102086 Designing Teaching & Learning 1H

2017

Assignment 2
Lesson Plan Analysis

Contents

Original Lesson Plan

. 2

Lesson Plan
Analysis4

Modified Lesson
Plan.7

Reflection
12

Justification of Changes..
13

References
16

Learning Portfolio
Link...17

1
 Original Lesson Plan

LESSON: CLASS: Yr. 9HIS TOPIC: Prime Minister,

Robert Menzies announces Australias involvement in WW II UNIT
OF WORK: WW2 SUBJECT:
History
LESSON AIM: The aim of this lesson is for students to gain an
understanding of Australias involvement in WW2. An analysis of PM
Menzies announcement and declaration of War. Students will describe
their own feelings and attitudes towards the War.

Student Outcomes Syllabus Outcomes

explain why Australians enlisted
to fight in both wars
identifies and evaluates the
usefulness of sources in the
historical inquiry process HT5-5
selects and uses appropriate
oral, written, visual and digital
forms to communicate
effectively about the past for
different audiences HT5-10

Student previous knowledge / Resources

skills / attitudes Prime Minister, Robert Menzies
announces Australias
involvement in WW II.
http://www.ww2australia.gov.au/

Retrospective 9. p.141
TIME LESSON CONTENT TEACHING / LEARNING ASSESSM
STAGE STRATEGIES ENT /
HWK
5 Roll call
min
Instruct Global Students are to complete
10 students map the table outlining the Allies
min of lesson and Axis information

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 outcome. Retroactive p.141

Introduce
next Source Using the link
10 activity extract http://www.ww2australia.go
min 7.2.2 v.au/ students listen to the
p.141 announcement of PM
Menzies. (approx: 4mins
duration)

Students are required to

15 write (2) paragraphs
min explaining to their family
why they are enlisting in
the Australian army.(10
mins) Using Retroactive p.
141 as a reference (excerpt
Close/rev of Menzies announcement)
ise
Class discussion: Teacher
20 to nominate 2 or 3 students
min to read out their
explanations.

Teacher guided lesson.

Providing background
information. Emphasis on
the Rats of Tobruk.
EVALUATION FOLLOW UP CONTENT FOLLOW
What worked well . The Australian 6th Division. UP -
The Mediterranean, The STUDENT
Middle East and North S
What needs improving . Africa.

Teacher guided lesson.

Providing background
information. Emphasis on
the Rats of Tobruk.

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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: This is signposted but only very broadly.. The use of Menzies speech in English is of no
benefit to students who may struggle with English.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: Apart from the mention of different audience, no specific strategies outlined to
address teaching Aboriginal and Torres Strait Islanders. The lesson appears Eurocentric and requires
extensive modification in this regard.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: The plan does suggest this without actually using the term differentiate. It does state,
however, that consideration is to be given to students in relation to previous knowledge, skills and
attitudes. Assessment needs to be differentiated.

1.6 Strategies to support full participation of students with disability

12345 Comments: No mention made regarding strategies to include students with disabilities. There is
scope for this, particularly in regards to seating arrangements.

2 Know the content and how to teach it

2.2 Content selection and organisation
12345 Comments: The content selection is relevant to outbreak of war; however, the concept is very broad.

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 Towards the end, it abruptly shifts to a narrow focus without providing links and this gives the
appearance of a quickly arranged plan. It requires a more defined link between the central ideas and
the assessments.

2.3 Curriculum, assessment and reporting

12345 Comments: Written responses gage students understanding along with informal classroom
discussion. However, the selective discussion does not allow an informal assessment of all students.

2.6 Information and Communication Technology (ICT)

12345 Comments: The only use of ICT is the use of Menzies speech. This is an audio recording only that
would fail to gain the students attention. Requires use of visualised ICT to keep the students
attention.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
12345 Comments: Three clear objectives are established: to gain an understanding of Australias
involvement in WW2, why Australians enlisted, and for students to interpret and describe their own
attitudes towards war.

3.2 Plan, structure and sequence learning programs

12345 Comments: Structured simply as an introduction to WW2 studies. Room for additional concepts,
which could be explored more deeply.

