Week 6: Lesson Planning

TEAC5003: Commerce
D.Carrick@westernsydney.edu.au
 From Teaching to Learning in Commerce

LESSON
SYLLABUS Concept identification and PLAN
mapping
Lesson plans
Scope and Sequence Year 9
Week1
Core & Options
Lessons, 1 2 & 3
Syllabus 200hr course Unit Outline
Stage5 Year 9 assessment task Year 9
Core & Options Weeks 1 to 5
Scope and Sequence Year Lessons plans
10 Week 2
Core and Options Lessons 1, 2, 3

PROGRAM
 Learning Intentions
1. Australian Professional Teaching Standards
2. Factors affecting lesson planning
3. Deconstructing the lesson plan
4. Models to include – Blooms Taxonomy, Quality Teaching Framework
and 21st century learners
 Why does this matter?
Australian Teaching Standards at a Graduate level :
Dimension : Professional Knowledge

Standard 2: Know the content and how to teach it

2.1 Content and teaching strategies of the teaching area

• Demonstrate knowledge and understanding of the concepts, substance and
structure of the content and teaching strategies of the teaching area.

2.2 Content selection and organisation

• Organise content into an effective learning and teaching sequence.

2.3 Curriculum, assessment and reporting

• Use curriculum, assessment and reporting knowledge to design learning
 What is expected of graduate teachers?

Dimension : Professional Practice

Standard 3: Plan for and implement effective teaching and learning

3.2 Plan, structure and sequence learning programs

• Plan lesson sequences using knowledge of student learning, content and
effective teaching strategies.

3.4 Select and use resources

• Demonstrate knowledge of a range of resources, including ICT, that engage
students in their learning.
 Teacher Documentation

1. The process begins with the syllabus

2. Development of a scope and sequence -begins the detailing
process for syllabus implementation in schools.
3. Course program
4. Unit outlines
4. Lesson Plans
 Teacher Documentation: Lesson Plans
This is the detailed account of how you intend to proceed through a
lesson to achieve the outcomes that you have set using the content you
have chosen and applying the pedagogical tools that you believe are
appropriate for the task of student learning to achieve
1. Concept development
2. Skills development
3. Knowledge acquisition

This is an assessment component of Assignment 2

 A sequence of lessons - horizontal

• This means that each lesson is strongly connected to the others.

• For example the concepts taught in the first lesson are then built on in
the next lesson and so on.

Lesson 1 Lesson 2 Lesson 3

Demand Supply Equilibrium
(statement/graph/ (statement/graph/ (statement/graph/
equation) equation) equation)
Income Expenditure Balanced budget
 A sequence of lessons - vertical
• This means that each component within lesson is
strongly connected to the others.
• For example using Blooms to increase the degree of
higher order thinking that happens within a lesson

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Applying Analysing Evaluating Creating

Understanding Applying Analysing Evaluating

Remembering Understanding Applying Analysing

Factors Affecting lesson Plans

Syllabus
Quality
Multiple
Teaching
intelligences
Framework

Learning APTS
Styles

What other
Lesson
subjects are
doing with
the content Plans School
Context

What other
teachers are
Resources
doing in the
faculty
Teaching Learning
Styles Environment
 Factors Affecting lesson Plans

Syllabus
• Knowledge & Understanding
• Skills, values & Attitudes
• General capabilities; cross curriculum themes

QTF
• Intellectual quality
• Quality Learning environments
• Significance

APTS • Teaching Standards

• The five elements
Factors Affecting lesson Plans

• Teacher centred lessons

Teaching Styles • Student centred lessons
• Teacher guided/scaffolded

What other teachers • Faculty expectations

are doing in the • Experimental and risk taking
• Promoting professional practice
faculty
• importance of curriculum mapping
What other subjects • complementarity of learning rather than duplication of learning

are doing the content

Factors Affecting lesson Plans
Learning Styles
Spatial intelligence: Visual-spatial
Linguistic intelligence: Verbal-
linguistic
Gross motor and fine motor skill:
Bodily-kinaesthetic
Introspection: intrapersonal
Spirituality: Existential
• Visual
• Auditory
• Kinaesthetic
Musicality: Musical-rhythmic and
harmonic
Reason: Logical- mathematical
Social skills: interpersonal
Naturalistic
Emotional intelligence
Gardner, Howard (2000). Intelligence Reframed: Multiple
Intelligences for the 21st Century. Basic Books Inc.
Timing & Pacing: Issues and Considerations
• Timing indicates the length of time spent on tasks, instructions, review and feedback.
• Timing is linked to pacing and sequencing.
• An effective lesson will have varied timing.
• Student-centred work normally has higher amounts of time allocated.
• Fast pacing can create a sense of purpose, high motivation and improve classroom
management.
• Fast pacing can also lead to distress, dis-engagement and superficial learning.
• Slow pacing can lead to May result in:
• Poor management
• Off task students
• Dis-engaged students
• Noisy classroom environment
Consolidation
• Consolidation is critical to ensure learning is transferred and to long term memory
and transferred to new contexts.
• Consolidation reinforces key points of lesson.
• Informs assessment and student learning needs.
• Assists in evaluation.
• Improves the sequence of learning
• Creates a sense of purpose, relevance and motivation.
• Reduces student anxiety about what has yet to be covered and increases
instructional clarity.
• Allows lessons to flex with student needs and timetable constraints.
 What is a lesson plan?
A lesson plan is a detailed design of each lesson.
It is the recorded evidence reflecting teacher quality and competency in:

