Cameron Wallace 17698724 – DTL A2

102086 Designing Teaching & Learning

Assignment 2

Cameron Wallace 17698724

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Cameron Wallace 17698724 – DTL A2

Part A: Quality-Teaching Model Analysis

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: There is no justification as to why communication and having a sense of self are
important concepts to learn. The lesson activities set out in the lesson plan address the listed
outcomes at a superficial level.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: It is difficult for students to engage in deep understanding as the key concepts of the
lesson are not explained or justified. Most students engage in ideas that are limited as there is no
problem solving or construction of explanations.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: The activities in the lesson do not allow students to engage with information that would
allow them to critically make judgements about the concepts. For example ‘Do You Know Bingo’
does not allow a student to engage in an open discussion on what is a ‘sense of self?’

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: Low-order thinking occurs throughout the lesson as students are presented with simple
facts and knowledge about the other students in their class in all three activities. At no point during
the lesson do students explore more complex concepts or ideas.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Metalanguage is not used in the lesson. Key concepts such as ‘sense of self’ and
‘interpersonal communication’ are not identified or explained at any point during the lesson.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: There is substantive communication throughout the entire lesson scaffolded by both
teacher and student. In the activity ‘Do You Know Bingo’ students walk around and engage with
each other.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: There are only general statements regarding the quality of work that are of low quality.
The teacher explains procedural requirements only, for example ‘students are to write their three
“facts” down’.

2.2 Engagement
1–2–3–4–5 Comments: Most of the lesson appears to be very engaging with three activities that involve
communicating with peers. However there is risk of some students becoming disengaged due to the
low-order thinking nature of the activities.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: Some students may find the activities challenging as communicating with classmates
may be outside their comfort zones.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: The teacher encourages students to participate and ask questions at any time either
openly or anonymously if they have a question, an issue or if they feel uncomfortable with the
content being taught.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: A scope on student self-regulation has not been provided by the teacher in the lesson
plan.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: There is minimal student direction on the lesson in terms of pace, choice and time of

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activities and assessment. Students at the end of the lesson are given an opportunity to set ‘ground
rules’ for the remainder of the term/semester.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Students are not asked about or given an opportunity to demonstrate their prior
knowledge on the key concepts of the lesson. The teacher does not provide any questioning that
could start a discussion on prior learning.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: There is no mention of other cultures in the lesson and how different cultures
communicate with one another. There is no mention of the difficulties people from different cultures
may face in communicating with the dominant culture.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: Students do not need to integrate knowledge they have acquired from other
topics/subjects. Students only need to integrate knowledge of what they know about them self.

3.4 Inclusivity
1–2–3–4–5 Comments: The teacher outlines at the beginning of the lesson that all lessons will provide equal
opportunity and include all students. The activities in the lesson include every student.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: The lesson outcomes are largely transferable to use outside the classroom as
communication occurs all time. However, students may not make connections between the
classroom and the outside world on the importance of communication as the activities do not allow
students to explore the thought.

3.6 Narrative
1–2–3–4–5 Comments: There is no use of narrative at any pint during the lesson to facilitate learning.

Identifying Areas for Improvement

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

QT model
1) 2.6 Student Direction 2) 3.1 Background Knowledge
3) 3.2 Cultural Knowledge 4) 3.6 Narrative

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Part B: Lesson Plan Modifications

Topic area: “Connecting Stage of Learner: 4, Year 7 Syllabus Pages:

with others” – (Getting to
Know You)
Date: XX/YY/ZZ Location Booked: Classroom Lesson Number: 1/3

Time: 60 minutes Total Number of students: Printing/preparation:

30 30 x Bingo cards

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson assessment 4.1 – a sense of self 4.1 – explore the
(Board of studies, 2003a) Prior knowledge/skills – – being the same as influence of who I
Outcome 4.1 – A student Teacher to assess students and different from am, who I relate to
describes and analyses the prior knowledge on key others and what I can do
influences on a sense of self. concepts during ‘group 4.2 – Interpersonal on a sense of self
brainstorming’ communication
Outcome 4.2 – A student Teacher to observe student - the qualities of
identifies and selects strategies abilities/interactions effective
that enhance their ability to during the lesson. communication
cope and feel supported. Informal assessment - LS.1 LS.1 – recognise
Ongoing observation of - how people are similar
Outcome 4.11 – selects and student input towards similar to each characteristics of
uses communication skills and activities other students within the
strategies clearly and Summative assessment - - the needs people class group, e.g.
coherently in a range of new Assessment task “My have in common feelings, interests
and challenging situations Influences” due at the end - how people are and abilities
of the term. different from each LS.5 – demonstrate
Life Skills other behaviours that are
LS.1 – A student recognises the - what makes socially appropriate
personal characteristics and people unique in a range of
needs that make them similar LS.5 – behaviour situations
to others yet unique. that is appropriate - use good
in a range of manners, eg when
LS.5 – A student uses situations eating, asking for
appropriate behaviours in LS.7 – initiating assistance
social situations. relationships
LS.7 – demonstrate
LS.7 – A student uses the skills to initiate
appropriate strategies relationships
to initiate and manage
relationships.

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Time Teaching and learning actions

Intro Introduction
10min As this is the first HPE lesson for the students the teacher is entering the class with three initial
objectives:
1. To introduce them-self to the students and address what we hope to achieve over the
coming year. This will involve a demonstration of the scope and sequence for year 7
(see appendix A) which includes the layout of each unit and assessment task students
will complete for each term.
2. To identify the background knowledge and understandings which students have
previously attained. This second objective is specific to each unit of work as new skills
are introduced and developed; hence in this unit background knowledge circulates
around student relationships and helping build connections between new peers.
3. Every class/classroom activity needs to ensure all students are given equal opportunity
to be included, for students to feel safe, and to have an element of fun within the
lesson. This can be achieved through various pedagogical approaches which address a
variety of students learning needs. Examples are group work, audio-visual learning,
comprehension and integration of ICT learning mediums (as seen in appendix B).
After explaining (in summary) these three points to students, the teacher will then state that:

“While this unit will be enjoyable, there will be some topics that we cover that may make you
uncomfortable, embarrassed, or may spark a question that you don’t wish to share with the
class.”
“Because this can happen, we have created a “Question Box” which can be used by placing an
anonymous (or named) question, suggestion or any other kind of feedback on a piece of paper.
This is to help ensure that you feel like this is a safe environment where all of your question’s –
no matter how long or short, simple or difficult they are - can be heard as long as they are
appropriate to the conversation. Alternatively, you may stick your hand up if you have a
question at any point during the class. The question box will be located next to the door and is
available every lesson in our classroom or between class times too at the HPE staff room. It is
also worth noting that the door is our primary fire exit in the event of an emergency so cannot
be blocked at any time. Remember, chances are if you are thinking of asking the question, then
someone else is too.”

Ask if there are “Any questions?” at this stage.

Activity 1: Do You Know Bingo

Duration: 5min
Purpose: The purpose of this activity is to get students communicating with one another, with
the goal of finding similarities between them.
Description: This game has been adapted from the idea “human bingo” as described in
McDonald (2010).
- Students receive a bingo card (see resource 1 below) with a 4x4 grid of information
which students could have in common with each other.
- The aim of the game is to walk around and meet other students, asking them if they
share one of the same boxes in common (as found on the bingo card). (Remind
students to tuck in their chair’s)
- If students have the same thing in common as listed on the card, then they place each-
others names down for ONE of those categories only and continue to search for other
students with things in common.
This game has two challenges – first is to list up to four names in a row (up, down or diagonal)