3.3 Use teaching strategies

12345 Comments: The entire lesson is teacher directed. Students describe their reasons for enlisting on
their own with only 2-3 selected to share their feelings. Missed opportunity for a group
discussion/debate.

3.4 Select and use resources

12345 Comments: Resources include the use of a global map, pages 141-142 of the Retrospective 9 booklet
that contains a simple Allies/Axis table. Audio of PM Menzies speech. Replace the audio which
students would find boring.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
12345 Comments: Although the writing activity is solitary, feelings and attitudes are shared although only
by a select few. The plan misses an opportunity for greater student involvement.

4.2 Manage classroom activities

12345 Comments: Lesson sequence and activities are clear and defined. There is room for greater teacher
involvement in the activities.

4.3 Manage challenging behaviour

12345 Comments: No mention made regarding behaviour. Strategies are required to deal with possible
negative comments when students share their ideas.

4.4 Maintain student safety

12345 Comments: No mention is made in this regard.

4.5 Use ICT safely, responsibly and ethically

12345 Comments: ICT use is teacher controlled. The only use is allowing students to listen to an historical
speech.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
12345 Comments: Formal written assessment followed by an informal but select discussion. This could be
expanded to permit a better assessment of all students understanding.

5.2 Provide feedback to students on their learning

12345 Comments: Except for end discussion, little provision for student feedback either individually or as
a group.

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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
1 2 3 4 5 Comments: A significant concept is addressed at the beginning and prior knowledge recognised.
However, this is not sustained towards the end of the lesson. Needs to build upon core concept.

1.2 Deep understanding

1 2 3 4 5 Comments: Although the lesson is mostly teacher lead, the writing exercise allows for a more
profound understanding with teacher assistance. It could benefit from the inclusion of deeper
concepts that students could explore.

1.3 Problematic knowledge

1 2 3 4 5 Comments: Students are encouraged to explore their own perspectives with knowledge being open
to interpretation. However, knowledge is limited in perspective and requires expansion.

1.4 Higher-order thinking

1 2 3 4 5 Comments: Students perform some higher-order thinking. The lesson plan would benefit from a
deeper exploration of the initial content/context.

1.5 Metalanguage
1 2 3 4 5 Comments: No provision made for the examination of language. This is particularly important when
considering the language used in PM Menzies speech.

1.6 Substantive communication

1 2 3 4 5 Comments: The writing exercise allows time for teacher/student communication as the teacher
moves around the room.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: No explicit requirements regarding work quality outlined. Students should be given
clear instructions as to expectations.

2.2 Engagement
12345 Comments: Engagement in this lesson plan is variable. The writing exercise may offer some
students an opportunity to disengage. Group learning activities would better engage students.

2.3 High expectations

1 2 3 4 5 Comments: The only expectation communicated is that some students will be selected to discuss
their work. Guidelines need to be provided as to the expected outcomes.

2.4 Social support

1 2 3 4 5 Comments: Social support appears minimal with teacher support and assistance possible during the
writing exercise and end discussion.

2.5 Students self-regulation

1 2 3 4 5 Comments: Students expected to demonstrate a degree of autonomy when constructing their written
response.

2.6 Student direction

1 2 3 4 5 Comments: Student activities are teacher directed. Only the writing exercise gives students a degree
of autonomy concerning the activities.

3 Significance

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3.1 Background knowledge
1 2 3 4 5 Comments: Prior knowledge is mentioned. However, there is no mention of how this will be
connected to the lesson. Students with background knowledge asked to lead discussions.

3.2 Cultural knowledge

1 2 3 4 5 Comments: No recognition of cultural knowledge addressed. There is ample scope to include
indigenous perspectives.

3.3 Knowledge integration

1 2 3 4 5 Comments: There are no meaningful connections made between different subjects or topics.

3.4 Inclusivity
12345 Comments: This area is lacking. Most students excluded from the class discussion. All students
invited to take part in all activities

3.5 Connectedness
1 2 3 4 5 Comments: The lesson has little connection to contemporary perspectives and understandings.
Students connections to the concepts are rudimentary but should be explored.

3.6 Narrative
12345 Comments: Narrative is the primary element in the lesson. It begins with Menzies speech and
concludes with the teacher discussing the North Africa campaign. It starts boring and end boring.
Students should be encouraged to create their own narrative based on their understandings.