1. Constructing the logical flow of concept and/or skills development within

the lesson

2. Implementing sound evidence based pedagogical practices

3. Provides opportunities for creativity, imagination, reflectivity and change

agency for the teacher.
Courtesy of Shirley Gilbert & Dr. Paul Rooney
 Using the Lesson Plan Template?
This is the subheading within This identifies the Stage Identifies the specific lesson
the option that you are and year of the class number that corresponds to
addressing and should link to Stage 4 ( 7-8) your unit outline
your unit outline heading and Stage 5 (9-10) 1/24
match the syllabus document Stage 6 (11/12)

Topic area: Stage of Learner: Syllabus Pages:

Date: Location Booked: Lesson No.: /

Time: 60 minutes Number of students Printing

Texts
 What are lesson plans?
The syllabus outcomes These are
are listed in your unit The type of These are derived from
outline and come formal/informal assessment for this derived from the skills
direct from the lesson only the content
syllabus. You must
keep their exact Outcomes Assessment Students learn
wording and you must
include life skills Syllabus About To

Life skills

CCT/General Capabilities Explicit subject specific concepts/ Skills

e.g. Interpreting
The concept is specific not a business forecast
Australian topic heading in the syllabus models
e.g. competitive advantage
Curriculum
Framework

Courtesy of Shirley Gilbert & Dr. Paul Rooney

 Minute by minute!!!
The minute by minute
What are the resources required so
detail of what
that all students can make an effort
students are doing
to be successful at the learning
and what the teacher
task?
is doing
Time Teaching and learning actions Organisation Centred Resources
T/S

10

15

20

What are the organisational

25

instructions required to
undertake and complete the Is the activity teacher
learning activity centred or student
centred?

P. Rooney (2014)
 Different approaches

Student centred
• Learning is recognized as an active
dynamic process in which connections
(between different facts, ideas and Teacher
guided/scaffolded
processes) are constantly changing and
their structure is continually reformatted. Teacher centred.
• To achieve this lessons may have both
student and teacher -centred
components woven together. Yet
learning must be actively constructed by
the learner.
 the lesson plan template continued

How am I assessing and documenting the outcomes of this lesson?

Learning Outcome Method of assessment and documentation of student learning

Here you write out how this outcomes is measured and in what
Here you write out the
activity and how you intend to record this student data to assist with
learning outcome
assessment and reporting.

Shirley Gilbert & Dr. Paul

Rooney
 the lesson plan template (page 3)

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?

State exactly what the risks are for a general classroom and/or the specialist
classroom you are using. The same applies to activities outdoors. You must
assess the risk of all that you do.

Shirley Gilbert & Dr. Paul

Rooney
 the lesson plan template (page 3)

Reflection

What have I learned about the teaching and learning process when
preparing this lesson?

Explain what you have learnt about lesson planning as the teacher.
– it has nothing to do with what you think students might gain from the
lesson. (Concise and only a couple of sentences)

Shirley Gilbert & Dr. Paul

Rooney
 Reflecting on your lessons
What did I learn about teaching and learning
as I put this lesson together?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

How will you know this

List here your learn to and
happened? How do you
learn about statements
measure the extent that this
happened? How did you record
that this happened?

P. Rooney (2014)
 the lesson plan template (page 3)

Other considerations
Complete the table blow by inserting the Australian graduate standards that you are demonstrating and indicates the
evidence from this lesson that should comply with the standard.
Graduate Evidence within this lesson
Standards

List the actual standard

State exactly what the evidence is within this lesson that shows you
that you are showing in
have achieved the graduate standard.
this lesson. E.g. 1.2.1

Shirley Gilbert & Dr. Paul

Rooney
 The Lesson Plan Template –
Resources and References attached
1. You must list the references for the materials you have used
and/or distributed. Copyright laws apply in the classroom.
2. A classroom ready lesson means that all the components of the
lesson template are filled in and all materials/ resources and
organisational plans must be attached.

• When submitting a lesson plan it must have the template first and
then followed by the resources in the order that they appear in the
lesson template.
Updated Bloom’s Taxonomy
 Using Bloom’s in teaching and learning

• The second most important aspect of writing teacher documentation

is to express the verbs that show that you are expecting students to
move towards higher order thinking.
• The most important aspect of constructing student documentation
from teacher documentation is to make sure that you are still using
the verbs that show you expects students to move to higher order
thinking.
 Quality Teaching Framework (QTF)
• The Quality Teaching Framework
is incorporated in all teaching
and learning programs to ensure
that quality education is being
provided throughout the school
and as a means of providing staff
with a platform for critical
reflection and analysis of current
teaching practice, and used to
guide planning of classroom and
assessment practices (DET, 2008).
 What have we learnt?
• The Syllabus is the curriculum map that tells you What and When for the
state.
• A Scope and Sequence is the curriculum map for the course that tells
what outcomes and knowledge are going to be taught when for the
school in broad terms.
• A student assessment task tells you how you intend to assess the
student’s understanding at the syllabus outcomes you have chosen.
• A unit outline shows the additional detailed overview of the duration of
the unit, concept development, skills development , knowledge
acquisition, assessment, pedagogy and school requirements.
• The lesson plan is a detailed account of how you intend to teach a lesson
to achieve the outcomes that you have set, using the content you have
selected and applying the pedagogical tools to achieve student learning.