102086 Designing Teaching & Learning 2H 2017

Assignment 2: APST and QT Analysis Template

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.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious, and socioeconomic backgrounds
1 Comments: There is no link made to the diversity of students in the classroom.

Although, the teacher could link Dr. Martin Luther King Jr’s speech to

individuals in the class whose family may have been directly impacted by the

events that informed King’s speech, or perhaps the teacher could provide some

differentiation to the lesson where students can choose their own spoken word

text apart from speeches, such as rap songs or poetry.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
3 Comments: This lesson is good in the fact that it uses King’s speech which has

strong ties to the treatment of Indigenous Australians throughout history. To

supplement this, the teacher could possibly have provided students with Kevin

Rudd’s ‘Sorry’ speech as a text to explore or refer to Aboriginal storytelling and

the importance of the spoken word in their community.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of

abilities
2 Comments: The teacher allows students, at one point, to choose either King’s

speech or Gill’s speech and contribute what they enjoyed about both texts or just

one of them. Beyond this there is very little opportunity for differentiation in

activities, perhaps the worksheet that is provided for the writing of their speech

could include a scaffold of how to go about the construction of their speech.

1
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 1.6 Strategies to support full participation of students with disability
2 Comments: The teacher has considered using Youtube videos that contain

captions to cater for hearing impaired students. Beyond this, though, there are no

other strategies identified to support students with disabilities.

2 Know the content and how to teach it
2.2 Content selection and organisation
4 Comments: Selection of content is well thought out and organised effectively to

facilitate discussion and learning. Perhaps this section could be improved if the

teacher allowed group discussion before students answered the questions on the

work sheet to better inform their answers.

2.3 Curriculum, assessment and reporting
4 Comments: The Australian year 10 literacy curriculum informs this lesson plan.

Although, the hyperlinks in the lesson plan do not work it might be beneficial for

the teacher to update their lesson plan.

2.6 Information and Communication Technology (ICT)
3 Comments: There is minor use of ICT in this lesson and is limited to the two

Youtube videos shown to the class and the short amount of time specified to

research the two authors. There is opportunity for further, more engaging use of

ICT throughout the lesson such as through the Venn diagram that could be

substituted for a group wiki page or allowing students to record and upload their

speeches.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
3 Comments: Students are challenged with learning about speeches, how to

construct them, what they achieve, and the language elements imbedded in them.

Although there is a missed opportunity to further this learning by exploring Dr.

Martin Luther King Jr and the context of his speech.

3.2 Plan, structure and sequence learning programs
2 Comments: Besides the timing of the two Youtube videos being presented there is

no estimate of time allocated for each part of the lesson, it is also difficult to

determine at which point the first lesson ends and the second begins. Also, it is

not clear when student’s homework to complete their speeches will be due or

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 whether they will be assessed on them.
3.3 Use teaching strategies
2 Comments: The teacher utilises both group discussion and group work as

teaching strategies to facilitate learning. Perhaps the teacher could allow the

lesson to become more student directed by getting groups to form their own Venn

diagrams towards the end of the lesson and then coming back to class discussion

and comparing their findings.

3.4 Select and use resources
3 Comments: This lesson incorporates multiple resources such as computers, work

sheets and a Venn diagram. To compound this the teacher could improve the

worksheets by making them more visually stimulating and by adding a scaffolded

structure of a speech to assist students that may be struggling with the concept.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
4 Comments: It appears all students are encouraged to participate in each segment

of the lesson, at no point are certain groups excluded from participating. It might

be helpful to ask individual students who are usually reluctant to contribute to

discussions to provide their own thoughts in certain areas of the lesson to further

support participation.
4.2 Manage classroom activities
5 Comments: The lesson plan clearly identifies points in the lesson where students

will be doing specific activities. The teacher understands that they will need to

facilitate the small group work to ensure that students are on task.
4.3 Manage challenging behaviour
3 Comments: The facilitation of small group work is the only point where the

management of behaviour is referenced. An ice-breaker activity or a winding

down section at the end of the lesson may be useful to collect student’s focus and

promote engagement with the material of the lesson.

