Designing Teaching & Learning

Assignment 2
Teaching Standards

Kate Pozoglou
17461346

Part A
Focus area 1-Standard 3.4 Select and use resources: The lesson plan implements several
highly engaging resources to support student learning. The use of YouTube videos including
an NRL grand final video and a world cup penalty shoot-out to introduce the lesson will draw
the interest of students and encourage thinking about the purpose of the lesson. The videos
are both quite short and provide an exciting atmosphere for the beginning of the lesson to get
students ready for the concepts to be discussed. Further into the lesson plan students are also
asked to use a device to conduct their own collaborative research on an athlete, and then
evaluate another groups source through its reliability/validity.
Focus area 2- Standard 4.1 Support student participation: Inclusivity is highlighted
throughout the lesson plan with the teacher making a specific note that students who do not
have devices will be grouped with those that do and hard-copy handouts will be available for
these students of the online comparative study that is included at the end of the lessoninvariably catering for low SES students. Both group work and class discussions are used in
the lesson to encourage student involvement and allows students to collaborate their ideas.
More quiet students would be able to voice ideas in their minor group research project and
more vocal students will utilize participation in class discussion.
Focus area 3- Standard 5.1 Assess student learning: The lesson plan incorporates
opportunities for informal assessment through the use of probing questions to gauge the level

of student understanding at all times of the lesson and the progression of this. A reflection is
also included at the end of the lesson as a more formal tool to assess the understanding of the
concepts covered within the lesson and to allow for the teacher to scaffold future lessons and
revision depending upon the level of understanding of syllabus areas covered. Both of these
types of assessment are formative but are able to contribute to future assessment tasks in
diagnostic and summative forms.
Focus area 4- Standard 6.4 Apply professional learning and improve student learning:
Professional learning is supported through scaffolding to promote higher order thinking
among students for continued professional learning and implications for improved student
learning. Students are encouraged to conduct assessment of each others sources and classify
whether the source is good/bad and why- asking them to delve into areas such as reliability
and validity. This takes the lesson beyond the basic syllabus concepts and encourages higher
order thinking and evaluation of sources which enhances learning and allows for
incorporation of evaluation within other subjects and when doing assessments.
Part B
Section 1
Students present in the classroom with a broad diversity of learning needs, backgrounds,
socioeconomic status and understanding. Therefore, teachers must be responsive and cater to
the needs of this broad range of student needs through responsive pedagogies. One of the key
aspects highlighted throughout the lesson plan is the need to cater to students of a low
socioeconomic status background. Specifically highlighted through standard 4.1 through the
support of student participation, the teacher ensures that the needs of students of all SES
backgrounds are able to met as no student will be left out through lack of resources. A few of
the activities in the lesson plan require the use of devices and Internet access which may
hinder students who do not own or have access to a device. If low SES students do not have a
device available to them, the teacher has highlighted that hard copies of each of the tasks will
be made available and ensure that the students who do not have Internet access will be
grouped with students that do to encourage collaboration and ensure equity within the
classroom. This is a simple way to cater to low SES students to ensure that they are not put at
a disadvantage when completing activities for the lesson and can be easily implemented into
all areas of the curriculum.

Teachers need a broad understanding of the needs of a whole range of diverse groups that can
be encountered within the classroom which is both a strength and a great challenge (Marsh,
Clarke & Pittaway, 2016). The motivational framework for culturally responsive teaching
outlines the goal of creating learning experiences which are relevant and allows learners to
maintain their integrity as they succeed in their education through four areas: establishing
inclusion, developing attitude, enhancing meaning and engendering competence (Ginsberg &
Wlodkowski, 2009). The focus area of standard 5.1 of assessing student learning which uses a
less formal and more inclusive style of assessment of student learning caters to a range of
students that more formal assessments such as exams may not. The teacher is taking an
informal and more formative approach to the learning of the students and assessment in order
to assess the understanding of the concept being covered throughout the lesson and be able to
know which students may need extra assistance, more revision etc and then be able to cater to
these in future lessons. Students are effectively engaged in motivated learning and meaning is
created through continuous scaffolding and questioning, a mini research project and group
work as well as individual participation.
Pedagogy that responds to the needs of Indigenous students needs to be empowering and
involve engaging material that will appeal to the students to encourage their attention and
involvement (Castagno & Bragboy, 2008). The implementation of resources in standard 3.4
seen in the lesson plan through the use of two short YouTube videos including the NRL grand
final video of Greg Inglis scoring a try to win is highly engaging for indigenous students. An
indigenous icon, Greg Inglis is known for his dedication to the indigenous culture and he
often performs traditional Aboriginal movements as part of his try celebration routines. The
use of videos with indigenous heroes appeals highly to indigenous students and will highly
encourage their involvement in the lesson. The inclusion suggested above can also be seen
through standard 4.1 as discussed through the support of student participation. Once again,
the use of this YouTube video of the NRL grand final is ultimately an excellent way to engage
and encourage the inclusion and participation of indigenous students throughout this HPE
lesson and could even be supplemented or supported with other videos such as Cathy
Freeman to further include female indigenous students.
Furthermore, the lesson plan caters to the differentiated classroom, particularly when looking
at the multiple intelligences as suggested by Howard Gardner through the identification of
eight different types of intelligences. Although not explicitly highlighted throughout the
lesson plan, the activities that students participate in throughout the lesson cater to several

different types of intelligences and learning styles. Standard 4.1, 5.1 and 6.4 all reflect this
through the plan discussed, as the assessment conducted and the support and improvement of
student learning throughout the discussion of the plan reflect this idea. The use of several
different types of activities, such as watching videos, assessing other students work,
conducting research projects and reflections allow for the catering of verbal linguistic,
interpersonal, intrapersonal and some logical intelligence to cater to a range of diverse
student needs and intelligences through these activities.
Section 2
The feedback given by peers was helpful in reassuring the original assessment that was made
of the standards within the selected lesson plan within the graduate teacher area of the AITSL
standards. The feedback was positive and affirmed the thinking about the identification of the
standards and focus areas and explanations given. There were not many changes made to the
original analysis of the lesson plan and no changes were made to the selected standards and
focus areas as the feedback indicated that all of these were well chosen and backed up further
through discussion. As a whole, the feedback reinforced the areas selected that cater for low
SES and particularly ICT and use throughout the lesson plan along with catering for these
groups and incorporation of other options in case of lack of devices amongst low SES
students, schools etc. the feedback could have been more in depth through options to analyse
each individual standard used but more time would have been needed. However, the feedback
was useful to reinforce my own thinking and will assist in the future incorporation of
graduate standards when writing my own lesson plans.
References
Australian Institute for Teaching and School Leadership (2014) retrieved April 18, 2016,
from http://www.aitsl.edu.au
Castagno, A. & Brayboy, B. (2008). Culturally Responsive Schooling for Indigenous Youth:
A Review of the Literature. Review Of Educational Research, 78(4), 941-993.
http://dx.doi.org/10.3102/0034654308323036
Ginsberg, M., & Wlodkowski, R. (2009). Diversity and Motivation: Culturally Responsive
Teaching in College. San Francisco: Joseey-Bass.
Marsh, C., Clarke, M., & Pittaway, S. (2014) Marshs becoming a teacher (6th Ed.) Frenchs
Forest, Australia: Pearson Australia
Zahra, S. (2015). HPE Pre Lesson Plan. Western Sydney University, Australia.