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Assignment 2: Lesson Plan Analysis, Revision & Justification

Chad Swift 17882167

Contents

Original Lesson Plan2

Lesson Plan Analysis..4

Modified Lesson Plan.10

Academic Justification..15

References.........18

Learning Portfolio Link..20

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Original Lesson Plan

The Power of the Pen A Writing Lesson for Creating Evocative Texts in Years 9/10

Summary of Lesson Plan:

The following is an interactive and engaging lesson aimed at developing a students ability to maximize the
evocative nature of their fictional texts. This is an introduction into the use of advanced literary and poetic devices
and the immediate responses they conjure in the minds of readers. Students will take away from this a thorough
understanding of the relationships our minds have with texts and the knowledge to incorporate these skills into
future written tasks.

Australian Curriculum Links: Year 9 English (Literature Creating Literature):

making language choices and choosing particular language devices to achieve intended effects, for example
building in a surprise or twist in the ending of a short story or final scene of a film (ACELT1638).

Lesson Plan Sequence:

If you are looking for a more thorough guide, Suggestions will be in the Notes section of the power point.

Introduction/warm up:

Please find the attached PowerPoint and open it to the first slide.
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Ask students to write down the name of a text which has had a large emotional impact on them (Sadness,
anger, happiness etc.)
Read through the slides until you reach slide 19, then stop the Powerpoint and distribute the worksheets.

Body:

Allow students to complete the worksheets (they will need access to the internet or a dictionary & thesaurus).

Conclusion:

Students pass the texts they wrote three seats to the right and write feedback on the sheet they receive.
Students collect their own text and review the feedback they received.

Assessment Ideas:
Writing a short text that demonstrates the students understanding of language choices, devices and
techniques.

Resources:

Students:

Exercise Books / writing utensils OR computer

Internet connection or dictionary & thesaurus

Teachers:

Smartboard / projector
Impactful Texts Writers Worksheet (DOCX)
The Power of the Pen Creating Impactful Texts PowerPoint (PPTX)
Printer
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Lesson Plan Analysis

102086 Designing Teaching & Learning 1H 2017

Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

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.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

12345 Comments: The activity invites students to draw upon their experiences with any text they
choose, and to write any kind of text or on any subject they choose. This allows for the
representation of a diverse range of life experiences and cultures, recognising the value of
diversity and personal experience - further specific provisions, such as the teaching content
itself drawing on diverse examples, could elevate this score.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

12345 Comments: There are no specific provisions for this point, yet there is ample opportunity to do
so by relating storytelling techniques in text to oral storytelling techniques, using indigenous
storytelling as a valuable example.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

12345 Comments: There are no specific provisions for this point, and moreover the activities are rigid
and fixed, making it difficult or impossible to adjust during the lesson for varying needs.

1.6 Strategies to support full participation of students with disability

12345 Comments: There are no specific provisions for this point, and also no contingencies or options
for students to learn if they have reading and/or writing disabilities. There are also no
considerations for students with social/behavioural disabilities who may have difficulty with the
peer interaction/feedback aspects.

2 Know the content and how to teach it

2.2 Content selection and organisation

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12345 Comments: Many of the literary devices, such as cacophony, are not as important in evocative
texts as others which are not mentioned, such as simile, and some of the devices, such as
litotes are explained in a clumsy manner in the slides. The description of literary devices also
does not explain what each device does, in terms of how it is evocative, nor does it provide
extensive examples.

2.3 Curriculum, assessment and reporting

12345 Comments: The lesson includes peer assessment, but no time allotted to informing students
how to give valuable feedback, and no specific teacher assessment provisions. There is also only
a single narrow curriculum link specified in this lesson, while writing tasks have the possibility
for covering many curriculum links at a time.

