102086 Designing Teaching & Learning

Assessment 2
Stuart McMahon - 18377822

PART A – QT Analysis
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: Some key concepts are covered superficially, however, most of the terms are
fragmented information. That will need further attention on how they relate and, in this case,
‘influence the civilisation’.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: The teacher does ask each pair to contribute a term to the mind map on the whiteboard,
but this provides limited opportunity for the students to demonstrate their knowledge of quality
concepts.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: History is almost always subject to political, cultural or social implications; however,
this topic is structured heavily around concepts especially drawn from a dictionary therefore fact.
The only opportunity to show multiple perspectives is possibly from an Egyptian historian but this
is still limited due to the content.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: Most students demonstrate lower order thinking, simply reciting knowledge and routine
practice. The only possible aspect of the lesson that involves higher order thinking is when students
are asked to demonstrate their prior knowledge, an advanced student may diverge and start
connecting the terms to how they influenced Egyptian society.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Teacher does explain Egyptian terms and concepts (metalanguage) at the classroom
concept stage, however a lesson this heavy with historical terms teacher should guide more than 5
minutes. I appreciate getting students to research the terms themselves, but teacher should still be
involved.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: Communication only occurs briefly at the classroom mind map stage; the rest of the
lesson students work in pairs or through the dictionary. Not explicitly shown when the teacher
interacts throughout the other aspects of the lesson.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Only general statements are made about the quality of work that is expected. The
teacher does say what words should be included, but there is no evidence that the students are using
these criteria to examine the quality of their work.

2.2 Engagement

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1–2–3–4–5 Comments: Variable engagement in various parts of the lesson. Gifted students may be disengaged
with the final glossary activity.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: Only a few students would actively participate in contributing terms to the class mind
map, most would be just copying and listening. This topic does limit challenging work as it is an
introduction to Egyptian historical concepts.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: There is paired group work, implying that that teacher has set ground rules on respecting
your partner. Also, the activity involves public speaking, therefore, its implied the teacher ensured
they each listen and not talk over each other.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: This introduction to this topic may be interesting and the resource (video) provided may
motivate students to be highly self-regulated. However, there may be some students off task
especially in the paired aspect of the lesson.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: There is low student direction, the only time they exercise their own control is possibly
when utilising the dictionary or not.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Students are asked briefly to note down everything they know about Egypt. This is only
asked once and is superficial at best.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: Some elements of Egyptian culture are recognised within the lesson but is seen through
the framework of the dominant culture.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: There is scope to incorporate cross-curricular focus into the lesson (Geography),
however this had not been explicitly shown.

3.4 Inclusivity
1–2–3–4–5 Comments: Teacher does ask each pair to contribute to the mind map, though this only engages one
student from each pair so only half of the class will be included. Does not explicitly say if any
students who differ from the dominant culture are encouraged to contribute.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: little relevance to concepts beyond the classroom, the topic does limit the scope within
this lesson.

3.6 Narrative
1–2–3–4–5 Comments: There’s no evidence of personal stories and case studies despite opportunity to
incorporate a story into the lesson.

Identifying Areas for Improvement

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

QT model
1) 1.1 Deep Knowledge 2) 3.3 Knowledge Integration
3) 1.6 Substantive Communication 4) 2.1 Explicit Learning Criteria

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PART B – Lesson Plan

Topic area: Ancient Egypt Stage of Learner: Stage 4 Syllabus Pages: 60

Date: 24/04/2018 Location Booked: Lesson Number: 1 / 14

Time: 60 Mins Total Number of students - 24 Printing/preparation

- 12 Sheets to use in
pairs with a range of
pictures related to
Ancient Egypt.

- Projector/Smart
White Board

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
HT4-2 describes major periods of
historical time and
sequences events, people
and societies from the past
HT4-9 uses a range of historical terms
and concepts when
communicating an
understanding of the past
Lesson assessment The physical features of the describe the geographical
ancient society and how they setting and natural features of
Informal diagnostic influenced the civilisation the ancient society
assessment – via that developed there
observation and
concept map
participation.
Formative diagnostic
assessment – short
answer

Time Teaching and learning actions

Intro Students settle in and Teacher is to call out the role.