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 Strait 2) 2.2: Content selection and organisation
Islander students
QT model
1) 1.4: Higher-order thinking 2) 3.4: Inclusivity

Modified Lesson Plan

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 Topic area: Stage of Learner: Syllabus Pages:
History/WW2 Yr. 9 HIS (Stage 5) Retrospective 9. p.141

Date: Location Booked: Lesson Number:

6/5/2017 Class Room 1 /4

Time: Total Number of students

Printing/preparation
60 minutes 20 Prepared images of WWII
Print p. 141 / Global Map
Prelude to War YouTube clip.
Teacher prepared Power Points-
Rats of Tobruk/ TSLIB

Syllabus Assessment Students learn Students learn to

Outcomes about

HT5-5
Identify and evaluate the
usefulness of sources in the
historical inquiry process.
HT5-10
Select and use appropriate
oral, written, visual and
digital forms to communicate
effectively about the past for
different audiences.
Formative Students will gain an Collect images that
assessment based understanding of resonate with the students
on written Australias involvement in and express their feelings
responses. WWII from a national towards war. Evaluate
perspective, whilst at the these visual sources for
Informal same time exploring usefulness and as a way of
assessment based other cultural expressing meaning. HT5-5
on group perspectives, particularly
discussions to the contribution of Share and correlate ideas
determine students Indigenous Australians to with others.
understanding of the war.
the concepts. Understand the value of
Students will examine, multiple perspectives.
interpret and explain why
Australians, including Explore the distinction
Indigenous Australians, between a distant war and
enlisted. a war close to home.

Furthermore, students Understand the distinction

will describe their own between national identity
feelings and attitudes and cultural identity.
towards the War, and war
generally. Explore what such
distinctions make in
relation to an individuals
decision-making process.

Communicate their feeling

and attitudes orally and
visually to an audience.
HT5-10

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

Cross Curriculum This lesson provides a foundation to the

Aboriginal and Torres Strait Islander subject and is Australia specific. Focuses on
Histories and Cultures (Historical the prelude to WWII and the reasons Australia
contribution of Torres Strait Islanders participated. It introduces concepts of
during WWII examined) Empire, nationalism and Australias place in
the world in 1939.
General capabilities
Critical thinking- evaluating motives Provides students the skills to explore beyond
and perceptions broad concepts and encourages the
Literacy- Coherently expressing exploration of personal feelings and
feelings/attitudes perceptions as a means of understanding war
generally.
Time Teaching and Organisation Centred
learning actions T/S
Intro Rearrange seating positions Teacher: The teacher assists in
arranging the seating in an orderly
5 Students asked to quickly and quietly fashion, ensuring that he/she has
minute arrange the chairs in an open-ended access to a laptop and all students
s circle and bring with them something to can see the screen.
rest on their laps: clipboard, laptop,
book, etc. The teacher is to consider students
with disabilities and make suitable
The roll is taken arrangements, or provide
alternatives.

The roll is taken at this time.

Hand out printed page 141

Student: Arrange chairs so that all

students can see the screen and
each other.

Body Instruct students of lesson
outcome;
15
minute a) To gain an understanding of
s Australias involvement in WWII,
b) and to examine why Australians,
including Indigenous Australians,
enlisted to fight.
A short YouTube video played that briefly
outlines the road to war in Europe. It
shows the rise of Nazi Germany/Adolf
Hitler, persecution of the Jews, the
annexation of Czechoslovakia and
Austria, and the invasion of Poland.
France and Britains declaration of war.
Resources: Retrospective 9
Teacher: The teacher plays a
YouTube video. (5 minutes)
http://m.youtube.com/watch?
v=kKCjwNvNkQ
Following the video, the teacher
explains that Australia followed
France and Britain in declaring war
on Nazi Germany
Students directed to complete
Allies/Axis information table with the
teachers assistance if necessary.
Using a map of the world, the
teacher identifies the countries and
regions involved in WWII.

Briefly describe the outbreak of WWII Whilst the students are completing
Escalation of war in Europe, North Africa, this straightforward exercise, the
and the Pacific teacher spreads a selection of
Define the two sides images before them.

