Contents

Original Lesson Plan.....2

Adapted Lesson Plan.........3
Lesson Plan Analysis....6
Modified Lesson Plan...9
Academic Justification....14
References...16
Learning Portfolio Web Link..16

Original Lesson Plan: Gravity

Year 7 science
Australian curriculum Learning objectives

AC SSU1181 Earths gravity pulls objects towards the centre of the Earth.

1
1

Resources required

Gravity music video2 captioned on YouTube. (Duration: 4 minutes.)

What is gravity? video3 captioned on YouTube. (Duration: 1 minute.)

Physics suite101 website4

Lesson outcome: Students learn about the force of gravity and develop an understanding of its importance.
Lesson outline:
1.

Introduce lesson with gravity music video.

2.

Teacher asks students what key ideas they have learnt from the clip and collates these on the board as
a reminder.

3.

Students break into small groups and work on the following key words: mass, energy, attractive
force, gravitational force, proportional. Students collate meanings and write a mini script to be
presented to class the goal being a simple definition of the terms.

4.

Teacher collates definitions on IWB or board and class discuss definitions until they come to a
consensus of meaning.

5.

Show second clip to students for reinforcement of key concept. Ensure that you stop that clip at the
1:04 mark so as to not confuse them with information about energy and photons.

6.

Facilitate class discussion based on clarifying your students understandings of gravity. Play second
clip again and pause frequently check student level of understanding (this is a fast moving clip).

7.

Explain that you can demonstrate the force of gravity right in the classroom. Work through a series
of gravity-focused demonstrations which involve the students. Example demonstrations can be found
at Physics suite101.

8.

After each demonstration, ensure that students have understood the key concept and are able to write
a short explanation of what happened and the significance of gravity in the demonstration.

Homework/extension
Students design their own experiment which demonstrates the force of gravity.
Opportunity for further activity
Students could develop a presentation which explains the force of gravity to their peers or to a younger year
at the school. A requirement of this presentation would be to include multiple interesting demonstrations.

2
3
4
2

Adapted Lesson Plan

Topic area: GRAVITY

Stage of Learner: 4

Syllabus Pages:

Date:

Location Booked:

Lesson Number:

Time:

Total Number of students:

Printing/preparation

Outcomes

Assessment

AC SSU1185 Earths
gravity pulls objects
towards the centre of
the Earth.

Students design
their own
experiment which
demonstrates the
force of gravity.

Cross Curriculum themes & General capabilities

Students learn about

Students learn about
the force of gravity
and develop an
understanding of its
importance.

Students learn to

Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important,
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that
requires active construction and requires students to engage in higher-order thinking and
to communicate substantively about what they are learning.
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance
This refers to pedagogy that helps make learning more meaningful and important to
students. Such pedagogy draws clear connections with students prior knowledge and
identities, with contexts outside of the classroom, and with multiple ways of knowing all
cultural perspective.

1.1 Deep knowledge

1.2 Deep understanding
1.3 Problematic
knowledge

1.4 Higher-order thinking

1.5 Metalanguage
1.6 Substantive
communication

2.1 Explicit quality

criteria
2.2 Engagement
2.3 High Expectations

2.4 Social Support

2.5 Students self regulation
2.6 Student direction

3.1 Background
knowledge
3.2 Cultural knowledge
3.3 Knowledge
integration

3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How are the quality teaching elements you have identified achieved within the lesson?
Teaching
element

Indicators of presence in the lesson

5
3

Time
Intro

Teaching and learning

actions

Organisation

Centred
T/S
Teacher:

Introduce lesson with gravity music video.

Student:
Resources:
Body

Teacher asks students what key ideas they have learnt from the clip
and collates these on the board as a reminder.

Teacher:
Student:
Resources:

Students break into small groups and work on the following key
words: mass, energy, attractive force, gravitational force,
proportional. Students collate meanings and write a mini script to be
presented to class the goal being a simple definition of the terms.

Teacher:

Teacher collates definitions on IWB or board and class discuss

definitions until they come to a consensus of meaning.

Teacher:

Show second clip to students for reinforcement of key concept.