5 Minutes
While this is occurring, the 12 sheets of images get passed around and the Teacher ask students to pair up with
the person next to you. (1 Sheet per 2 students)

Make it clear to all students that they must participate and respect each other within their pairs, and when it
comes to class mind map activity that they don’t talk over each other.

The teacher is required to create a mind map on the Whiteboard, the centre being ANCIENT EGYPT with sub-
headings Places, Religious/spiritual, Environmental and social.

Teacher must set what is expected, in this case, to gain an understanding of a range of historical terms and
concepts regarding Ancient Egypt and add it to their own mind map. Provide an example:

- This is an image of the Nile river which is an environmental aspect of Ancient Egypt that was crucial
source that shaped were Egyptian cities would be situated it is an environmental aspect.

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Body
Students asked to recreate this mind map at the top of their page and using the images from their resource sheet
10 Minutes Identify as many places, objects, landmarks, and people they can see within these images in pairs. Then add them
(In Blue Pen) to their mind map to the section they believe it belongs to.

Teacher makes it clear that students are required to circle in red anything they are unsure what it is or what it is
called.

While students attempt this, the teacher is to set up the projector or interactive whiteboard to go through the
images.

This is followed by walking around the classroom to ensure student conversations are related to the topic and
observing what students are discovering. If students ask for help at this stage attempt to guide them to the answer
but do not reveal the answer, this stage of the lesson is to understand their prior knowledge.

Teacher must ask each student to contribute one concept to the mind map as well as place it in the most suitable
10 Minutes section.

Reiterate that there is no talking at this stage, have respect for their peers.

Ensure Students are aware that they must be adding concepts to their own mind map in a different coloured pen.
(Black)

20 Minutes Teacher must then go through the images and identify any concepts the students may have missed. Guiding the
students to important historical concepts that are essential for this topic area, and ensure they are to be added to
their mind maps.

Students may ask the teacher what something is at this stage (what they previously circled in Red).

At this stage of the lesson, attempt to generate discussion.

- What’s so important about the Nile River?

- What is ploughing? Does anybody have an idea?
- What is an Oasis anyone know how they form? (Connect it to geography – Knowledge Integration)
- Can you elaborate?
- What’s the purpose of the pyramids?
- Why do you think that? Or why do some of these concepts belong in many categories not just one?
- Connect some of the religious concepts (Sarcophagus, Canopic Jars, after life) etc. possibly talk about
contemporary film e.g. The Mummy movies.
- This may be difficult as they have been recently introduced to this topic, but some advanced students
may have important contributions.

Teacher ensures that any concepts students have added to their mind map, that they did not find themselves (Red
Circled / Black pen) then they must create a glossary at the back of their books and list those concepts.

Teacher makes it very clear that for homework students are required to find the meaning of these concepts and if
able to provide an example. Make it clear that the teacher will be checking this at the start of next lesson.

13 Minutes For the last activity to consolidate student learning provide students with a short answer question. Let students
know to write on a new page so they can remove it and hand it in at the end of the lesson. Ensure they know this
short answer only needs to be 3-4 lines and has no impact on any grades. Allow them the rest of the lesson to
answer.

‘From your own perspective use a minimum of 5 Historical concepts from your mind map explain the daily life of
an Egyptian citizen?
- Discuss where they are and what they can see (the Nile, Pyramids)
- What they do for work farmer, slave, priest? (Plough, mummification, canopic jars)

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- What is the social hierarchy of their society

- Who is in charge who holds the power
- What role does religion play?

Indicate to the students to attempt to connect these concepts to get an idea of the historical setting and context
of this Ancient Society.

Conclusion
Remined students of the glossary homework and that we will be revising the concepts next lesson.
2 Minutes
Instruct them to hand in their short answer sheet in as they walk out, then dismiss the class.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 Formative diagnostic assessment via Short answer
responses
HT4-9 Informal diagnostic assessment by observation via the
paired discussion section and participation during the class
mind map activity.