2.6 Information and Communication Technology (ICT)

12345 Comments: The lesson is centred around PowerPoint slides, and mentions the opportunity for
students to use a computer or other method of accessing a digital dictionary/thesaurus, but
that is the full extent of ICT integration. There are plenty of missed opportunities for students
to engage with ICT, for example: the teachers slides have example text passages with sections
highlighted to draw links, yet the text could be presented and students could themselves
highlight the sections using an interactive ICT approach.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals

12345 Comments: There are clearly described learning goals in the lesson, however they are relatively
basic and offer no real challenge.

3.2 Plan, structure and sequence learning programs

12345 Comments: The lesson has many flaws as identified previously, but it does have a coherent
structure that is relevant to learning. It could be improved in many ways identified above, but
most students will learn something in this lesson.

3.3 Use teaching strategies

12345 Comments: The majority of the lesson is a banking approach to teaching, with the teacher
presenting their slides and filling students with information, with some questions posed to
students. However, students get the chance to demonstrate their learning by creating texts and
making choices, this is just a product of the planned worksheet.

3.4 Select and use resources

12345 Comments: The lesson plan contains most of the resources necessary to complete the lesson.
However, while it specifies a need for a dictionary/thesaurus, it does not provision for that, so
if the school or students do not have hard copy supplies for the students, they need to access
these resources online. However, the lesson does not provide a specific web site to use, nor
provisions for electronic devices needed to access web sites.

4 Create and maintain supportive and safe learning environments

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4.1 Support student participation

12345 Comments: The lesson starts with student involvement in thinking of a text that has evoked
something in them, then relegates them to a largely observatory role during the slides, before
allowing them to participate again in the completion of worksheets. However, there is some
room during the slides for students to ask questions or offer ideas.

4.2 Manage classroom activities

12345 Comments: The lesson plan contains a coherent structure and process, and there are a variety
of activities for students to engage in. The directions are clear as well. The only shortcoming is
that students may disengage during the teachers presentation of the slides, as they are not
particularly innovative or engaging.

4.3 Manage challenging behaviour

12345 Comments: While there are no provisions for this in the lesson plan, the details of the plan leave
the teacher plenty of time and capacity to manage classroom behaviour during the lesson.
Additionally, even if students disengage or misbehave during the class, the final activity
worksheet is something that students can still attempt even if they missed much of the content
of the class.

4.4 Maintain student safety

12345 Comments: In this specific lesson, the feedback section creates a unique risk factor to students
social/emotional wellbeing, as students suffering bullying or social rejection could be worse off
depending on who is giving them feedback. There are also no guidelines or instructions for
feedback to prevent students writing irrelevant, harmful, or offensive comments.

4.5 Use ICT safely, responsibly and ethically

12345 Comments: The teachers use of ICT is appropriate, although their example text passages do not
cite a source (even if its just the teacher themselves), so students may get the wrong idea and
forget the need to give proper credit in these cases. The lesson plan suggests students access
the internet to use dictionaries/thesauruses, yet has no mention of how they do this or
concerns of safe use of ICT.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning

12345 Comments: The teacher would presumably conduct informal assessment in this lesson plan by
watching students complete the worksheet and viewing their work, but it is not clear if the
teacher collects and marks these worksheets. The plan also includes informal questioning
during the lesson to assess whether students are comprehending content.

5.2 Provide feedback to students on their learning

12345 Comments: Feedback is provided to students in the form of peer feedback, so there is some
feedback. However, there is no provision for teacher feedback, and the peer feedback lacks
structures and guidelines that would ensure it is actually useful.
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Section 2: NSW Quality Teaching Model

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

12345 Comments: Literary devices are treated unequally, with some important ones covered but other
notable ones missing. There are also not clear links between the devices, or coverage of their
effects or examples.

1.2 Deep understanding

12345 Comments: As mentioned, lack of relevant examples and insufficient explanations mean that it
cannot be certain whether all students will understand all content. The worksheet provides a
way to demonstrate understanding and integrate knowledge in the creation of a text, but the
level of it will vary.

1.3 Problematic knowledge

12345 Comments: The content of the lesson is presented as facts with specific definitions. The use of
dictionary/thesaurus also implies a fixed nature of knowledge, while dictionary definitions of
words do not actually tell the full story of their socially constructed nature.