Ensure that you stop that clip at the 1:04 mark so as to not confuse
them with information about energy and photons.

Teacher:

Facilitate class discussion based on clarifying your students

understandings of gravity. Play second clip again and pause
frequently check student level of understanding (this is a fast moving
clip).

Conclusion

Student:
Resources:

Student:
Resources:

Student:
Resources:
Teacher:
Student:
Resources:

Explain that you can demonstrate the force of gravity right in the
classroom. Work through a series of gravity-focused demonstrations
which involve the students. Example demonstrations can be found at
Physics suite101. After each demonstration, ensure that students
have understood the key concept and are able to write a short
explanation of what happened and the significance of gravity in the
demonstration.

Teacher:

As homework: Students design their own experiment which

demonstrates the force of gravity.

Teacher:

Student:
Resources:

Student:
Resources:

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome

Method of measurement and recording

Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.
Graduate
Standards

Evidence within this lesson

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?

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this space.
Resources Attached:

Gravity music video6 captioned on YouTube. (Duration: 4 minutes.)

What is gravity? video7 captioned on YouTube. (Duration: 1 minute.)

Physics suite101 website8

6
7
8
5

102086 Designing Teaching & Learning 2H 2016

Assignment 2: APST and QT Analysis Template
Student name: Emily Hodge
Student ID: 17479921
Section 1: Australian Professional Standards for Teachers
Evaluate the adapted 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 a rating scale. You can ignore the
other standards for this assignment. However, this does not mean the other standards are irrelevant to lesson planning and
evaluation more generally.
Standard
1 Know
students and
how they
learn

2 Know the
content and
how to teach
it

3 Plan for an
implement
effective
teaching and
learning

4 Create and
maintain
supportive
and safe
learning
environments

5 Assess,
provide
feedback and
report on
student

Evaluation score
Comments incl. evidence for evaluation score (2
1 (poor) 5 (excellent) sentences maximum)
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic,
Not mentioned
12345
cultural, religious and socioeconomic
NA
backgrounds
12345
1.4 Strategies for teaching Aboriginal
Not mentioned
and Torres Strait Islander students
NA
1.5 Differentiate teaching to meet the
Use of group work and visual media may assist
12345
specific learning needs of students
specific learning needs, however specific learning
NA
across the full range of abilities
needs are not addressed.
12345
1.6 Strategies to support full
Not mentioned
participation of students with disability
NA
2.1 Content and teaching strategies of the teaching area
12345
2.2 Content selection and organisation
Relevant content with group work to assist teacher
NA
with a large class number
12345
2.3 Curriculum, assessment and
Clear understanding of how content relates to
reporting
NA
curriculum
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and
non-Indigenous Australians
2.5 Literacy and numeracy strategies
12345
2.6 Information and Communication
Use of video media is the only technology used
Technology (ICT)
NA
3.1 Establish challenging learning goals 1 2 3 4 5
Requires students to design their own experiment to
NA
demonstrate gravity, high expectations on learning
goals
12345
3.2 Plan, structure and sequence
Logical sequence of lesson activities
learning programs
NA
12345
3.3 Use teaching strategies
Different learning methods are used throughout the
NA
lesson however lesson is based strongly on visual
aids which may disadvantage some students
12345
3.4 Select and use resources
Appropriate selection of video, although not many
NA
resources are required in this lesson
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
12345
4.1 Support student participation
Encourages students to work as part of a group,
NA
allowing collaboration and sharing of ideas.
12345
4.2 Manage classroom activities
Not addressed
NA
12345
4.3 Manage challenging behaviour
Not addressed
NA
12345
4.4 Maintain student safety
Not addressed
NA
12345
4.5 Use ICT safely, responsibly and
Technology is used but no mention of safety in the
ethically
NA
lesson plan
5.1 Assess student learning