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PART C – Academic Justification

A major modification is the class discussion aspect which allows teachers to digress, providing the
opportunity to incorporate element 3.3 knowledge Integration. In most situations It is difficult to
achieve integration between subject areas as it is often limited by the topic area. When able to its
important because as Gore (2007) argues students engage with several fragments of information
from a diverse range of subjects, without teacher assistance in drawing these connections, student
experience of school will be less coherent. In the original lesson plan there was no evidence of
integrated knowledge from other subject’s areas. Students are more likely to gain a deeper
understanding if teachers deliberately make connections between different pieces of knowledge
that range across subjects (Killen, 2012, pp. 75). Students were being introduced to geographical
terms and natural features of Ancient Egypt and how these physical features influenced this
civilisation. This topic area relies heavily on geographical knowledge which the teacher can draw
upon while the students are in pairs, and during the class discussion. This may include discussing
Egyptian topography, agriculture, the river systems and how that influenced the development of
Ancient Egypt.

Several modifications were made throughout the lesson to introduce teacher-student

communication, to move away from the dominate pattern of classroom interaction. The original
lesson plan involved eliciting single answer responses from each student, this limited student’s
opportunity to elaborate and deepen their own understanding. Modifying the crux of the lesson to
focus heavily on class discussion, with the teacher guiding student responses with ‘can you
elaborate?’. This is critical in achieving element 1.6 substantive communication as it assists in
creating a classroom environment that encourages sustained student-teacher interaction. Verbal
communication alone does not achieve this element, the second modification was the final activity
the short answer question. The simple glossary activity is unable to explain what the students have
discovered, it does not show their thought. Substantive communication does not only occur verbally
but through writing as students are able to give subtle, detailed or qualified performances rather
than truncated responses (Gore, 2007).

With respect to the NSW quality teaching model (Gore, 2007; Ludwig & Gore, 2003) modifications
were made to achieve element 2.1 explicit learning criteria. The original lesson plan provided a very

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limited idea of the quality of work required from the students. Students who are unaware of what
counts as quality work often waste class time. In this situation students tend to produce work that
they hope is acceptable but may not be to the best of their ability (Gore, 2007). The first lesson
modification is the teacher provided example during the first activity, this clarifies what is expected
of students. This ensures that students use their limited classroom time effectively and are
adequately prepared for the class discussion activity. The second modification was providing a
framework for the short answer question, this guides student allowing them to answer the question
to the assessment standards. Killen (2012) argues that if leaners do not understand the difference
between high-quality and low-quality work they are unable to strive to improve their academic
outcomes. Therefore, its essential that learning criteria is clear and explicit as its critical in narrowing
achievement gaps.

Element 1.1 Deep Knowledge was covered by the original lesson plan in a superficial manner,
therefore modifications were necessary as there is scope for improvement. Considering this is a
new topic the students will gain very little substance reciting central ideas of the topic onto their
mind map. Knowledge is shallow when concepts and ideas are fragmented or disconnected from
the focus of the lesson (Ladwig & Gore, 2009, pp. 12). Several additions to the lesson such as the
class discussion, colour coding, short answer question and glossary homework allows students the
chance to consolidate their learning. The teacher is required to identify the key learning areas
during the class discussion, so students can get grasp key concepts and ideas related to the
geographic features and natural setting of Ancient Egypt. The short answer modification then allows
students to take those ideas and make sense of them. Finally, teachers instruct what students are
meant to learn, so they take these concepts and attempt to understand concepts like the Nile,
pharaohs and oasis and their relationship. If teachers want students to understand and have a deep
knowledge of a field of study, they must provide opportunity for students to investigate significant
knowledge of that field and this is what the short answer aspect achieves (Killen, 2012, pp. 63).

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References

Gore, J. (2007). Improving pedagogy: The challenges of moving teachers toward higher levels of
quality teaching. Sense publishers, 15-33.

Killen, R., & Ebooks Corporation. (2012). Effective Teaching Strategies Lessons from Research and
Practice (6th ed.). Melbourne: Cengage Learning Australia.

Ladwig, J,. & Gore, J. (2009). Quality teaching in NSW public schools: A classroom practice guide.
Retrieved from
http://web1.muirfieldh.schools.nsw.edu.au/technology/Programs/Template/Quality%20
Teaching%20Guide.pdf

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