1.4 Higher-order thinking

12345 Comments: Most of the lesson is about learning the definitions of literary techniques. However,
the final activity in the worksheet allows for extensive higher-order thinking, as students
combine everything they have learned to produce a new, unique text.

1.5 Metalanguage

12345 Comments: The lesson itself is essentially about metalanguage, investigating the way language
works in textual forms, so there is a high score here. However, the effects of certain literary
techniques are not extensively explored where they could be.

1.6 Substantive communication

12345 Comments: The lesson is largely routine fact-delivery by the teacher to students, with parts of
the worksheet entailing simple definition of terms. There is brief substantive communication
between students in the form of peer feedback and with the teacher during informal
questioning.

Quality learning environment

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2.1 Explicit quality criteria

12345 Comments: There are very general instructions, where students must complete activities and
produce a creative work that contains some specific things. The quality of the work is not a
specified factor.

2.2 Engagement

12345 Comments: The chance to reflect on texts that have been influential to oneself, and to produce
an original written work with very few restrictions, allows for students to engage with the lesson
in a variety of ways. As such, most students should be able to engage, with the highest potential
for disengagement coming during the presentation of the slides.

2.3 High expectations

12345 Comments: Given the teacher does not specifically mark the worksheets, students may be lax,
and no indication is given of expectations. Additionally, the feedback aspect of the task lacks
guidelines and structure, meaning that students are extremely exposed to overt risk with very
little incentive.

2.4 Social support

12345 Comments: Again, the lack of elaboration and detail in the instructions for feedback present a
real social/emotional risk to students. There is a very high chance for negative classroom
environment in this instance.

2.5 Students self-regulation

12345 Comments: The students have opportunity to self-regulate, the teacher has enough time to
address any misbehaviours swiftly, and disruptions that arise would have minimal impact on
other students solo work. However, there are no specific provisions for this in the task, and any
positives in this field are more an inherent result of the activities.

2.6 Student direction

12345 Comments: While the tasks are pre-set, students have choices in the subject matter of the
content they produce using learned knowledge, and the feedback they have to give is freeform.
The worksheet does not have sections with only one right answer, but rather students are free
to choose in their answers.

3 Significance

3.1 Background knowledge

12345 Comments: Students own knowledge and experiences are called for at many points, and
students are free to devise their answers based on their own knowledge, such as when giving
examples of literary techniques.

3.2 Cultural knowledge

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12345 Comments: In students freedom to include their own experiences, there is a likelihood of
cultural knowledge being included. However, there is no real substance or purpose to this nor
is it something that is shared or talked about as a class.

3.3 Knowledge integration

12345 Comments: There are plenty of opportunities in the lesson to link literary techniques to their
uses and equivalents in other media such as cinema or daily language, yet these are entirely
neglected. The plan requires students to learn literary techniques solely in the context of the
subject of English and literary writing.

3.4 Inclusivity

12345 Comments: While the tasks allow for everyone to include themselves, the undirected feedback
portion of the lesson discourages participation and presents social risks. Students can very
easily be excluded or devalued in this process.

3.5 Connectedness

12345 Comments: There is some mention of the fact evocative language makes people feel things, and
the real-world implications of this revelation are evident, however there is a lack of specific
connection or elaboration.

3.6 Narrative

12345 Comments: The slides make use of narratives to provide examples, and the worksheet includes
small narratives which students interrogate and modify. While almost any narrative is directly
connected to the substance of the lesson, the example narratives themselves are superficial
and do not hold any weight as they are clearly designed for this lesson and no greater purpose.