12345
NA

5.2 Provide feedback to students on

12345

Students are assessed by creating their own

demonstration of gravity and in class by providing
summaries of the importance of gravity in relation to
the demonstration
Feedback provided during lesson through group

learning

NA
their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement

6 Engage in
professional
learning

6.1 Identify and plan professional learning needs

7 Engage
professionally
with
colleagues,
parents/carers
and the
community

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

presentations and group discussions

6.2 Engage in professional learning and improve practice

6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning

7.3 Engage with the parents/carers

7.4 Engage with professional teaching networks and broader communities

Section 2: NSW Quality Teaching Model

Evaluate the adapted lesson plan according to the following NSW Quality Teaching model elements. If you mark an element as
NA (not applicable) please justify in your comments.
Dimension

Element

Intellectual
quality

Deep knowledge

Quality
learning
environment

Code
(refer to QT
model
documentation
for criteria for
each number)
12345
NA

Deep understanding

12345
NA

Problematic knowledge

12345
NA

Higher-order thinking

12345
NA

Metalanguage

12345
NA

Substantive communication

1
NA
1
NA
1
NA
1
NA

Explicit quality criteria

Engagement
High expectations

Social support
Students self-regulation

Student direction

2345
2345
2345
2345

12345
NA
12345
NA
12345
NA
7

Comments incl. evidence for code (2

sentences maximum)

Knowledge is deep, lesson if focused on

particular key concepts and learning goals
throughout the lesson
Requires students to demonstrate their
understanding thoroughly throughout the
lesson
Most knowledge is seen as fact and not open
to interpretation, however since the topic is
based on the science of gravity, this is
expected
Lesson mainly involves the repetition of
information and little higher order thinking
except when asked to design their own
experiment
Frequent use of metalanguage to define to
theory of gravity and in gravity
demonstrations. Not explicitly stated but
implied
High levels of communication and
collaboration is seen throughout the lesson
Criteria is not made clear throughout the
lesson plan
Activities promote high engagement and
group collaboration
Most work requires simple repetition of
material rather than challenging work.
Challenging work is only seen in the
assessment; creating their own experiment
Group collaboration encourages positive
support
Students are asked to self-regulate in the
design portion of the assessment. During the
lesson however this is unclear. Implied
expectation of positive behaviour
No evidence of students decision or
direction except in the design portion of the

Significance

Background knowledge
Cultural knowledge

12345
NA
12345
NA

Knowledge integration

12345
NA

Inclusivity

12345
NA
12345
NA

Connectedness
Narrative

12345
NA

assessment
Not addressed however certain aspects of
background knowledge should be present
No mention of any cultural aspects, could be
modified for the inclusion of Aboriginal and
Torres Strait Islander students also
Subject is not connected to any other
subjects or units during the lesson, restricted
to the subject area
High inclusivity is encouraged through
group collaboration
Real life examples of gravity i.e.
demonstrations are given to connect this
lesson to real life outside of the classroom
Narrative is not used during this lesson

Modified Lesson Plan

Topic area: GRAVITY

Stage of Learner: 4

Syllabus Pages: 107

Date: 30/9/16

Location Booked: N/A

Lesson Number: 2 /10

Time: 60 minutes

Total Number of students: 30

Printing/preparation: N/A

Outcomes

Assessment

AC SSU118

Students design
their own
experiment which
demonstrates the
force of gravity.
This is shown in
a short
PowerPoint
presentation to
the class in the
following lesson

Cross Curriculum themes & General

capabilities
No cross curriculum themes or general
capabilities are specified for this learning
outcome within the syllabus
Related life skills outcomes: SCLS-10PW, SCLS11PW, SCLS-12PW

Students learn about

describes the action of
unbalanced forces in
everyday situations
(SC4-10PW)
discusses how
scientific
understanding and
technological
developments have
contributed to finding
solutions to problems
involving energy
transfers and
transformations (SC411PW)

Students learn to
identify that the Earth's
gravity pulls objects
towards the centre of
the Earth

Explicit subject specific concepts and skills

No subject specific concepts or skills have been
specified for this learning outcome within the
syllabus

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important,
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that
requires active construction and requires students to engage in higher-order thinking and
to communicate substantively about what they are learning.
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance
This refers to pedagogy that helps make learning more meaningful and important to
students. Such pedagogy draws clear connections with students prior knowledge and
identities, with contexts outside of the classroom, and with multiple ways of knowing all
cultural perspective.

