Peter Snellen: 19172822

Lesson Plan Analysis of PDHPE Lesson Plan

102086 Designing Teaching & Learning 2H 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
1234 Comments: There is no reference in the lesson plan towards teaching strategies
5 that are responsive to the needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1234 Comments: There is no reference in the lesson plan about strategies in order to
5 understand the educational background of Aboriginal and Torres Straight
Islander students.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1234 Comments: In the introduction there is a reference to various pedagogical
5 approaches that address a variety of students learning needs. Some examples
include ICT learning mediums, group work, and audio-visual learning.
Although there is no specific reference to students abilities, the content is
subjective. Therefore potentially identifying students range of abilities more
difficult.
1.6 Strategies to support full participation of students with disability
1234 Comments: Each activity provides modifiers that present opportunities for
5 students with disabilities to participate. Some examples include writing
responses, and playing on the spot.

2 Know the content and how to teach it

2.2 Content selection and organisation
1234 Comments: Content is predominantly student centred, which provides greater
5 connections for students throughout each activity in the teaching sequence. A
criticism of the remember my name activity is that it does not align with the
progression of activities.

2.3 Curriculum, assessment and reporting

1234 Comments: The lesson plan overview states the prior knowledge, informal and
5 summative assessments will be applied. The lesson plan consisted of informal
observation assessments, which were used for all activities. A diagnostic

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assessment would be helpful for upcoming lesson plans in regards to learning
sequences. The type of reporting tool was not specified, which is important
because the teacher is performing informal observations for every activity.

2.6 Information and Communication Technology (ICT)

1234 Comments: ICT is implemented through the connection of a computer to a
5 projector, which solely displays activity descriptions. Therefore, ICT is not
being utilised to enhance the curriculum learning opportunities for students, as
the purpose can be achieved without ICT. However, school resources can
impact the availability of effectively implementing ICT.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1234 Comments: There are no references to providing learning goals to students of
5 varying abilities, although activities state goals within the games but no
reference to students of varying abilities or characteristics.
3.2 Plan, structure and sequence learning programs
1234 Comments: The lesson plans sequence demonstrates students gaining
5 knowledge from activities. Although, the sequence is not in an effective order
to implement students knowledge. For example, the remember my name
activity provides no benefit by being completed last. In contrast, it could be
performed first in order to introduce students.
3.3 Use teaching strategies
1234 Comments: There was a mixture of teaching strategies such as, teacher centred
5 strategy at the beginning, but activities were predominantly student centred.
Examples included group work and whole classroom participation activities.
The classroom discussion was also a mixture of both teaching strategies.
Importantly, with an abundance of student centred activities it is critical that
students are guided and not distracted from irrelevant content.
3.4 Select and use resources
1234 Comments: Traditional resources were primarily utilised, such as paper and
5 pens for activities. The bingo cards, question box demonstrated a range of
different types of resources that can be implemented to enhance activity
learning and engagement. In contrast, ICT was in the form of a projector with
the activity description. ICT was not utilised to its full potential for engaging
students in learning.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1234 Comments: The third objective of the teachers lesson is to ensure equal
5 opportunity for participation for all students. The following was achieved
through group work activities that supported student participation and
interaction. Importantly the lesson allowed students to establish their own
classroom rules, while offering the suggestion box as an option for
participation.
4.2 Manage classroom activities
1234 Comments: The timeline section allows the teacher to manage their time of each
5 activity, thus supporting the organisation for each activity. The Classroom
activities have adequate detail in reference to an order of procedural
instructions and the addition of examples allows for greater understanding.

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Moreover the inclusion of scripted sections further supports clear directions of

classroom activities.
4.3 Manage challenging behaviour
1234 Comments: There are minimal references to approaches in managing
5 challenging behaviour. The only reference is suggesting the teacher partner
with students if there Is a behavioural issue. Furthermore, the lesson plan
states that setting rules and standards is on the 55th minute of the lesson. As a
result, classroom rules and approaches to managing challenging behaviour
will not be present until after this activity.
4.4 Maintain student safety
1234 Comments:The lesson plan references the obstructions of tables, chairs and
5 doorways as a factor for students physical safety. Furthermore the question
box was implemented in order to safeguard students well being.

4.5 Use ICT safely, responsibly and ethically

1234 Comments: ICT was implemented through a computer that was connected to an
5 overhead projector display. The only purpose of ICT was for activity
descriptions on screen. Therefore, ICT was used safely, responsibility and
ethically, due to a minimum or risk involved in the application.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1234 Comments: The introduction states the observation of students prior skills and
5 interaction, though there is no diagnostic assessment tool applied. There are
informal assessments in the form of teachers observations for every activity.
Furthermore, outlines of formal assessments with the addition of a summative
assessment task My Influences due at the end of term was present.

5.2 Provide feedback to students on their learning

1234 Comments: Feedback was evident through facilitating class discussion in the set
5 the tone activity. No reference to appropriate individual feedback or timing of
feedback. The suggestion box also demonstrates individual feedback to
students at a suitable time for them.

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 Comments: There is only a 5-minute introduction that briefly covers layout of
5 each unit. Therefore it is difficult to explore activities syllabus connection
within the lesson. Furthermore, content knowledge is only explored at a

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superficial level.