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then second is to finish the sheet with a different students name in each box.
Questions to facilitate learning:
- How did you find people who had similarities to yourself?
- How did you communicate with one another?
- What are the different types of communication? (question to introduce next activity)
Body Activity 2: Group Brainstorming
45min Duration: 10min
Purpose: The purpose of this activity is to assess students prior knowledge on the key concept
of communication
Description:
- Students are divided into equal groups and asked “what are the different types of
communication”
- The aim of the activity is for each group to collaborate and come up with as many
forms of communication as possible.
- After 5 minutes, groups are asked to write their answers on the mind-map that has
been drawn on the white-board.
Activity 3: Speakers and Listeners
Duration: 15min (10 minutes-activity, 5 minutes-video)
Purpose: This activity helps students understand there are many different languages that
different cultures use and that there are various forms of communication that are often used
together i.e. verbal and non-verbal.
Description:
- Each student is paired up and given a card with two sentences written on it. The first
sentence is in English and the second sentence is another language.
Example
English: “I am really hungry, do you have any food?”
Spanish: “Tengo mucha hambre, ¿tienes algo de comida?”

- In each pair students take turns reading the non-English sentence. Students who speak
another language are encouraged to speak their language instead of what is on the
card.
- The student listening has to try and guess what the other student is saying. The
speaking student cannot write down what they are saying in English but can use other
forms of non-verbal communication such as hand gestures and drawings.
- The students then swap roles.
Questions to facilitate learning:
- Did anyone guess what their partner was saying?
- How did you feel as the speaker? Was it frustrating?
- As the speaker what did you do to try and explain what you were saying?
- Did body actions help you relay the message speakers? Did it help the listeners
understand?
- Did anybody use pictures to express what they were saying?
Video to facilitate learning:
- Short video on how different cultures greet each other. The purpose of the video is to
give students perspective on how different cultures greet each other.
- Link: https://www.youtube.com/watch?v=3tlNJibk234
- Question after video to introduce next activity “How do you say hello at home? What
are your special customs and beliefs?

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Activity 4: My Culture
Duration: 20min
Purpose: To promote students’ sense of self
Description:
- The teacher provides a definition on what ‘a sense of self’ is
- Students are to create a presentation on who they are. Addressing the following
criteria.
 Where were your parents/carers born?
 Where were you born?
 What is the origin of your name?
 Do you speak any other languages?
 What are your favourite hobbies?
- Students are also required to tell a story of their favourite holiday/tradition.
- Students are given the opportunity to present their information however they like but
must create a visual aid. The teacher provides resources to create PowerPoint
presentations, posters, brochures, drawings, picture books etc.
- The teacher provides an example of their own to give students an idea about the
expectations of the task.
- The teacher is to guide students if they need help.
Questions to facilitate learning:
- What influences you to be you?
- Does your background, personal experiences, parent/carers have an influence?
- Create a discussion at the end of the activity celebrating the diversity of the classroom
and reinforce why you should respect other people’s cultures.

5min Set the tone:

After having met their classmates and completing introductions, the teacher is to direct
student’s attention towards the board.
The teacher is to write up on the board “Classroom Rules and standards” and direct students
towards this statement.
Teacher states:
“Okay, so I hope you’ve all enjoyed todays class. We will now be going through a set of rules
and standards that can be used for our class for the year. If you have a point, then please share
it and I’ll scribe it up on the board. Alternatively, there is also the “Question Box” available if
you would like to drop an anonymous piece of feedback or suggestion also.”
Accordingly, students are given a chance to set the rules for the class. Students are encouraged
to take notes related to this. Teacher to facilitate discussion and ensure fair and equal input
occurs.
An important part of this process is allowing the students the freedom to assist with setting
the rules as it encourages positive social interactions to occur (Board of Studies, 2003b).
As this is the case, the teacher will have a prepared list of rules for reference (see resource 2
below), though will avoid referring to them to allow this task to be student directed.
After this process, the teacher states:
“Thank you very much for your input. I will ensure these rules are checked over and available
for the next lesson, along with any additional rules or standards we may have missed. Before
the next lesson I would like you to think through what we discussed and any notes you’ve
taken about the rules and standards for next weeks’ discussion. Don’t forget to bring a
workbook (exercise book) if you haven’t already.”
Conclusion Activity: Remember something about me
5min Description
- Students stand up, spread out around the room and pass the ball to each other.