1.1 Deep knowledge

1.2 Deep understanding
1.3 Problematic
knowledge

1.4 Higher-order thinking

1.5 Metalanguage
1.6 Substantive
communication

2.1 Explicit quality

criteria
2.2 Engagement
2.3 High Expectations

2.4 Social Support

2.5 Students self-regulation
2.6 Student direction

3.1 Background
knowledge
3.2 Cultural knowledge
3.3 Knowledge
integration

3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How are the quality teaching elements you have identified achieved within the lesson?
Teaching
element

Indicators of presence in the lesson

10

Time
Intro
5 minutes

Body
10 minutes

10 minutes

5 minutes

1 minute

15 minutes

15 minutes

Teaching and learning

actions

Organisation

Mark roll
Introduce lesson with gravity music video.
Students with devices requiring cables or chargers should be
moved to the outer regions of the room to avoid trip hazards
during the lesson.
Teacher asks students what key ideas they have learnt from
the clip and collates these on the board as a reminder.
Teacher asks students to use iPad/laptops to research the
meaning of gravity and research a simple example of a
situation that involves gravity (e.g. An apple falling from a
tree), get students to each come up with a different scenario
and share with the class.
Give students the option to break into small groups or work
individually on the following key words: mass, energy,
attractive force, gravitational force, proportional. Students
collate meanings and write a mini script to be presented to
class the goal being a simple definition of the terms.
Students should use iPad/laptops to check their definitions
and understandings of these words.
For students that complete this task efficiently, give
additional definitions to research in preparation for future
lessons. Allow students that are finished this task to pair up
with students that may struggle with defining these terms.
Ask students to discuss how society may have viewed the
idea of gravity before it was formally recognised and what
peoples understanding of the term gravity may have been at
the time before it was known formally as gravity.
Teacher collates definitions on IWB or board and class
discuss definitions until they come to a consensus of
meaning. Ask students to give real life examples of these
terms and to locate pictures or visual aids to demonstrate
these terms to assist students who learn better with visual
methods or oral explanation opposed to written definitions.

Show second clip to students for reinforcement of key

concept. Ensure that you stop that clip at the 1:04 mark so as
to not confuse them with information about energy and
photons. Ask students if they have any questions about the
clip or if you need to clarify any concepts.
Facilitate class discussion based on clarifying your students
understandings of gravity. Play second clip again and pause
frequently check student level of understanding (this is a fast
moving clip). Students should also have access to this clip on
their devices to allow them to pause on sections they do not
understand. This allows student who may be struggling with
the concepts presented in the video and allows them to revisit
in at their own pace. Discuss with students the differing
opinions at the time gravity was theorised. Discuss the
opposition the idea held in society and the differing opinions
and perspectives held by members of society at the time.
11

Explain that you can demonstrate the force of gravity right in

the classroom. Work through a series of gravity-focused
demonstrations which involve the students. After each

Centred
T/S
Teacher: mark roll and
load gravity music video
Student: take out
books/pens and devices
Resources: roll, music
video, iPad/laptop

Teacher

Teacher: collates
suggestions on IWB

Student

Student: makes
suggestions about key
ideas, suggests scenarios
involving the concept of
gravity
Resources: IWB,
Laptops/Ipads
Teacher: informally assess
and discuss ideas with
students as they work in
their group

Student

Student: use notebooks

and pens to write
definitions, use devices to
check their understanding
Resources: notebooks,
pens, iPad/laptops

Teacher: write students

definitions and examples
on IWB

Students

Student: participate in
discussion, locate
examples and pictures to
demonstrate gravity
Resources: IWB,
iPad/laptops
Teacher: load and play
video, ask for questions

Teacher

Student: watches video

Resources: What is
gravity? video
Teacher: facilitate
discussion, play second
video, discuss previously
held opinions on gravity

Student

Student: discusses clip and

previous opinions on
gravity and the
perspective of society at
the time
Resources: what is
gravity? video