4.4 Maintain student safety
2 Comments: Student safety is maintained while the teacher has students focused

on whole group discussion and during viewing of the Youtube videos. It may

become difficult at times during small group work to monitor what every student

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 is doing at that time, and while students are doing individual research on personal

computers.
4.5 Use ICT safely, responsibly, and ethically
3 Comments: ICT is used on multiple occasions during this lesson plan, though it is

difficult to determine if it is being used in a safe, responsible, and ethical manner.

The lesson plan suggests all students use their personal computers to research at

the beginning of the lesson making it difficult for the teacher to monitor each

student’s online activity in a safe manner, perhaps the teacher could instead

nominate specific students to perform the research within groups to limit the

number of computers being used at the same time.

5 Assess, provide feedback and report on student learning
5.1 Assess student learning
3 Comments: In this lesson plan the teacher aims to assess student learning through

the homework that dictates students should finish their speeches in their own time

and present it during a future class. To support the students the teacher could then

inform students what they should aim to achieve in their speech, give them tips

on writing and performing a speech, and perhaps provide them with marking

criteria so they know exactly what they should be aiming to achieve in their

speeches.
5.2 Provide feedback to students on their learning
4 Comments: Feedback could be provided to students during class discussion, as

the teacher moves through the small groups to facilitate the tasks, and upon

completion of their speeches during a future lesson, although this isn’t articulated

in the lesson plan. The lesson plan should be slightly clearer about the teacher’s

role in providing feedback to the students and could consider adding a time for

questions about the topics covered in the lesson.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

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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
5 Comments: Students can engage with a small number of key concepts including:

different text types; context of authors; language features; power of written versus

spoken words; and speech writing. Also, the interrelationship between these

concepts are highlighted.

1.2 Deep understanding
2 Comments: Learning is arguably superficial in this lesson plan. Students aren’t

given adequate opportunity to engage with the content and context of the

speeches, namely, King’s speech which requires more than a single lesson to

explore the context of his speech.

1.3 Problematic knowledge
5 Comments: Group discussion allows for students to consider multiple

perspectives on the presented speeches and possibly debate the pros and cons of

each speech. Students can unpack the features of these speeches to recognise how

they are constructed and what makes them work or not work.
1.4 Higher-order thinking
4 Comments: Students can organise information using the Venn diagram and

worksheets to analyse and evaluate the knowledge from the lesson. Although the

lesson is highly discussion based and possible leaves room for students to rely on

other student’s answers.

1.5 Metalanguage
5 Comments: There is a consistent use of metalanguage throughout the lesson.

Students use metalanguage to supplement their learning of speeches. Concepts

like context, text types, language features, audience, and purpose.

1.6 Substantive communication

5 Comments: Students are consistently engaged in substantive communication

throughout the lesson through the facilitation of group work, class discussion, and

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 the use of a collaborative Venn diagram.
Quality learning environment
2.1 Explicit quality criteria
2 Comments: Students are given the task of writing a speech with a specified time

limit. While there are questions that they answer about the speeches presented in

the class it remains ambiguous what the content of their speeches should be. A

marking criteria or scaffolding the speech would benefit students greatly in this

case.
2.2 Engagement
4 Comments: All students are easily engaged in most of the lesson either through

group work and class discussion, or working towards completion of their

worksheets. Although there may be times during personal computer research time

and during the watching of the two Youtube videos that students may disengage

with class work.

2.3 High expectations
3 Comments: There are somewhat moderate expectations of students in this lesson

plan. The considerable amount of group work and class discussion in this lesson

affords particular students the chance to contribute more so than others.