Section 3: Identifying Areas for Improvement

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) 4.4 Maintain student safety
Strait Islander students

QT model

1) 1.6 Substantive communication 2) 3.4 Inclusivity

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Modified Lesson Plan

Topic area: English Stage of Learner: 5 Syllabus Pages:

Outcome 3, Outcome 4

Date: 01/05/2017 Location Booked: Classroom Lesson Number: 1 /1

Time: 60 minutes Total Number of students: 25 Printing/preparation

PowerPoint Slides
Worksheets & Feedback Sheets
Dictionaries or Devices

Outcomes Assessment Students learn about Students learn to

EN5-3B Informal Diagnostic ACELT1638 -Engage personally with texts

selects and uses language
forms, features and
structures of texts
appropriate to a range of
purposes, audiences and
contexts, describing and
explaining their effects on
meaning
EN5-4B
effectively transfers
knowledge, skills and
understanding of language
concepts into new and
different contexts
Assessment via asking
students questions Elaboration 1
making language choices -Understand and apply
and choosing particular knowledge of language forms
Informal Formative language devices to achieve and features
Assessment via asking intended effects, for
students questions example building in a
surprise or twist in the
ending of a short story or -Respond to and compose
final scene of a film texts
Formal Formative
Assessment via
worksheets

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Critical & Creative Thinking (composing and evaluating
creative texts)
Personal & Social Capability (relating or influencing
others via evocative writing, peer feedback)
Aboriginal & Torres Strait Islander Histories and
Cultures (example oral texts)
This is an introduction into the use of advanced literary and
poetic devices and the immediate responses they conjure in
the minds of readers. Students will take away from this a
thorough understanding of the relationships our minds have
with texts and the knowledge to incorporate these skills into
future written tasks.

Time Teaching and learning actions
Intro Prior Knowledge and Reflection
Students consider what
experience or knowledge they can
5 mins come up with that relates to the
topic to be covered in the lesson.
Body Discussion
What kind of texts affect you the
most?
7 mins
What are examples of those
texts?
Why do you think they impact you
emotionally?
Do they affect others differently?
PowerPoint Slides
15 mins Go through the slides and deliver
the content within, but for each
concept ask students to give
examples, to ensure they
understand.
Specifically give or solicit
examples from text forms other
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Organisation Centred
T/S
Teacher: Opens PowerPoint and asks students to Student
write down the name of a text (specifying that a
text can be written, visual, oral, etc) which has
had a large emotional impact on them (Sadness,
anger, happiness etc.), and why they think it did.
Student: Writes down a chosen text and thinks
about its effect.
Resources:
Projector and PowerPoint slides
Pen and paper
Teacher: Solicits volunteers to briefly share what Student
they wrote about.
Student: Volunteers their experience or listens to
others.
Resources: Pen and paper
Teacher: Proceed through the PowerPoint Teacher
presentation and explain the concepts with
examples, and solicit further examples from
students.
Student: Takes notes, offers relevant examples and
ideas.
Resources: PowerPoint slides
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than writing, such as movies, Pen and paper

music, or daily language.

Mention the source of example

texts in the PowerPoint.

Students give reasons why some

examples are more descriptive or
effective than others.

Dreamtime Stories Video
The video illustrates many of the
techniques covered in the lesson,
8 mins but in oral form, to varying
extents. Key examples are
anthropomorphism and use of
diction.
Teacher: Play the YouTube video and point out the Teacher
links to concepts covered in the PowerPoint
Student: Watch the video
Resources: (Dreamtime Stories - Biladurang The
Platypus
https://www.youtube.com/watch?v=lDl5QwAR8DI)

Worksheets Teacher: Allow students to complete the Student

worksheets.
Students complete the
worksheets while the teacher Student: Completes the worksheet
roams and gives additional
assistance where necessary. Resources: Worksheet
15 mins
Pen and paper

Dictionaries/Devices

Conclusion Feedback Teacher: Teacher briefs students on examples of Student

Explain the difference between
good and bad feedback. Using an
10 mins example and working through it.
Eg: Draw a squiggly shape and say
it is supposed to be a house, then
ask students to give you feedback
on your drawing and suggestions
how to improve it.
appropriate and inappropriate feedback, using
examples. Collects student texts and distributes
them for feedback. Monitors students as they give
feedback and intercepts inappropriate feedback.
Student: Students pass the texts they to the
teacher, and receive a text to give feedback on.