Teacher: hold brief

demonstrations of gravity
Student: create and enact
own demonstrations or

Teacher
Student

Legend:
General changes to benefit lesson and/or organisation
APST standard 2.6 information and communications technology
APST standard 1.5 differentiate teaching
QT Standard 1.3 problematic knowledge
QT standard 2.6 student direction
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In the preparation and modification of this lesson I have learnt that it is important to incorporate many
teaching styles and methods in order to assist students in their learning. I have also learnt that preparation
and organisation are highly important aspects of teaching. It is critical to ensure all students are able to
understand and interpret the information you provide for them. For some this may mean modifying your
teaching methods or altering a pre-existing plan in order to cater for certain student needs. A critical aspect
of teaching is being able to recognise differing needs of students. While some may learn more effectively
through visual aids and representations such as videos, pictures or demonstrations, others may learn more
successfully through written instruction. It is also important to recognise that in modern classrooms
technology is a pivotal factor and should be used and incorporating into lessons to aid student learning as
much as possible. Allowing student autonomy within the classroom can also provide increased student
engagement which increases their learning capacity. Additional adjustments were also made to greater
improve organisation within the lesson (Quality Teaching standard 2.2). The use of technology,
differentiated instruction for differing learning needs, student choice and presenting knowledge to students
as social construction and encouraging different opinions and perspectives are key tools teachers should
incorporate where possible to lesson planning. The modifications presented above reflect these aspects and
are based on theories gained of scientific research into education and student learning success.

How am I measuring the outcomes of this lesson?

Learning Outcome

AC SSU118

Method of measurement and recording

Informal assessment during the lesson to assess the students
understanding of the key concepts. Additional assessment of
understanding is provided in the homework and design of
their own experiment to demonstrate the knowledge they
have obtained from this lesson

12

Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.
Graduate
Standards

Evidence within this lesson

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?
No major health and safety concerns arise as a result of this lesson. Minor risks may include trip
hazards or falls during demonstrations. This can be minimised however by ensuring all students are
away from power cables and cords during demonstrations. In addition, during practical demonstrations,
ensure all desks are moved away and student have a large space to work in without the risk of
bumping/hitting/running into any chairs or desks.

References (In APA)

Gravity (Scientific Version of John Mayer's Gravity). (2016). YouTube. Retrieved 30 September 2016, from
https://www.youtube.com/watch?v=u7KpH9_I2Dw&feature=relmfu
Minute Physics: What is Gravity?. (2016). YouTube. Retrieved 30 September 2016, from
https://www.youtube.com/watch?v=p_o4aY7xkXg&cc=1
Resources Attached:

Gravity music video9 captioned on YouTube. (Duration: 4 minutes.)

What is gravity? video10 captioned on YouTube. (Duration: 1 minute.)

9
10
13

Academic Justification
The incorporation of technology into a classroom is an essential aspect of modern teaching. Not only should
students learn to effectively use technology to benefit their learning and education as well as potentially their
future career, but it also keeps students engaged and active in their classroom activities. Studies have shown
that technology in classrooms has provided effective assistance in engaging students and also greatly assists
students with special needs (Youl, 2011). I have made changes to the original lesson plan ("Gravity | Cap
that!", 2016) to incorporate the use of personal devices which allow students to gain access to technology
and also provides them with some aspect of autonomy in the classroom. This is an improvement to the APST
standard 2.6 (Information and communication technology). Previously, this lesson plan had only
incorporated the use of the interactive whiteboard. The use of this technology was only limited to playing
educational videos for the students to gain insight into the key concepts of the lesson. I have changed this
aspect of the lesson plan to allow students access to their own devices which in turn allows for students to
undertake additional research on the topic of gravity once they have completed the outlined lessons. It also
allows children who may be struggling with the concepts to stop, rewind and repeat the resource videos in
order to learn at a more manageable speed for them. I have also incorporated the use of technology and
software in the homework/assessment portion of their lesson which asks them to present their experiment in
the following lesson via power-point presentation. Incorporating technology into the classroom is pivotal as
technology will surely be a part of the students future career. It is also an extremely adaptable resource and
can assist students in all areas of learning (Cervenansk, 2013).
Upon analysis of the original lesson plan, it was determined that there was poor evidence relating to APST
standard 1.5 (differentiate teaching to meet the specific learning needs of students across the full range of
abilities). Differentiation within a classroom is important as it allows all students abilities to be recognised
and also allows teachers to better meet the needs of students. A study conducted on classroom differentiation
states that differentiation is pivotal to enhance the learning capacities of students (Geelan et al., 2015).
Because of this, I have made adaptations to the lesson plan to improve this aspect. The amendments made
allow students who are coping easily with the concepts within the lesson to research additional concepts in
preparation for following lessons. This prevents students from disengaging from the lesson due to under
stimulation. Changes also include the use of visual aids such a pictures to demonstrate the concept as well as
students being asked to provide real life examples of the concepts presented in order to aid students in
making a connection between what they are learning and their real lives. The incorporation of devices also
allows for differentiation as students can revisit material they may be struggling to understand at their own
pace. Additional group work activities and pairing of students allows those who feel better working in a
group to do so, and those struggling to be paired with a student that can assist their learning (peer assisted
learning).
14