2.4 Social support
5 Comments: There is no obvious points in the lesson plan that would indicate a

lack of social support for students. The teacher continually facilitates group

discussions and encourages equal participation from students.

2.5 Students’ self-regulation
5 Comments: There is a commendable amount of student self-regulation throughout

this lesson. Most of the lesson is geared towards students getting on with their

work with the goal of commencing their individual speeches at the end of the

lesson. Also, the group work allows students to discuss amongst themselves the

knowledge within the lesson.

2.6 Student direction
2 Comments: Students aren’t given much opportunity to direct the lesson, it is very

teacher oriented in the fact that the teacher is continually giving student’s tasks to

complete. Student direction could be increased by giving students more choice in

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 spoken texts to choose from that isn’t limited to speeches.
3 Significance
3.1 Background knowledge
3 Comments: Students’ background knowledge of the written word which has been

studied in previous lessons and previous knowledge of Dr. Martin Luther King Jr,

and Richard Gill, will make this lesson more meaningful to students. Although at

no point does the teacher ask students what they may already know about these

two figures or their speeches which could be a useful teaching strategy to increase

the depth of learning.

3.2 Cultural knowledge
1 Comments: At no point does the teacher consider certain students cultural

knowledge on the lesson’s content. There is a sorely lost opportunity to engage

with students of colour who may have significant attitudes towards King’s speech

and the context from which it arose.

3.3 Knowledge integration
1 Comments: It is ambiguous as to whether this lesson is linked with other learning

areas. Perhaps the lesson may benefit if the teacher collaborates with others, for

instance, history teachers, who may also be able to provide content on King and

the history of his time to compound learning.

3.4 Inclusivity
5 Comments: At no point does the teacher exclude any group or individual students

from the course of the lesson. All social and cultural backgrounds are valued

equally within the lesson and all students are encouraged to participate.
3.5 Connectedness
2 Comments: There is minimal connections made between the course work and the

world beyond the classroom besides the impacts of racism that is evident in

King’s speech. Students are not encouraged to share their work with anyone

beyond their classroom and education on social injustice that would clearly be

evident in King’s speech is seemingly ignored.

3.6 Narrative
4 Comments: Narrative is utilised in this lesson to some extent, particularly

throughout the two speeches which are ripe with narrative and historical context.

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 Perhaps the teacher could further implement the power of narrative by

incorporating it into the lesson beyond the two short Youtube videos.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 1.3 Students with diverse linguistic, 2) 1.4 Strategies for teaching Aboriginal and

cultural, religious, and socioeconomic Torres Strait Islander students

backgrounds
QT model
1) 3.2 Cultural knowledge 2) 3.3 Knowledge integration

Section 4: Modify the Lesson Plan

CLOSE LOOK AT SPEECHES

YEAR 10 ENGLISH

AUSTRALIAN CURRICULUM LEARNING OBJECTIVES

• ACELY17501: Identify and explore the purposes and effects of different text structures2 and

language features3 of spoken texts4 and use this knowledge to create5 purposeful texts that inform,

persuade, and engage.

RESOURCES REQUIRED

 Suitable facilities for showing captioned YouTube clips on screen to class, including access

to the Internet

 Student computers

 Student worksheets 1 and 2 x class set

LESSON OUTCOME: Students learn about speeches as powerful spoken texts by considering two

speeches from different contexts.

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Lesson outline:

Note: this lesson is best conducted over two periods.

1. Remind students of the range of text types they have studied and indicate that this lesson

will be focused on the spoken word in texts like speeches, poems and raps as powerful

examples of spoken texts.

2. Students should have some prior knowledge about King and Rudd’s apology from previous

lessons in their history classes and other learning areas throughout the year. Provide

students with a short amount of time to research Martin Luther King Jr. and Kevin Rudd,

ensuring that everyone in the class has some knowledge of both people. Ask volunteer

students to share their findings so that the whole class has a similar level of background

knowledge.

