they will be required
to finish it off as homework.
Conclusion Teacher summarises the key points of the lesson. Discusses what the next lesson will
entail. Asks students if they have any further questions.
5 mins
Give students back test results and ask them to try reattempt the questions they got
wrong as homework as they have completed a revision at the beginning of the lesson.

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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MS11-3 Teacher and student questioning throughout lesson,
timetable worksheet.
MS11-4 Students working in pairs and helping each other
perform calculations based on time.
MS11-10 Timetable worksheet.

Worksheet activity*

Five trains travel from Hogwarts School of Witchcraft and Wizardry to London Central on the
same morning. The Hufflepuff Express leaves Hogwarts station 6 minutes after the Gryffindor
Goods Train, but arrives 14 minutes before the Slytherin All-Stations Train. The Gryffindor
Goods Train takes 46 minutes to reach London Central and arrives at 8:53am. The Ravenclaw
Express leaves 10 minutes after the Hufflepuff Express and arrives 14 minutes before the
Gryffindor Goods Train. The Muggle-stops train is running 6 minutes late on this particular
morning, and arrives in London Central at 8:37, after leaving Hogwarts 4 minutes before the
Hufflepuff Express. The Slytherin All-Stations Train takes 33 minutes to travel from Hogwarts to
Central London, and arrives 46 minutes after the Hufflepuff Express leaves Hogwarts.

Work out the train timetable for the 5 trains.

Hogwarts London Central

Hufflepuff Express
Slytherin All-Stations
Gryffindor Goods Train
Ravenclaw Express
Muggle-stops

1. What is the latest time train you could catch from Hogwarts to arrive at London
Central before 8:40am? What train is this?
 2. Explain what would happen if the Ravenclaw Express train was running 7
minutes late.
3. Hannah misses the Hufflepuff Express train by 2 minutes. She needs to be in
London Central by 8:45am. What may be a possible solution for her? Justify
reasons for your answer.

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3.0 Academic Justification

The mathematics lesson plan presented was ambiguous however comprised of both
substation and insubstantial elements which were identified and analysed using the NSW
Quality Teaching (QT) model which is primarily used to support teacher professional
learning and practice. The four areas selected for improvement from the QT analysis
included student direction, background knowledge, connectedness and explicit quality
criteria.

Student direction allows students to accept responsibility for the activities in which they
engage in as well as how they complete them. An element of student direction which has
been used in the modification to the lesson is choice. Providing students with choice has
been increasingly adopted by teachers as it sees and increase in student interest,
engagement and learning (Patall, Cooper and Wynn, 2010, p.896). According to the self-
determination theory, choice is an essential factor in supporting feelings of autonomy,
motivation, and healthful functioning (King and Howard, 2016, p.60). Student direction is
also implemented through negotiation using questions such as “how can we approach this
question?”. Using negotiation in learning tasks allows for teachers to be open to ideas and
suggestions by students and is a useful notion in classroom pedagogy as it allows for
increased student engagement and opportunities to refine their productive skills (Lyster,
2002, p.239) whilst sharing responsibility for learning with students.

An amendment to integrate the use of an Information and Communication Tool (ICT)

“Kahoot” is suggested early in the lesson as a means of informal diagnostic assessment.
Diagnostic assessment involves examining students’ strengths and weaknesses and
comparing them with what students are required to achieve (Huhta, 2008, p.470). This aids
teachers as it allows them to be provided an insight in regards to where students
background knowledge stands, allowing them to determine a starting point for the lesson.
Student engagement through active participation is a key aspect for learning hence the
utilization of the ICT Kahoot. Literature has revealed that mobile learning has been found
valuable in increasing student engagement and independence (Heflin, Shewmaker and
Nguyen, 2017, p.93). The use of ICT such as mobile devices in learning have been seen to

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enhance engagement as they provide immediate access to information and provide
enhanced hands on learning whilst also “enriching student learning experiences” (Licorish,
George, Owen and Daniel, 2017, p.755). As mobile phone technology is popular in the
contemporary society, students feel a sense of motivation and engagement when
technology is integrated with learning. This means of learning paired with the informal
diagnostic assessment will allow the teacher to quickly determine a starting point for the
lesson whilst keeping the lesson exciting.

