Professional Documents
Culture Documents
Contents
1. Original Lesson Plan
4. Academic Justification
5. References
1
Original Lesson Plan
Time Activities e5
LESSON SUMMARY
This lesson will commence with an introduction to possible factors likely to impact
the Australian economy over the next 10 years. The teacher will provide some
examples for the students to stimulate ideas and discussion. The students will then be
required to compile a collage of articles and/or images relating to one or more of these
factors and explain their choices to the rest of the class. A think-pair-share exercise
regarding the pros and cons of outsourcing and/or globalising a business will follow
to give students an opportunity to showcase their understanding and current level of
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knowledge. An individual, interactive assessment will conclude the lesson. This will
be an opportunity to track the progress of students up until this point of the unit in a
fun, competitive manner.
BODY
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and/or images. In particular, they are to explain what they current level of
think the impact is on the Australian economy. Once the understanding
presentation is concluded, groups are required to stick their Assists students to
poster to the wall for display and will be referred to at the end represent their ideas
of the class for the reflection.
Think-pair-share activity
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At the commencement of the next lesson re-cap this lesson by
going through ALL the answers to the questions included in
the Who Wants to be a Millionaire assessment. This is a
chance for students to self-assess and for teacher to provide
detailed answers to each question and respond to any student
queries.
Formative Assessment:
- Student participation in discussion and activities
- Student participation in Who Wants to be a
Millionaire assessment
Summative Assessment:
- Student Reflection
HOMEWORK
Students to listen to the attached file. It is an example of how a
retired AFL footballer started a business, took it overseas and
is now highly successful.
https://audioboom.com/boos/3161056-craig-ellis-and-his-b
ooming-bikini-business.
URL:
https://www.tes.com/teaching-resource/economics-and-science-unit-everybody-n
eeds-good-neighbours-don-t-they-11154939
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Lesson plan Analysis
102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template
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.
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5 students, however, teachers should be aware that students could be distracted from the
task.
4.2 Manage classroom activities
1–2–3–4– Comments: classroom activities are well organized and clearly instructions are given
5 to students.
4.3 Manage challenging behaviour
1–2–3–4– Comments: No mention of challenging behaviour.
5
4.4 Maintain student safety
1–2–3–4– Comments: safety issue is not involved in the lesson plan. Although classroom
5 activities do not involved risky behaviour, instruction of appropriate use of ICT
should still be given to students
4.5 Use ICT safely, responsibly and ethically
1–2–3–4– Comments: Not mention how to use ICT appropriately and safely.
5
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4– Comments: A variety of formative and summative assessments are included in the
5 lesson plan.
5.2 Provide feedback to students on their learning
1–2–3–4– Comments: Feedback is given in brief to the whole class by asking questions&
5 suggestions.
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: Lesson content and class activities/tasks are closely related to the key
5 concept.
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: Students are given opportunities to demonstrate their understanding of the
5 main ideas of the key concepts. Students are engaged in activities that require them to
apply knowledge and explanations.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: Students are encouraged to give own ideas of the topic and group
5 discussion also encourages different perspectives, however, social construction of
knowledge is not focused in the lesson.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: Students are engaged to think in relation to key ideas. Students are
5 encourage to think via group activities and pair work.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Outsourcing, globalisation, political instability, foreign investment and
5 etc. are examples of metalanguage, but more time needs to be given to teacher to
explain the definition.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: Interaction between teachers and students mentioned once in the lesson
5 plan. Students work independently most of the time.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Clearly explanation and instruction were given to students; however,
5 expectation for group presentation could have been stated in the lesson plan.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: Students are fully engaged in different activities.
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5
2.3 High expectations
1 – 2 – 3 – 4 – Comments: No explicit expectation mentioned in the lesson plan for promoting
5 students learning.
2.4 Social support
1 – 2 – 3 – 4 – Comments: Paired and group work is listed in the lesson. It possibly implied respect
5 for and acceptance of other students.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: Issue related to students’ behaviour is not mentioned in the lesson plan.
5 Presumbly, students are self-disciplined.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: Students are given control over the topics they are going to present and
5 how they are going to produce their collage
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Class activity “Who wants to be a Millionaire” includes questions relate to
5 each of the topics covered during the unit. Being able to play the game builds up on
prior knowledge.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: Lesson plan includes Indigenous Australia and Asian region.
5
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: Cross-curricular is not mentioned in the lesson plan.
5
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: All students are involved in class activities. However, not mentioned of
5 specific group of students.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Students are required to stick posters on the wall for display. This is kind
5 of connection between learning and outside world.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: Instead of simply explaining, more narrative techniques could be used
5 when introducing Australian economy prospective and the difference between
globalising and outsourcing.
Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
1) 1.4 Strategies for teaching Aboriginal and Torres 2) 4.5 Use ICT safely, responsibly and ethically
Strait Islander students
QT model
1) 1.6 knowledge integration 2) 3.6 Narrative
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Modified Lesson Plan
Topic area: Stage of Learner: Stage 6 Syllabus Pages: P11-12
Economics
Date: 10/05/2017 Location Booked: Lesson Number: 4/4
Computer Lab
Time: 60 minutes Total Number of students Printing/preparation
24 Homework sheet for review
Access to internet for video clips
Projector
24 Computers/laptops
Game “Who wants to be a Millionaire” Link
Question sheet for assessment
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Aboriginal and Torres Strait Islander influence on Australian The students are required to compile a collage of articles and/or
economy images relating to one or more of these factors and explain their
Ethics & moral (relevant to content: business outsourcing) choices to the rest of the class.
General capability Students are required to complete a game “Who wants to be a
ICT – Youtube clip, use of computer/laptop Millionaire” – prior knowledge required.
Critical thinking ability- own life experience, discussion on Students are required to complete a question sheet at the end of the
advantages and disadvantages of “outsourcing” class – examine their understanding of today’s lesson.
Presentation skills
Literacy skills – answering the question sheet
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economy for the next 10 years. https://www.youtube.com/watch?v=nFiuMlzL4IY
Then students will be asked to recall the issues
from the video. Repeat what students should focus on.
Students will watch another video clip from Student: take a pen and a piece of paper and get ready to
Youtube that shows how Indigenous watch the video clip.
Australians contribute into Australian economy
and how their participation influence Australian Resources: Youtube set up on Screen and the clip is ready to
economy. Students will be asked to discuss the watch
relationship between indigenous contribution
and Australian economy.
Encourage inclusive teaching
15 Outsourcing VS Globalising Teacher: Set up the projector to present or write the Student
mins Teacher to provide students with a definition of definition of outsourcing on the whiteboard.
outsourcing (display on projector or write this Engage all students to speak about their experiences. Guide
on the whiteboard) students to a debate
Teacher shares current stories/own experience Student: write the definition of outsource down, share their
regarding to the concept. experience, list advantages/disadvantages of outsourcing,
Ask students to think of examples of debate with the other group and engage in whole class
outsourcing or globalising from what they have discussion.
heard from parents or read from
internet/newspaper. Allow students to connect Resources: projector/ whiteboard, market pens, papers.
what they have leant to the real world.
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After the debate, teacher discusses with whole
class, reinforce the key points.
10 Teacher: set up the game, give link to the game to students, Student
mins Who Wants to be a Millionaire?
Link:
Teacher read through the game rules and
https://www.superteachertools.net/millionaire/online/gam
announce the expectation e1444788482.php
Each student to attempt this activity on a Teacher repeats the game instruction, circulates the room,
computer/laptop. Questions relate to each of the encourages students and provides assistance if necessary.
topics covered during the unit up until this Scaffolds students who are less capable. After the game,
point. The intention is to ascertain the students’ teacher announces the winner and gives clap to the whole
level of knowledge thus far. The interactive class.
nature is intended to be engaging, while making
it competitive (whoever gets the highest Students: play the game
amount) generates greater interest amongst the
students. Resources: laptop/computer, link to the game
Concl Wrap up & reflection Teacher: hand out the question sheet student
usion
Students are required to complete a question Student: complete the question sheet
5 sheet
mins a) Why business outsource? Resources: question sheet
b) What are some of the ethical issues?
c) What are the driven-factors of Australian
economy for the next decade?
d) Write down one take home message from
today’s lesson
e) What is the part interested you the most?
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Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
When preparing this lesson, I had to think how to develop a teaching strategy
that reach out to all students who come from different culture background. To
understand that visual presentation helps Indigenous students to learn better gave me
the idea of using video clips to introduce curriculum content. Moreover, as the
students how Indigenous Australians participate and contribute to the society and also
Moreover, I think some terms of economics can be very abstract, it means some
of the students may have difficulties in understanding. I think if I can link these
abstractions to real world experiences and to their knowledge in other subjects, it may
help students to better understand the content and ultimately to grasp them. Apart
integrate the lesson content to another relevant subject, which is Aboriginal studies in
this case, so that students can have a broader picture of what they are learning.
deeper understanding of the Australian Professional Standards for Teachers and the
NSW quality teaching model. It also helps me to think more of what and how I should
take into consideration when I am preparing a lesson plan for my practice in the
future.
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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?
I think the risk of this lesson might be culture and economic conflicts between students. Since
classroom environment is quite diverse, it is possibly that students come from different culture
background (e.g. Asia, Indigenous Australians, etc.) and socioeconomic class, so when talk about
Australian economy, which includes terms such as income, unemployment rate, relationship between
Australia and other Asian regions, so students can be sensitive to it. Therefore, teachers need to be
aware, be thoughtful to use appropriate examples and languages.