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- Students have to say one thing they learnt about the person they are passing the ball
to.
How am I measuring the outcomes of this lesson?
Learning Outcome
Identifying characteristics of
self and others
Relating to others
Communication skills
Method of measurement and recording
Students in activity 4 identify characteristics of themselves, and present
their characteristics to the class, this allows students to identify
characteristics of other students. The teacher is able to observe
students throughout the lesson and assess whether or not they have
grasped the key concept.
The group activities throughout this lesson are able to reveal: a. how
students interact one-to-one with their peers and b. how students
respond to the teacher during class discussion. Observations about
attitudes, values and ability of students to relate to others can be made
during both formal and teacher and student directed discussion/activity
times.
As this will be the first time the teacher and students meet in a
classroom setting, communication is vital to this lesson. The majority of
activities in this lesson are student centred which grants more room for
teacher observation. Different forms of communication are identified
and discussed by the students in activity 2 & 3. Students are given
perspectives on the way different cultures communicate both verbally
and non-verbally and discuss what effective communication involves
(activity 3).
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Part C: Justification

The group brainstorming activity at the beginning of the lesson addresses the quality-teaching element 3.1
Background Knowledge. Improving this element is important because assessing prior knowledge gives
teachers an indication of their students’ understanding of a given subject as well as highlighting inaccurate
misconceptions they may hold (Cordova, Sinatra, Jones, Taasoobshirazi, & Lombardi, 2014). This allows
teachers to highlight subject areas where students need further assistance as well as highlighting areas
where students have already acquired a broad knowledge (Yaghmour, Obaidat, & Hamadneh, 2016). The
brainstorming activity enables the teacher to assess whether students are already aware of the key
concept of ‘communication’ allowing the teacher to make an informed decision whether or not greater
time needs to be spent on defining this concept. Teachers who assess prior knowledge are able to design
and modify lessons accordingly to ensure student engagement remains high (Cordova et al., 2014).
Additionally, teachers need to be able to identify if students are not engaged in the lesson and need to
have an understanding as to why they are disengaged. Students tend to become disengaged and bored if
the lesson is repetitive and unchallenging resulting in underachievement (Kanevsky & Keighley, 2003). That
is why it is important to assess students’ prior knowledge using an activity like the one presented in this
lesson as it allows teachers to make modifications to ensure students remain engaged. Furthermore,
learning benefits are visible when students are given opportunities to utilise prior knowledge (Cordova et
al., 2014).

The modifications made to the body of this lesson address the quality-teaching element 3.2 Cultural
Knowledge. It is important to incorporate culturally responsive teaching as it creates a classroom where, all
students’ backgrounds are accepted, all students are involved in learning, native languages are encouraged
and valued and everyone has equal opportunity to learn (Bergeron, 2008). The activity ‘speakers and
listeners’ encourage students who are bi/multi-lingual to speak the language they speak at home. This is of
importance as students will participate more and have greater academic achievement if the activity aligns
with their own background experiences and home culture (Montgomery, 2001). Additionally, the activity
also provides students the opportunity to view how different cultures communicate with one another
verbally and non-verbally. The ability to interpret verbal and non-verbal communication as well as
understanding customs different from one’s own creates cultural competence (Bergeron, 2008).
Furthermore, the activity ‘my culture’ encourages all students to celebrate and be proud of their cultural
identity, whilst also providing students the opportunity to view and respect other cultures. Activities that
are culturally responsive validate students for who they are by allowing students to learn and respect other
cultural groups’ customs, beliefs and history (Bergeron, 2008).

The activity ‘my culture’ addresses the quality teacher element 2.6 Student Direction. Student Direction is
an important element to improve as research has shown student-directed learning strategies enhance
student learning and are often more successful than teacher-directed instructional strategies (Wehmeyer,
Agran, & Hughes, 2000). Strategies of student-directed learning include allowing the students to choose
activities, the time spent on activities, the pace of the lesson and allowing students to choose how they will
be assessed (Ladwig & Gore, 2006). In the activity ‘my culture’, students are able to choose how they
present their information to the class, either through drawings, posters, brochures, PowerPoint
presentations and picture books. Providing opportunities for choice can improve students’ autonomy
(Perlman & Webster, 2011). This is important as autonomous individuals have greater confidence in
learning and living (Powell, 2011). Furthermore, students who are autonomous display greater levels of
intrinsic motivation, meaning they engage in lesson activities for enjoyment (Perlman & Webster, 2011).