Form Will Ask:

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What are some good points about Students collect their own text and review the
the text? feedback they received.

What are some things that could

be improved?

Resources: Worksheets

Feedback Sheets

Pen and paper

Reflection

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

While I initially considered my chosen areas for modification to be easy to implement, given the original lesson
plan did not touch on them, time became a significant problem. Even now, my revisions of the lesson plan may
need to be revised after the plan is used in a practical instance, if the timings do not work out. So, while I thought
the original plan missed a lot of easy things to include, I discovered the reason they are not covered is likely due to
a lack of time. I can clearly see how teaching requires a cycle of planning, implementation, and reflection to get
things right.

I also learned how useful it is to include Aboriginal and Torres Strait Islander culture in the lesson. Not only for the
sake of students from those backgrounds who can always use more representation in education, but for all
students. There are not many examples of oral storytelling in an Australian education context if you exclude
written texts that are simply read aloud, so the deep traditions of Aboriginal oral storytelling are invaluable in
broadening students perspectives beyond written texts.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

EN5-3B Informal questioning throughout the lesson, Formal assessment

via the worksheets

EN5-4B Informal questioning and soliciting students to think of examples

in different contexts
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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?

Bullying is a WHS issue, and the contents of this particular lesson are potential fuel or provocation for
bullying. Students will be exploring their emotional selves and receiving feedback from peers, so this
presents a risk.

The structured Feedback Form attempts to control this risk by limiting the scope of comments,
however teacher supervision will still be vital, as will the explanation of how to give appropriate
feedback.

If students write offensive or deliberately hurtful things in the feedback forms, the teacher should
intercept it before it is returned to the owner in order to be preventative rather than reactive.
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Academic Justification

While there were many elements of the lesson plan that could be improved, I chose to focus on

improvements that should also contribute to the substance of the lesson and enhance the

learning of students generally. From the Australian Professional Standards for Teachers [APST]

(Australian Institute for Teaching and School Leadership, 2011), I selected standards 1.4

(Strategies for teaching Aboriginal and Torres Strait Islander students) and 4.4 (Maintain

student safety), and from the New South Wales Quality Teaching Model [NSWQTM] (Ladwig &

Gore, 2003), standards 1.6 (Substantive communication) and 3.4 (Inclusivity). The key

modifications I made to the lesson plan were the inclusion of a student-focused class discussion

at the start of the lesson, soliciting input and ideas about other contexts during the PowerPoint

slides, the dreamtime storytelling video, and the section devoted to feedback at the end.

The student-focused class discussion at the start of the lesson, and soliciting input and ideas

about other contexts during the PowerPoint slides, are both intended to address APST standard

1.4, and NSWQTM standards 1.6 and 3.4. The questions are designed not just to make students

reproduce the facts of the lesson following an initiate-respond-evaluate pattern (Ladwig &

Gore, 2003, p. 22), but to draw on and interrogate their own experiences. In asking students to

think about how texts that affect them may affect others differently, the varying cultures and

experiences of students are also included and highlighted as valuable resources for

understanding and contextualising the lesson content. In order to ensure that all individuals,
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regardless of their social grouping, feel encouraged to participate fully in the lesson (Ladwig &

Gore, 2003, p. 46), I include an instruction to specify in the introduction preceding the

discussion that a text can be other forms of communication, such as music or visuals. This

opens the discussion to include not just different cultural backgrounds, but different socio-

economic backgrounds and those with disabilities, as everyone will have had access to at least

some kind of text even if not written ones.