Quality teaching standard 1.3 (problematic knowledge) was discussed poorly in the original lesson plan.
Particularly in science, knowledge can often be presented as fact and given little opportunity to be discussed
as socially constructed or open to interpretation. The dominant discourse surrounding science presents all
information as fact, which limits a students capacity to think about science and scientific theories as
something potentially open to interpretation and discussion. Allowing students to think of science as a social
construct has been seen in previous studies to increase student engagement and participation (Richard &
Bader, 2009). I have modified the lesson plan in order to provide students with the opportunity to view this
topic from multiple perspectives. By discussing with the class the topic of gravity and how this theory would
have been received by society at the time it was proposed, allows students to understand that even ideas
which we consider to be fact were once topics of great debate, discussion and open to interpretation. It is
important for students to understand that even in the field of science and knowledge deemed as fact, there
will still be opposition to ideas and perspectives.
The final aspect I have modified within this lesson relates to the Quality teaching standard 2.6 (Student
direction). Student direction is greatly important in maintaining student engagement within a classroom.
Self-Determination Theory states that autonomy and choice are essential for human growth and well-being,
inside the classroom this refers to a students capacity to have choice over what or how they learn (Xiang,
Gao, & McBride, 2011). This aspect was modified as the original lesson made little to no mention of
offering students choice in activity or pace of the lesson. This was adapted by offering students choices in
regards to how they perform their tasks. Rather than determining certain situations, I have modified the
lesson to allow students to research and choose situations which demonstrate gravity. I have also modified
this lesson to give students the option to work individually or within groups. This allows students who need
assistance to work within a team and also allows for those who prefer individual work to do so. I have also
incorporated student direction by allowing them to choose their own demonstration to show the class and
how they wish to do so. They are able to research gravity demonstrations and chose those which they find
engaging to perform during the class. Students are also given this autonomy when they are asked to design
an experiment of their own choosing for their homework/assessment.

References
15

Cervenansk, M. (2013). Need and importance of technology in education. Technologia Vzdelavania, 21(1),
1-2.
Geelan, D., Christie, P., Mills, M., Keddie, A., Renshaw, P., & Monk, S. (2015). Lessons from Alison: a
narrative study of differentiation in classroom teaching. International Journal Of Pedagogies And
Learning, 10(1), 13-23
Gravity | Cap that!. (2016). Capthat.com.au. Retrieved 16 September 2016, from
http://www.capthat.com.au/resources/gravity
Richard, V. & Bader, B. (2009). Re-presenting the social construction of science in light of the propositions
of Bruno Latour: For a renewal of the school conception of science in secondary schools. Science
Education, 94(4), 743-759
Xiang, P., Gao, Z., & McBride, R. (2011). Student Teachers' Use of Instructional Choice in Physical
Education. Research Quarterly For Exercise And Sport, 82(3), 482-490
Youl, D. (2011). Using technology in education support. Christian Teachers Journal, 19(1), 24 26

Learning Portfolio Web Link

www.emilyhodge.weebly.com

16