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This can lead to greater retention of knowledge, deeper understandings and a positive attitude toward the
subject (Spooner, 2015).

The activity ‘my culture’ addresses the quality-teaching element 3.6 Narrative. Narrative can be a powerful
tool to increase student learning as it increases student attention, builds personal connection, improves
content retention and improves subject understanding (Nathanson, 2006). Narrative can be presented to
students as content to interpret or as a process where students present their knowledge and ideas in
narrative form (Ladwig & Gore, 2006). Narrative can take many forms including biographies, case studies,
reflective journals, stories and personal accounts (Ladwig & Gore, 2006). In the activity, ‘my culture’
students are to present their ‘identity’ to the class through a story about their personal experiences
surrounding their favourite holiday. Sharing stories has the potential to create new relationships among
students in the classroom, creating a positive learning environment (Martin, 2000). Additionally, in the
activity ‘my culture’ the teacher also provides a story of their own to give students an example of the task.
This is important as students understanding of a task can be increased if the teacher uses narrative (Martin,
2000).

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References

Bergeron, B. S. (2008). Enacting a culturally responsive curriculum in a novice teacher's classroom. Urban

Education, 43(1), 4-28. doi:10.1177/0042085907309208

Cordova, J. R., Sinatra, G. M., Jones, S. H., Taasoobshirazi, G., & Lombardi, D. (2014). Confidence in prior

knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change.

Contemporary Educational Psychology, 39(2), 164-174. doi:10.1016/j.cedpsych.2014.03.006

Kanevsky, L., & Keighley, T. (2003). To produce or not to produce? Understanding boredom and the honor

in underachievement. Roeper Review, 26(1), 20-28. doi:10.1080/02783190309554235

Ladwig, J.G., & Gore. J. (2006). Quality teaching in NSW public schools: An assessment practice guide (2nd

ed.). Sydney, Australia: NSW Department of Education and Training.

Martin, K. J. (2000). “Oh, I have a story”: narrative as a teacher's classroom model. Teaching and Teacher

Education, 16(3), 349-363. doi:10.1016/s0742-051x(99)00066-9

Montgomery, W. (2001). Creating culturally responsive, inclusive classrooms. Teaching Exceptional

Children, 33(4), 4-9. doi:10.1177/004005990103300401

Nathanson, S. (2006). Harnessing the power of story: Using narrative reading and writing across content

areas. Reading Horizons, 47(1), 1-26. Retrieved from

https://scholarworks.wmich.edu/cgi/viewcontent.cgi?referer=https://www.google.com.au/&http

sredir=1&article=1124&context=reading_horizons

Perlman, D., & Webster, C. A. (2011). Supporting student autonomy in physical education. Journal of

Physical Education, Recreation & Dance, 82(5), 46-49. doi:10.1080/07303084.2011.10598628

Powell, S. D. (2011). Wayside teaching: Building autonomy. Middle School Journal, 43(2), 38-40.

doi:10.1080/00940771.2011.11461800

Spooner, E. (2015). Student centered learning. In Interactive student centered learning: A cooperative

approach to learning (pp. 71-83). Lanham, MD: Rowman & Littlefield Publishers.

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Wehmeyer, M. L., Agran, M., & Hughes, C. (2000). A national survey of teachers' promotion of self-

determination and student-directed learning. The Journal of Special Education, 34(2), 58-68.

doi:10.1177/002246690003400201

Yaghmour, K. S., Obaidat, L. T., & Hamadneh, Q. M. (2016). The level of diagnostic tests' preparation skills

among the teachers of the first three elementary grades' teachers at the directorate of education

of bani kinana district. Journal of Education and Practice, 7(9), 155-164. Retrieved from

https://eric.ed.gov/?id=EJ1095747

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Weebly Learning Portfolio Link: https://clwallace.weebly.com/

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