Connectedness is an element under the significance dimension in the NSW Quality Teaching
model. It refers to the recognition and exploration of connections between the knowledge
gained in the classroom and situations beyond the classroom which highlight the
significance of the knowledge. The lesson is amended to include examples which students
can relate to and may carry out in their day to day lives such as interpreting a timetable to
decide which bus to take to and from school, as well as an incorporation of questions which
they may face when using public transport. The use of individualised examples for students
to analyse and interpret allows mathematics to be presented as a means with which reality
can be understood (Boaler, 1993, p.13). Such examples allow students to become more
involved in mathematics whilst creating an awareness of the practicality of mathematics and
its significance in the world beyond the classroom. A discussion at the end of the activity is
used to highlight the significance of the knowledge gained by providing instances of when
students may be required to use this knowledge to maintain student’s attention and interest
for the next activity that they will undertake. The activity is also carried out in groups to
allow students to explore the connections through the input of one another whilst
upholding student involvement through competitiveness.

Finally, The NSW Quality teaching model states that “quality learning environment refers to
a pedagogy that creates classrooms where students and teachers work productively in an
environment clearly focused on learning” (2006, p.10). For learning to be clearly focused,
students must have an explicit quality criterion regarding the quality of work expected
throughout the lesson. The lesson plan initially expected students to carry out activities and
worksheets without understanding what is expected of the students or providing worked
samples to refer to or guide students. The lesson is amended to ensure that the teacher
presents an example to the class, explains what is expected of the students to learn as well

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as proceed to demonstrate how such examples can be solved prior to providing a worksheet
for completion. Often, students are unable to apply knowledge and skills they have acquired
due to a lack of transfer skills (Van, Paas and Van Merriënboer, 2004, p.83). Research on
studying worked examples and applying them to other problems as opposed to solving
problems independently has found that studying worked examples is more effective
and efficient form of learning in mathematics (Van, Paas and Van Merriënboer, 2004,
p.84). The key to the effectiveness of worked examples is related to the Cognitive load
theory where problem solving activities impose high extraneous cognitive load which
require a large cognitive capacity resulting in little to no resource left for processing
schematic construction whilst studying worked examples prior to problem solving
allows students’ attention for be entirely dedicated to the operations required to
obtain a solution whilst distinguishing between the types of problems thus enhancing
the development of problem schema, understanding of the problem and application
(Van, Paas and Van Merriënboer, 2004, p.85).

The lesson plan has overall been amended to increase student direction, background
knowledge, Connectedness and Explicit Quality Criteria in approaches which have been
justified above. Whilst making these amendments it was also key to ensure that all
amendments would maintain student interest, engagement and motivation to encourage
student learning.

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4.0 References
Boaler, J. (1993). The Role of Contexts in the Mathematics Classroom: Do They Make
Mathematics More "Real"? For the Learning of Mathematics, 13(2), 12-17. Retrieved from
http://www.jstor.org/stable/40248079

Heflin, Shewmaker, & Nguyen. (2017). Impact of mobile technology on student

attitudes, engagement, and learning. Computers & Education, 107, 91-99.

Huhta, A. (2008). 33 Diagnostic and Formative Assessment. The handbook of educational

linguistics, 469.

King, P., & Howard, J. (2016). Free choice or adaptable choice: Self-determination
theory and play. American Journal of Play,9(1), 56-70.

Lyster, R. (2002). Negotiation in immersion teacher–student interaction.  International

Journal of Educational Research,37(3), 237-253.

New South Wales. Professional Learning Leadership Development Directorate.

(2006). Quality teaching in NSW public schools (2nd ed.). Ryde, N.S.W.: The
Directorate.

Patall, Erika A., Cooper, Harris, & Wynn, Susan R. (2010). The effectiveness and
relative importance of choice in the classroom.(Author abstract)(Report).  Journal of
Educational Psychology, 102(4), 896-915.

Van Gog, T., Paas, F., & Van Merriënboer, J. (2004). Process-Oriented Worked
Examples: Improving Transfer Performance Through Enhanced
Understanding. Instructional Science, 32(1), 83-98.

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5.0 Learning Portfolio Web Link

https://amaralmasri.weebly.com

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