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Assignment Name: Designing Teaching and Learning Assignment 2: The

Lesson Plan Analysis

Name: Jimmy Huynh


Student No.: 17689322
Lesson Plan (Original)

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.

Outcomes Assessment Students learn about Students learn to


Formative The interpretation of Students review how to
assessment takes different timetables interpret timetables and
place throughout and how this can be use this to solve
MS11-3, MS11-4, the lesson. used as a part of life. problems using a range
MS11-9, MS11-10. Teacher walks How public of different timetables,
around and asks transportation can be including ferries, buses
questions, and used as a means of and trains. Incorporate
ensures that promoting 12-hour and 24-hour
students are sustainability. time into understanding
staying on task. timetables.

Time Teaching and learning actions


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

Revision Revision
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.
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.
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.
15 mins Worksheet activity*

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

Conclusion Teacher summarizes the key points of the lesson. Discusses what the next
5 mins lesson will entail. Asks students if they have any further questions.
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 8:13 8:39
Slytherin All-Stations 8:26 8:59
Gryffindor Goods Train 8:07 8:53
Ravenclaw Express 8:23 8:45
Muggle-stops 8:03 8:37

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.
102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template

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 – Comments: The class discussion involved tackling a key concept of sustainability in relation
5 to the travelling by public transport via timetables, but quality of the content was not
maintained throughout the entire lesson due to the worksheet having little relation and value.
The incorporation of 24-hour time was not mentioned during class lesson or explored in the
worksheet by the teacher (which was a required outcome).

1.2 Deep understanding


1 – 2 – 3 – 4 – Comments: Lesson is even driven by the teacher and students through class discussions and
5 pair work respectively. Worksheet does not relate personal application as it does not use
names of real places and may show superficial understanding on the concept of reading
timetables.

1.3 Problematic knowledge


1 – 2 – 3 – 4 – Comments: Worksheet explores very multiple applications and problems students may
5 encounter when applying it in real life situations. In contrast, the worksheet does not link to
real places or stations and the questions does not provide sufficient bases of multiple
applications and relation to unit outcomes.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: Worksheet demonstrated high order thinking by utilising high intrinsic cognitive
5 load whilst class discussion engages with real life practical applications with environmental
and one’s physical health benefits. The worksheet partially requires students to engage
analyse, evaluate and calculate on a deep cognitive level.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: No specific or complicated mathematical jargon was incorporated. Standard and
5 general discussion on timetables along with the worksheet is communicated on an
understandable level to the students.

1.6 Substantive communication


1 – 2 – 3 – 4 – Comments: Worksheet and class discussion only require students to present basic
5 understanding, experience and discussion. Does not require the student to elaborate on their
understanding.

Quality learning environment


2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: The task required of the students in terms of quality involves little elaboration of
5 skills learnt in relation to outcomes.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: Students were required to engage the topic of timetables via the discussion and
5 worksheet for most of the lesson. Peer discussion was the only real applicable engagement
with linking understanding of the topic to practical application.
2.3 High expectations
1 – 2 – 3 – 4 – Comments: The worksheet presents a prominent level of challenge for all students. No risk
5 was present in tackling the task.

2.4 Social support


1 – 2 – 3 – 4 – Comments: Paired work is utilised to in a small portion of the lesson. There is explicit
5 directions ser out by the teacher.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: Student’s are actively monitored by the teacher to stay on task. Students are
5 instructed to freely work on the worksheet on their own or in pairs.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: Students are completely teacher directed on activities in relation to learning
5 material, time and pace. Students have little opportunity to discuss what will be assessed on
the topic learnt.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Student’s personal experience and knowledge were moderately engaged in
5 relation to the class discussion on the topic and worksheet. The lesson does little to engage
knowledge of those who have interacted with the topic of timetables and addresses its
importance to the discussion.

3.2 Cultural knowledge


1 – 2 – 3 – 4 – Comments: The entire lesson plan does not involve or draw on cultural knowledge. The
5 outcomes do not explicitly state the need to include any specific cultural learning
material/concepts.
The task requires no explicit recognition or valuing of other than the knowledge of the
dominant culture.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: Students were required to make at least more than one connection between
5 timetables to personal application. Moderate integration of mathematical knowledge and
calculations.

3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: Was not mentioned or included in the lesson plan.
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3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Class discussion and pair interactivity explores some relations to practical
5 applications outside school. Students are engaged to discuss the use of timetables, the ability
to utilise public transport can reduce you carbon footprint and its improvement on
sustainability.

3.6 Narrative
1–2–3–4– Comments: Lesson plan does not incorporate any narratives to enhance learning materials
5 on the topic of timetables.