The dreamtime storytelling video (Red Pixels Animation, 2012) addresses APST standard 1.4,

and NSWQTM standard 3.4. In Indigenous culture, oral storytelling is a vital method of teaching

and an important starting point (Spearim, 2013). The audio-visual aspect of the video is also of

importance as it includes nature and land art, and music, both of which are other key pillars of

indigenous culture and pedagogy (Spearim, 2013; 8 Aboriginal Ways of Learning Factsheet). By

depicting this kind of traditional storytelling via the video, I am attempting to promote a

positive sense of culture for indigenous students to heighten their engagement (Mooney,

Seaton, Kaur, Marsh, & Yeung, 2016). Additionally, since the video also demonstrates many of

the literary devices that comprise the lesson content, I am attempting to link English language

and story conventions to their indigenous counterparts, in order to break down traditional-

modern dualism (Ratcliffe, 2004, p. 33-34). It also aims to highlight similarities in cultures rather

than just differences, which is best practice for cultural diversity (Ratcliffe, 2004, p. 34; Watkins

& Noble, 2016, p. 46-49). All of this addresses APST standard 1.4, but also overlaps with

NSWQTM standard 3.4, as it attempts to include and value indigenous culture.

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The feedback section at the end is focused on APST standard 4.4. The key modifications I made

were devoting time in the feedback section to explaining to students good and bad feedback,

and including a structured feedback form rather than allowing students to write feedback

entirely freeform. From the functional behavioural approach, I identified a problem behaviour

with potentially harmful consequences as a negative target behaviour (Mitchel, 2014, p.155-

156) that is, inappropriate or harmful feedback. The positive target behaviour (Mitchel,

2014, p. 155-156) I wanted was to achieve constructive feedback. Given that approach

ordinarily would require observation of students and the problem behaviours in the classroom,

and the scope of a lesson plan does not allow me to tailor the task for every conceivable

student, I had to mix this with a cognitive behavioural theory approach. By still allowing

students to give feedback, but providing a basic structure, this support[s] students to control

their own thinking and feelings and allowing them to be guided and encouraged to learn to

manage themselves (Arthur-Kelly, Lyons, Butterfield, & Gordon, 2007, p. 26-27). Essentially,

the feedback form is a preventative step to manage this risk of inappropriate or harmful

feedback, and to foster a safe and respectful learning environment.

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References

8 Aboriginal Ways of Learning Factsheet. (2012). Retrieved May 11, 2017, from:

https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-ways-of-

learning-factsheet.pdf

Arthur-Kelly, M., Lyons, G., Butterfield, N., & Gordon, C. (2007). Classroom management: Creating

positive learning environments. South Melbourne, Australia: Cengage

Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for

Teachers. Retrieved from:

http://www.aitsl.edu.au/docs/defaultsource/apstresources/australian_professional_standard_

for_teachers_final.pdf

Ladwig, J., & Gore, G. (2003). Quality teaching in NSW public schools: A classroom practice guide.

Retrieved from:

http://web1.muirfield-.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teachi

ng%20Guide.pdf

Mitchel, D. (2014). What really works in special and inclusive education. Florence: Taylor and Francis.

Mooney, J., Seaton, M., Kaur, G., Marsh, H.W., Yeung, A.S. (2016). Cultural perspectives on Indigenous

and non-Indigenous Australian students' school motivation and engagement. Contemporary

Educational Psychology, 47, 11-23. doi: https://doi.org/10.1016/j.cedpsych.2016.04.006.

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Ratcliffe, P. (2004). Race Ethnicity and Difference. Berkshire: McGraw-Hill Education. Retrieved from

http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=295447

Red Pixels Animation. (2012). Dreamtime Stories - Biladurang The Platypus [Video File]. Retrieved

from: https://www.youtube.com/watch?v=lDl5QwAR8DI

Spearim, P.T. (2013). Indigenous culture demystified: Inspiring reconciliation through education.

Educating Young Children: Learning and Teaching in the Early Childhood Years, 19(2), 38-39.

Retrieved from:

http://search.informit.com.au.ezproxy.uws.edu.au/documentSummary;dn=611350342996418;

res=IELHSS

Watkins, M., & Noble, G. (2016). Thinking beyond recognition: Multiculturalism, cultural intelligence,

and the professional capacities of teachers. Review of Education, Pedagogy, and Cultural

Studies, 38(1), 42-57. doi: 10.1080/10714413.2016.1119642

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Learning Portfolio Link

http://chadswift.weebly.com/