Students complete the table outlining

the Allies and Axis information. Student: Students watch the video
clip. Complete the Allies /Axis table
From a pile of images the teacher has as the teacher refers to the map and

9
 scattered before the students, the
students are to quickly scan the images
and select one that really stands-out.
Direct students to not sort through the
images; just choose the one that first
gets their attention.
select images once the task is
complete.
Resources: YouTube clip and
Retrospective 9/ Source extract 7.2.2
p.141. Prepared images of WWII.

(Teacher chosen images express

concepts of nationalism, cultural pride,
bravery, sacrifice, loss, etc)

Australians at war PowerPoint Teacher: The teacher presents the

5 PowerPoint. Students are encouraged
minute Present a brief and highly visualised to write down any words that
s PowerPoint presentation to the class that express their feelings towards either
outlines the contribution of two different the narrative or the images on the
groups of Australians. different slides.

Two case studies are summarised to Students: Students watch the

demonstrate Australias involvement in presentation and take notes.
WWII.
Resources: PowerPoint presentation
1. The Australian 6th Division in
North Africa with an emphasis
on the Rats of Tobruk.
2. The Torres Strait Light Infantry
Brigade (TSLIB)

Both case studies presented in a way

that enables students to understand
both orally and visually comparisons and
contrasts between both groups.

Class discussion Teacher: The teacher is to

15 Students participate in round-table
minute discussion in relation to WWII, the 6th
s Division and the TSLIB, and all students
are encouraged to share their thoughts
and feelings.
moderate the discussion and prompt
particular points for discussion. The
teacher should remind the students
of the consequences of war and that
some of these soldiers may not have
returned home.

Direct students to take notes in relation Manage behaviour to allow all

to what the other students may be
expressing, and add these to their own
ideas and feelings. This is an exercise in
group collaboration.
The direction of the discussion and its
core tenets shall be addressed by
specific prompts from the teacher
including but not limited to:
Why did Australia become involved
in WWII?
Key words: Freedom, Democracy, Empire
students to have a voice without
interruption.
The teacher also makes it clear that
all opinions are equally valid and the
importance of being respectful to
one another.
Student: Students participate in a
group discussion and take notes (a
list of words is satisfactory).

Why do you think these men

enlisted?

Could both groups have different

reasons?

6th Division
Key words: Nationalism/patriotism, Duty
as Australians or as British citizens,

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 Protect Australia,
Adventure

Torres Strait Light Infantry Brigade

Key words: National or cultural pride,
Duty as Australians or as Indigenous
Australians, Protect Australia or
country, Equal paying job, Chance for a
career, Point to prove (just as Australian
as anyone else), The close proximity of
the Pacific War to Australia.

Added into the discussion is teacher

directed exploration of the possible
consequences of enlistment on family
and community.

Writing Exercise Teacher: The teacher explains the

10 Students assigned a short writing task
minute based on the ideas and concepts
s formulated in the group discussion.
Students are to imagine that the year is
1939 and write a short letter to their
families explaining why they have
decided to enlist in the Australian Army.
Alternatively, students may choose not
to enlist.
Students are to use insights and
understandings they gain from the
group discussion, their chosen image of
war, and any other thoughts or feelings
they may have to explain their decision
to either enlist or not enlist.
Before beginning the writing task,
students are asked to consider:
A) If their friends decisions would
influence their own decision
making
B) If a distant war or a war closer to
Australia would make a
difference to their ultimate
decision
C) The consequences of the
decision in relation to
themselves, their families and
friends, and their local
community
writing exercise and displays the
writing template on the screen.
During the exercise, the teacher
shall walk around the room and
provide assistance where necessary.
Alternative tasks: (Differentiate)
Where necessary alternative writing
tasks will be provided for students.
Too easy: Students encouraged to
explore their attitudes and feelings
more deeply and express them in
greater depth and detail.
Too hard: Students encourage to
express themselves with a word list
or in bullet form; or creatively in the
form of a drawing or sketch, which
depicts war.
Student: Students complete the
writing task.
Resources: PowerPoint

Provide a template to assist the writing

exercise. Display on the PowerPoint.

Template

Decision: Write a sentence regarding

your decision to either enlist or not
enlist

Reason: Write one or two sentences to

explain why you have made this
decision.