3. Ask students if they have any family history or cultural experience with either of the two

speeches and if they would like to share these experiences to the group.

4. Provide students with the ‘I Have a Dream’ worksheet to look over and the opportunity to

ask questions before viewing Martin Luther King Jr’s speech (8 mins). Note: make sure

your students know that this is only half of the speech.

5. Students then write down their initial thoughts in answer to the questions regarding King’s

speech.

6. Facilitate small group discussions where students can share their answers.

7. Show students Kevin Rudd’s ‘Sorry’ speech (3 mins).

8. Once again, students have time to write down their initial thoughts in answer to the

questions regarding Rudd’s speech, before discussing these answers in small groups.

9. As a class, construct a Venn diagram which identifies the similarities and differences in the

speeches of King and Rudd with a focus on the language features used. As more content is

added to the Venn diagram, continually highlight the different contexts of the speeches.

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 10. Facilitate a class discussion where students can contribute their ideas about what it is they

liked about either or both of the speeches. This is another way of ensuring that students are

considering the effectiveness of the speeches.

11. Further discussion can briefly explore the concept of how written language when presented

to an audience orally, can affect the power of the written word. Also, discussions could

focus on the concept of storytelling in indigenous culture to further highlight the power of

the spoken word in cultures that aren’t considered ‘western’.

12. Introduce students to their assessment task that asks them to compose their own spoken

word text. This text does not have to be limited to a speech, if they choose they may

compose a poem, rap, comedy act, monologue, or any other spoken word text that they

come across.

13. Students then commence writing their own composition using the ‘Plan Your Own Speech’

worksheet as a guide for their text, regardless of if it is a speech or not. Emphasise the

importance of students demonstrating that they have a clear understanding of audience and

purpose.

HOMEWORK/EXTENSION

Students complete their own spoken word text. Be sure to indicate a time limit for students to work

toward.

OPPORTUNITY FOR FURTHER ACTIVITY

Students present their composition in class. An activity could then be based around looking at what

made the compositions different with regard to language use, purpose and intended audience.

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WORKSHEETS 1) http://www.capthat.com.au/sites/default/files/Close%20look%20at

%20speeches%20workshe et%201.docx 2) http://www.capthat.com.au/sites/default/files/Close

%20look%20at%20speeches%20workshe et%202.docx

Section 2: Academic Justification (750 words)

I have modified the provided year 10 English lesson plan to respond to figure 1.4 of the Australian

Professional Standards for Teachers (APST) which signifies that teachers should implement

teaching strategies for teaching Aboriginal and Torres Strait Islander students (APST, 2011). Lloyd,

Lewthwaite, Osborne and Boon (2015) discuss that reference and engagement with Aboriginal

people’s history in education is a good learning strategy. Aboriginal students and their families face

ongoing modes of racism in their lives, thus to improve learning outcomes of this group a degree of

respect needs to be applied to their culture. Education of Indigenous students should, when

appropriate, grapple with the issues of social justice, empowerment, engagement, connectedness,

and relevance. Lloyd et. al (2015) highlight that culturally competent teachers will utilise student-

centred and strength-based pedagogy, which is one of the reasons I decided to modify the lesson to

incorporate differentiation in assessment my increasing the number of spoken word texts available

to students, opposed to only speeches. My aim here was to cater to the strengths of different

students who may not be strong in speech writing or public speaking. Also, the concept of

storytelling as a cultural means of teaching in Indigenous cultures is added to the lesson to further

engage with these students, other students will also benefit from this strategy.

In conjunction with these changes in the lesson plan, I decided to incorporate other forms of

spoken word texts during the lesson to increase student engagement with the lesson to address point

1.3 of the APST. This figure signifies that teachers should “know students and how they learn”

(APST, 2011) by incorporating teaching strategies that respond to the learning needs of “students

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with diverse linguistic, cultural, religious, and socioeconomic backgrounds” (APST, 2011).