Identifying Areas for Improvement

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

QT model
1) 3.1 Background knowledge 2) 3.6 Narrative
3) 3.3 Knowledge integration 4) 2.6 Student direction
Lesson Plan (Revised)

Topic area: Timetables Stage of Learner: 11, Syllabus Pages: pp. 38


Standard
Date: 23.03.17 Location: Classroom Lesson number: 8
Time: 50 minutes Total Number of students: Printing/preparation: Access
30 to websites demonstrating
diverse types of transport
timetables. Will need the use of
the Smart Board. Print relevant
worksheets with corresponding
timetables.

Outcomes Assessment Students learn about Students learn to


Formative The interpretation of Students review how to
assessment takes different timetables interpret timetables and
place throughout and how this can be use this to solve
MS11-3, MS11-4, the lesson. used as a part of life. problems using a range
MS11-9, MS11-10. Teacher walks How public of different timetables,
around and asks transportation can be including ferries, buses
questions to used as a means of and trains. Incorporate
ensures student promoting 12-hour and 24-hour
engagement and sustainability. time into understanding
are staying on timetables.
task. Collect
worksheets if
completed to
further assess
each students
understanding.

Time Teaching and learning actions


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

Revision Revision
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.

Body Class discussion


15 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 (bus, train and ferry) and display the information on the
Smartboard. Teacher creates a few made-up example questions to simulate
applicable situations for students to interpret and calculate trips efficiently
through the use of timetables. We then ask:
4. What is the purpose of this timetable?
5. What features does this timetable have? (Highlight reading and
calculating 24-hour time)
6. How do you convert between 12-hour and 24-hour time (can be related
prior knowledge in stage 5 learning outcomes)
7. What is the importance of having timetables? (Teacher can create a
narrative to emphasis its use and importance e.g. time management
skills)
Within this section, the teacher engages with students who have used
timetables regularly and highlight key points that students may point out.
Discuss 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 and discuss any other
solutions.
14 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?” (Tell them to do this 2-5 times within each pair depending on the
level of the class).
As an extension for the academically capable, questions can be multi-layered
e.g. “If I leave from Cabramatta station and have to take the bus 10minutes
away from Parramatta station to arrive at Parramatta High school at 9:00am,
what’s the latest train I can take?” etc. In this example, students must evaluate
two timetables at the same time.
Teacher walks around the room and checks students are staying on task, asking
relevant questions and helping where necessary (help those who may need
attention due to their level/circumstance). Teacher ensures that students are
helping each other, as a form of social support.
10 mins Worksheet activity*

Teacher hands out worksheet activity. Students have the option of working on
this alone, or with another person. Teacher instructs students they must finish
the worksheet by next lesson.
Set an extension paper for those that need a challenge, so they stay engaged
with the topic and lesson.
Conclusion Teacher summarizes the key points of the lesson. Discusses what the next
5 mins lesson will entail. Asks students if they have any further questions.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


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

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Worksheet activity*

Reading Timetables

Parramatta to Central (Mon- Fri)

Station Time
Parramatta 11:38 11:50 11:54 12:05 12:08 12:23 12:35
Lidcombe 11:44 12:00 12:11 12:14 12:29 12:41
Strathfield 11:51 12:02 12:06 12:18 12:21 12:36 12:48
Redfern 12:02 12:17 12:29 12:32 12:47 12:59
Central 12:05 12:15 12:20 12:32 12:35 12:50 1:02

1. James finishes school at Redfern and wants to have lunch in the City. He arrives at
Redfern station at 12:32. What time can he arrive at City (Central station)?

2. Tom lives in Lidcombe and decides to travel to Central to see the city. He arrives at
Lidcombe station at 11:50. What’s the earliest time he can arrive at the city?

3. Christina works at Strathfield and lives near Parramatta station. She just misses the
12:23pm train at Parramatta station. What time can she arrive to work?

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4. a) Jennifer must attend a party that takes place at Central. Jennifer lives near
Parramatta station and wants to Strathfield to pick up the gift she ordered. She arrives
at Parramatta station at 11:35 and estimates 20mins to pick up the gift. Which train
can she take from Strathfield to go to the party?

b) How long must she wait at Strathfield for this train?

c) What time does she arrive at Central?

d) How long did the entire trip take?

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Extension
Parramatta to Central (Mon- Fri)

Station Time
Parramatta 11:38 11:50 11:54 12:05 12:08 12:23 12:35 12:38
Lidcombe 11:44 12:00 12:11 12:14 12:29 12:41 12:44
Strathfield 11:51 12:02 12:06 12:18 12:21 12:36 12:48 12:51
Redfern 12:02 12:17 12:29 12:32 12:47 12:59 13:02
Central 12:05 12:15 12:20 12:32 12:35 12:50 13:02 13:08

1. Write the time you would arrive Central if you took the following trains and how long

each trip will take. (write

a) The 11:34 from Lidcombe _____________________________

b) The 12:05 from Strathfield _____________________________

c) The 12:25 from Parramatta but 5min delay at Redfern

_____________________________

d) The 12:45 from Strathfield, must interchange at Redfern

_____________________________

2. Ben travelled to from Parramatta at 11:51 and stopped at Lidcombe for 10mins for

shopping. Then takes a train to Redfern for a 5mins to have access to an ATM. He then

finally travels to Central to have lunch with his friends. What time did Ben meet his

friends for lunch?