Consequences: Write one sentence

that shows you understand the
consequences of your decision. (E.g., I

11
 know you will not be happy about this
but)
Final Group Discussion / Reflection
10 Students are encouraged to share their
min decision, their attitudes and describe
their feelings in relation to the concepts
discussed. Students may read aloud
what they have written.
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Teacher: The teacher invites
students to share their writings and
any final thoughts or reflections the
students may desire to voice and
share.
Teacher emphasises that there is no
right or wrong answer and that all
opinions are equally valid.
The teacher congratulates the
students for their participation, hard
work, and the wealth of ideas they
expressed.
Teacher directs the students to put
their chairs back under the desks.
Student: Students participate in
class discussion/reflection. Students
put their chairs back.
Reflection
What have I learned about the teaching and learning process when
preparing this lesson?

The main thing I have come to appreciate when modifying this lesson plan
is just how short a single lesson really is. My ability to effectively cover the
syllabus and convey the core principles of the lesson is significantly
restrained by time. Considering the importance of time management in
relation to teaching a lesson, it is now apparent that as a teacher, walking
into a classroom unprepared is a recipe for disaster. Preparing this lesson
plan has made it abundantly clear that not only do I need to plan the
substance of the lesson down to the minute, consideration, and even a
contingency plan, needs to be 'at arms reach' to address situations such
as the need to differentiate assessments and manage behavioural issues-
the latter having the potential to completely disrupt not only the flow of
the lesson, but also the delivery of the lesson content. Nevertheless, it is
now clear that when I create my own lesson plans in the near future, I
need to approach it realistically in terms of exactly what I can active in an
allotted time. I suppose this will come with experience.

That said, in relation to students' learning when modifying the original

lesson plan, glaringly obvious was the need to incorporate Aboriginal and
Torres Strait Islander histories and culture into my new plan. The original
lesson plan appeared to be from a white, European/Western perspective.
To this end, my inclusion of Torres Strait Islander history affords students,
indigenous or otherwise, an examination of different perspectives by
allowing them to use their higher-order or conceptual thinking skills to
identify and separate political concepts from local or cultural concepts.
This I felt could be best achieved by making my lesson collaborative

learning experience rather than a solitary experience.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5-5 Informal assessment based on group discussions

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HT5-10 Formative and informal assessment based on written
responses, group discussions and presentations.

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?

This lesson will be undertaken in a low-risk environment. The

potential for accidents is minimal. Consideration should be given to
the re-arrangements of chairs, as there is the possibility of tripping.

Academic Justification

The original lesson plan required extensive modifications to meet the

standards set out in both the Australian Professional Standards for
Teachers (APST) and the NSW Quality Teaching Model (QTM). Whilst
maintaining the core objectives of the original plan, the modified version,
however, addresses certain deficiencies. In regard to the APST, the
primary modifications relate to strategies for teaching Aboriginal and
Torres Strait Islander students, and content selection and organisation.
Further modifications in regard to the QTM include strategies to encourage
higher-order thinking and fostering inclusivity. Addressing these standards
is achieved primarily through content selection and better pedagogical
practice.

The foundation of the original lesson plan rested upon Menzies'

declaration of war in 1939, and concluded with a teacher guided lesson on
the Australian 6th Division and the 'Rats of Tobuk'. The lesson content and
organisation in respect to meeting its own student outcomes; these being
an understanding of Australia's involvement in WWII, and why Australians
enlisted, is disjointed; whilst connections between the content and the

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required outcomes are tenuous. In order to address these shortcomings,
the modified lesson plan has a greater focus on the outbreak of the War,
Australia's early involvement, and exposs of two different groups of
Australians involved in the conflict. Furthermore, the content is delivered
in clear chronological order. In this way, the selection of the content and
the lesson organisation in the modified plan is in keeping with the
requirements as set-out in Standard 2.2 of the APST. This requires
comprehensive content knowledge to be coherently organised into a well-
sequenced learning program (AITSL, 2011).