Similarly, Lloyd et. al (2015) go on to suggest culturally competent teachers should use relevant

and interesting content. This is the reason I modified the lesson to use Kevin Rudd’s ‘Apology’

speech to the indigenous population instead of Richard Gill’s ‘The value of music education’ to

make the content of the lesson more relevant and interesting in an Australian classroom. To build

on this nature of relevant and interesting content, I decided to highlight an opportunity to compose

a rap in the assessment task to cater to students who may already be engaged in hip hop culture that

permeates current youth culture. Callahan and Grantham (2012) note that, particularly, males

embrace hip hop culture, evident in fashion trends, commercials, and language. It may be possible

to use this English lesson as a strategy to get students to think more deeply about rap and hip hop.

The original lesson plan already stipulates that the teacher should aim to get students to think about

the power of language and the spoken word, hip hop is a strategic way to achieve that. “There are

very few learning contexts where hip hop cannot be nurtured and developed to some degree”

(Callahan & Grantham, 2012, p. 202), English is the most notable subject area where this nurturing

and development can be achieved, but other subjects like history and social studies can also benefit

greatly by connecting with hip hop to foster education. Callahan and Grantham (2012) continue to

reify hip hop’s ability to facilitate learning by suggesting English teachers explore the song ‘On My

Block’ by Scarface, and Eminem’s ‘The Way I Am’ to learn about “tone, diction, metaphor, image,

plot and character development, themes, and motifs” (Callahan & Grantham, 2012, p. 203). The

article goes on to conclude that students could benefit to think about hip hop as a form of political

activism by analysing artists who stand up on issues like racism, women’s rights, the prison system,

and drug laws, as well as various other relevant social issues.

To engage with figure 3.2 of the Quality Teaching framework (QT), I decided to incorporate

a part of the lesson where students from families of different racial and ethnic backgrounds are

invited to share their prior knowledge of Martin Luther King Jr’s ‘I Have a Dream’ speech or Kevin

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Rudd’s ‘Apology’ speech. My argument behind this change is to highlight that student learning can

be compounded if “the cultural knowledge of diverse social groups is recognised and valued”

(Gore, 2007). If the teacher demonstrates value of the perspectives of specific cultures, in the case

of this lesson, Indigenous and African American, on the history of colonisation and African

American history, learning might be expanded by highlighting broader insights informed by

contexts other than the dominant cultural discourse.

To engage with the QT framework’s element 3.3, ‘knowledge integration’ I have modified

the lesson to reflect the learning of students in other subjects outside the English classroom. Gore

(2007) denotes that by integrating subject material between subject areas there is a greater

opportunity for learning. This attempts to create a sense of coherency from subject content by

collating the knowledge they have accumulated from other subjects and incorporating it throughout

their school experience, if not, knowledge can appear fragmented to students. While it is not always

possible to link all content between subjects, linking at least some content increases significance.

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 References

Australian Professional Standards for Teachers. (2011). Australian Institute for Teaching and

School Leadership. Retrieved from https://www.aitsl.edu.au/docs/default-source/apst-

resources/australian_professional_standard_for_teachers_final.pdf

Callahan, J. & Grantham, T. (2012). Deeper than rap: Gifted males and their relationship with hip

hop culture. Gifted Child Today, 35(3), 197-207. doi: 10.1177/1076217512444551.

Gore, J. (2007). Improving pedagogy. In Making a difference: Challenges for teachers, teaching,

and teacher education (pp. 15-33). Rotterdam, the Netherlands: Sense Publishers.

Lloyd, N., Lewthwaite, B., Osborne, B., & Boon, H. (2015). Effective teaching practices for

aboriginal and Torres Strait Islander students: A review of the literature. Australian Journal

of Teacher Education, 40(11), 1-22. Retrieved from

http://search.informit.com.au.ezproxy.uws.edu.au/fullText;dn=593371100133110;res=IELA

PA

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