Academic Justification
According to Australian professional standards for teachers (AITSL, 2011) and
NSW quality teaching model (Gore, 2007), the following four modifications will be
modifications.
Standard 1.4 in AITSL was not achieved in the original lesson plan; however it
can be addressed by adding a video clip that shows the impact of indigenous
background and perspectives into the classroom and such a culturally responsive
Strait students to see themselves, their cultures, their histories and communities
reflected in classroom (Shipp, 2013 and Biddle, 2010). Using video as a visual tool
helps teachers to develop effective teaching and learning strategies which promotes
Aboriginal and Strait Islander students. Ryan (1992) describes aboriginal students as
holistic learners, which means they perceive world as a whole instead of breaking the
whole into pieces. In other words, their learning approach is more visual (Rasmussen,
Baydala and Sherman, 2004). By showing them video clip, teachers are reaching out
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Standard 2.6 (Use of ICT) is achieved in the lesson, however, Standard 4.5(Use
internet safely, responsibly and ethically) is not utilized in the origin lesson plan.
Since students are given lots of power to use computer and access to the internet. It is
ethical use of ICT in this lesson. In other words, when preparing for lessons, teachers
need to be aware of not to put students at risk, and should instruct students effective
the lesson plan- reading through school policy regards use of ICT, to emphasis the
key terms and to remind students to be aware of potential risks. Although this lesson
reinforced.
NSW quality teaching model 1.6 Knowledge Integration suggests that students
are more likely to develop deep understanding of they are studying if teachers help
and between subjects (Gore, 2007). Therefore, in order to achieve high quality
learning outcomes, it is important for teachers to help students connect new learning
to the world beyond the classroom, and to integrate knowledge within and across
subject boundaries (Killen, 2007, p27). In this lesson plan, this goal can be achieved
by integrate multiple learning areas in the school curriculum. The content of the video
able to analyze Aboriginal and other indigenous people’s cultural, political, social and
economic life (Board of Studies NSW, 2010). Moreover, ask students to think
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critically about ethical issues of outsourcing encourage students to relate curriculum
content to the real world. Instead of limiting student’s learning into a single subject,
what I did was to provide student a broader picture of what they are learning so that
NSW quality teaching 3.6 Narrative suggests story telling as a high quality
teaching strategy. Gooblar (2015)states that stories can effectively draw students’
attention into a subject and make them to be active learners. Sherrelle Walker (2012)
and Cumming (2007) also emphasises that spending time on storytelling during lesson
planning and actual classroom time establishes a highly engaging, creative, and truly,
dynamically learning experience. In the original lesson plan, the way teacher gave
explanation and examples of key terms seems to be brief and monotonous. In order to
guide students to be more active and engaging, I chose to use story telling teaching
strategy. There are many forms of narrative such as short story, drama, poetry, image
and so on. The reason why I chose storytelling was because as teacher is telling their
own experience, students are encouraged to relate their own stories, which help grow
The four modifications above were made to achieve high quality of teaching and
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Reference List
Australian Institute for Teaching and School Leadership (2011). Retrieved from
http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professio
nal_standard_for_teachers_final.pdf
for Indigenous children and young people (Resource sheet No. 33). Retrieved
from
http://www.aihw.gov.au/WorkArea/DownloadAsset.aspx?id=60129548208
http://caepr.anu.edu.au/Publications/WP/2010WP67.php
Learning, and Research. In R. Maclean (Ed.), Learning and Teaching for the
https://link.springer.com/chapter/10.1007%2F978-1-4020-5773-1_2#page-4
Gooblar, D. (2015, July 29). Narrative in the classroom. Vitae. Retrieved from
https://chroniclevitae.com/news/1078-narrative-in-the-classroom
higher levels of quality teaching. In Butcher, J., &, McDonald, L (Eds.), Making
Killen, R. (Ed.). (2007). Effective teaching strategies Lessons from research and
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NSW Board of Studies. (2010). Aboriginal Studies Stage 6 Syllabus. Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/aboriginal-studie
s-st6-syl-from2012.pdf
Rasmussen, C., Sherman, J., & Baydala, L. (2004). Learning patterns and education
Ryan, J. (2009). Aboriginal learning styles: A critical review. Language, Culture and
http://www.tandfonline.com/doi/abs/10.1080/07908319209525124
Shipp, C. (2013). Bringing Aboriginal and Torres Strait Islander perspectives into the
classroom: Why and how. Literacy Learning: the Middle Year, 21(3), 24-29.
Sherrelle Walker, M.A. (2012, June 14). Using stories to teach: How Narrative
http://www.scilearn.com/blog/using-stories-to-teach
Sang-Keun, S. (2015). Teaching critical, ethical and safe use of ICT in pre-service
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Learning Portfolio Web Link
http://mikazhou.weebly.com
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