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Academic Justification

The original lesson plan incorporated the topic of timetables in student outcomes but did

not keep it relational and or encompass the whole learning outcome. I focus on the

worksheet in relation to changing four key points present in the Quality Teaching Model

and the Australian Professional Standards for Teachers (aitsl, 2017). This includes

incorporating background knowledge, narrative, know integration and student direction.

The first aspect of the lesson plan that needed an improve was the worksheet in relation to

2.1 and (mainly) 2.2 from the “Australian Professional Standards for Teachers” by AITSL.

The outcomes of the lesson explicitly stated that student must learn how to interpret 24-

hour time. Within the entire lesson plan, this content was not explicitly explored in any

way. The class discussion and worksheet now are altered to incorporate the required

content that must be learnt. Within the class discussion, the teacher must relate back to

the curriculum and possibly past curriculum to revise and relate learning content. Within

the worksheet, does not include and taught method is calculation for self-practice and

evaluation but also have unrelated themes within the question; the train station names.

One obvious but important aspect of pedagogical practice is that teachers must have a

‘relational lens’. By being relational, teacher can address and connect with the entire

curriculum, supporting and enhancing the learning environment (Reeves & Mare, 2017).

This was demonstrated through the alteration of the worksheet’s Harry Potter themed

station names into real names of stations. This creates a more relational and applicable

learning material where students will find more value and practicality towards the learning

material. By doing so, students are required to integrate and engage with their knowledge.

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The second aspect of the lesson plan that was altered was the inclusion of student

direction and narrative. Within the original lesson plan, the class discussion and

worksheet, which covered most of the lesson, was mainly directed by the teacher. There

was not a lot of involvement of student direction or narrative. Robinson (2012) found that

power imbalances within the learning environment between students and educators

serves to ‘constrain’ student behaviour and their how they respond. This can have shape

student’s engagement and interest with the content. This shows that how the relationship

between teacher and student power can be a key factor in creating a positive and

engagement learning environment.

The third aspect was the inclusivity of background knowledge in relation to learning the

topic. It is important to incorporate students background knowledge on the topic and work

on that. If the students find the content relational to their prior/background knowledge, the

more rewarding it is for students it is (Lewis, Huebner, Malone, & Valois, 2010). Therefore,

it creates a more engaging and positive learning environment.

To improve understanding of student knowledge, the teacher assessment of students was

altered to include completion of the worksheet. By utilising learning materials and

assignments to assess students learning effectively and efficiently can provide more

meaning and value in what students are learning (Ludwigsen, 2017). By having another

source of data, assessing student understanding has be added by collecting and marking

the worksheet as another way to assess students other than interacting and questioning

them.

In case of students that are more independent/GAT or have learnt the content prior to

come to the class, I have designed an extension sheet to further challenge and expand

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student’s cognitive processes as it does not entail standard procedural calculations. This

lies under 1.1 and 1.2 of the Australian Professional Standards for Teachers (aitsl, 2017).

Teachers must understand that every student in the classroom are not all on the same

level and that some student may be struggling or excelling in the topic. To support and

retain student engagement, work and teacher assistance must be catered accordingly to

each and every student in the class. Of the those who may finish the worksheet early may

also be taught how to tackle more difficult approaches.

Another alteration that I would include is based on the student/class level, slowing down

the pace of learning materials can be an option. Since the time in the lesson only has

50mins, splitting up the learning outcomes of interpreting timetables and

reading/interchanging 12-hour time with 24-hour time into two lessons. Management of

time and judgement of students learning speeds is important and teachers must be

adaptive to the class level.

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References

aitsl. (2017). Retrieved from Australian Professional Standards for Teachers:

https://www.aitsl.edu.au/teach/standards

Lewis, A., Huebner, E., Malone, P., & Valois, R. (2010). Life Satisfaction and Student Engagement

in Adolescents. Journal of Youth and Adolescence, 249-262.

Ludwigsen, D. (2017). Effective and efficient grading for assessing student learning. The Journal of

the Acoustical Society of America, 4019-4019.

Mutton, T., Hagger, H., & Burn, K. (2011). Learning to plan, planning to learn: the developing

expertise of beginning teachers. Teachers and Teaching, 399-416.

Reeves, J., & Mare, L. (2017). Supporting Teachers in Relational Pedagogy and Social Emotional

Education: A Qualitative Exploration. International Journal of Emotional Education, 85-98.

Robinson, C. (2012). Student Engagement. Journal of Applied Research in Higher Education, 94-

108.

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Learning Profile Weblink:

https://jimmyhuynhlf.weebly.com

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