An obvious omission in the original lesson plan is any reference to

indigenous history or culture. This omission is rectified in the modified
lesson plan by the inclusion of Indigenous Australian history in the
narrative, in this case, Torres Strait Islander history. Studies have
highlighted the important influence indigenous history has on students.
(Lewthwaite et al., 2015, p.150). In terms of student engagement in
relation to indigenous students, there is a genuine need for authentic
Aboriginal and Torres Strait Islander perspectives if students are to find
relevance in the curriculum (Lewthwaite et al., 2015, p.153). The inclusion
of an expos and a subsequent discussion on the Torres Strait Light
Infantry Brigade in the modified plan not only addresses Standard 1.4 in
the APST, it also satisfies the 'cross-curriculum priorities' encouraged in
the Australian Curriculum that requires Indigenous Australian students to
'see themselves, their identities and their cultures reflected in the
curriculum' (Australian Curriculum, 2017). This modification addresses an
inequity that exists in the original plan that favours a 'white' discourse.
The significance of the inclusion of indigenous history in teaching is that it
helps develop a wider understanding of indigenous culture as well as
being a way of fostering reconciliation (Australian Curriculum, 2017).

A major modification to the original lesson plan is the change to an

inclusive, collaborative learning exercise. Thought the lesson students

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participate in a shared and inclusive learning experience that better
satisfies Standard 3.4 in the QTM where students 'from all cultural or
social backgrounds, participate in the public work of the class and when
their contributions are taken seriously' (NSW Department of Education and
training, 2003). According to Grille (2011), students learn better when
they learn for each other, and demonstrate not only improved academic
results, but also better social skills, motivation and self-esteem (p. 178).
As a shared learning experience, 'engaged pedagogy' sees students as
whole human beings with complete lives and experiences that should be
valued (Hooks, 1994, p. 15). Emphasis is placed valuing all opinions,
whilst collaboration and shared decision making helps facilitate
meaningful transformations through discussion and critical reflection
(Roxas et al, 2015, p. 241).

The purpose of collaborative learning in this lesson is to help students

develop higher-order thinking skills and think about the meaning of moral
responsibility in relation to family, community, culture and county.
Standard 1.4 states that 'Higher-order thinking requires students to
manipulate information and ideas in ways that transform their meaning
and implications' (NSW Department of Education and training, 2003). To
this end, collaborative learning in this modified lesson facilitates and
encourages thinking 'outside the box' and emphasises thinking in relation
to important ideas or concepts (Gore, 2007, p. 20). In relation to the
lesson content, students can be asked to reflect upon their own
interpretations of our increasingly dangerous world in order to make
connections that help to understand the past. This is one way to
encourage thematic connections that promote higher-order thinking
because the group now functions as a network of thought where all ideas
are as valid as they are different

16
 References

Australian Curriculum. (2017). Cross-curriculum priorities: Aboriginal and Torres Strait

Islander Histories and Cultures. Retrieved March from

www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-and-torres-

strait-islander-histories-and-cultures

Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian

professional standards for teachers. Retrieved from

http://www.aitsl.edu.au/docs/default-source/apst-

resources/australian_professional_standard_for_teachers_final.pdf

Grille, R. (2011). The school of world peace. In D. Wright, C. E. Camden-Pratt, & S. B. Hill

(Eds.), Social ecology: Applying ecological understandings to our lives and our

planet (pp. 173-183). Stroud, UK: Hawthorn.

Gore, K. (2007). Improving pedagogy: The challenges of moving teachers toward higher

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 levels of quality teaching. In J. Butcher & L. McDonald (Eds.), Making a difference:

Challenges for teachers, teaching, and teacher education (pp. 16-33). Rotterdam, The

Netherlands : Sense Publishers

Hooks, B. (1994). Engaged pedagogy. In Teaching to transgress: Education as the practice

of freedom (pp. 13-22). New York, NY: Routledge.

Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., Wills, J.

(2015). Seeking a pedagogy of difference: What Aboriginal students and their parents

in North Queensland say about teaching and their learning. Australian Journal of

Teacher Education, 40(5), 132-159.

NSW Department of Education and Training. (2003). A classroom practice guide. Retrieved

From http://web1.muirfield-

h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

Roxas, K., Cho, J., Rios, F., Jaime, A., & Becker, K. (2015). Critical Cosmopolitan

multicultural education (CCME). Multicultural Education Review, 7(4), 230-248.

Learning Portfolio Web Link

http://www.dsmontgomery.weebly.com

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