1.2 Deep understanding

1 2 3 4 Comments: The activities within the lesson only allow students to replicate the
5 information gained from other students to reproduce and present it. Therefore,
there is potential in the activities for students to not gain understanding, due to
minimal elements of problem solving or answering questions that can allow
students to apply their understanding,
1.3 Problematic knowledge
1 2 3 4 Comments: The knowledge that is being obtained by students within the lesson
5 identifies that they can identify common characteristics of each other.
Therefore, students answers will be open ended with multiple perspectives.
Despite this students answers and content are not questioned and no
judgements are explored.

1.4 Higher-order thinking

1 2 3 4 Comments: The activities are introductory, by students gaining information
5 about themselves and each other, such as general common interests and
names. There is no interpretation or manipulation of the information gained,
in order to create meanings and understanding implications of concepts.

1.5 Metalanguage
1 2 3 4 Comments: The lesson plan does not show any evidence of identifying
5 specialist language or definitions that are being recognised throughout the
lesson. Furthermore, no evidence to support teachers or students taking time
within the lesson to address the context of new language.

1.6 Substantive communication

1 2 3 4 Comments: The activities within the lesson predominantly allowed students to
5 have substantive communication with each other. The set the tone activity
allowed sustained communication with the teacher and students through
discussion. However, the activities never go beyond the initiate-respond-
evaluate (IRE) pattern as students are only reporting common facts about each
other. Instead of applying and extension to these ideas.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 Comments: There are no statements towards the quality of students work.
5 Although examples are presented in the ice breakers activity, in order for
students to understand the concept of the activity. The lesson plan features
procedural criteria in order to complete the task, such as in the activity Do
You Know Bingo and introduce a partner. Thus, there is no regular
reference point for students to understand the quality of their responses in
each activity.

2.2 Engagement
1 2 3 4 Comments: The activities are designed for group and class engagement. The
5 content is engaging, through the ownership of students learning. The
activities are open ended as a result of discovering students common interests
about each other. Therefore it is more likely students will show enthusiasm
and serious engagement towards learning.

2.3 High expectations

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1234 Comments: Students are participating in the activities, however the activities
5 are not designed for challenging work. Students are simply finding common
interests within each other, but the opportunity to take risks and apply the
content within the lesson is not evident.

2.4 Social support

1 2 3 4 Comments: The lesson plan provides students to encourage active listening, and
5 group participation within the activities and discussion of setting classroom
rules. Students also take ownership of the environment by developing the
classroom rules in partnership with the teacher. There is no reference to where
the social support is directed, such as engaged and reluctant students.
However, the introduction stated that all students would be given the
opportunity for participation.

2.5 Students self-regulation

1 2 3 4 Comments: The cooperative establishment of classroom rules and standards
5 encourages students self-regulation. Yet it begins on the 55th minute of the
lesson, thus students potentially may not understand correct behaviour and
consequences. As a result, there could be interruptions within the activities.

2.6 Student direction

1 2 3 4 Comments: Overall, even though activities are predominantly student centred,
5 students do not have an abundance of direction within the activities. The
activities rules and procedures are established and students flexibility
consists in the answers they generate. However, being an introductory lesson
the teacher may need to assess students participation before offering
increased direction.

3 Significance
3.1 Background knowledge
1 2 3 4 Comments: The introduction references identifying students background
5 knowledge and understandings in student relationships and building new peer
connections. However, it is only mentioned within the introduction. The
activities allow students to identify their background knowledge by
identifying similar characteristics with one another. Although, the connection
to out of school background knowledge is dependent on students answers
within the activities.

3.2 Cultural knowledge

1 2 3 4 Comments: The acknowledgement or value of cultural knowledge of diverse
5 social groups is non evident within the lesson plan

3.3 Knowledge integration

1 2 3 4 Comments: The content in the PDHPE lesson plan is specific to outcomes of the
5 syllabus and no reference or connection between different subject areas is
established.

3.4 Inclusivity
1234 Comments: Inclusivity is evident throughout the learning activities. The
5 activities are designed to provide all students with the opportunity to be
equally included. Even though students social and cultural backgrounds are
not specifically stated, by providing all students equal opportunity implies the

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inclusion of all cultures within the classroom.

3.5 Connectedness
1 2 3 4 Comments: The lessons activities focus on learning common characteristics
5 and social interactions within students in the classroom, but do not make a
clear link to real life settings or problems.

3.6 Narrative
1234 Comments: There is no evidence of narrative content being implemented into
5 the lesson plan and activities. The lesson supports students getting to know
each other, thus narrative stories of personal experiences could have
potentially been utilised for further support and to understand the lesson
concepts.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 1.3 Strategies for teaching Aboriginal and 2) 2.6 Information and Communication
Torres Strait Islander students Technology (ICT)
QT model
1) 1.2 Deep understanding 2) 1.4 higher order thinking

Lesson Plan (Simplified for DTL)

Topic area: Connecting with Stage of Learner: 4, Year 7 Syllabus Pages:
other (Getting to Know You) 13,21,22,42

Date: 25/9/17 Location Booked: Classroom Lesson Number: 1/3

Time: 60 minutes Total Number of students: 30 Printing/preparation:

- 30 x bingo cards
- 6 x Scenario cards
- Hello translation in Dharug
Worimi
- Video for importance of connecti-
ng video.
- Padlet activity discussion board
and link

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Outcomes Assessment Students learn about Students learn to

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Syllabus outcomes Lesson 4.1 a sense of self 4.1 explore the
Outcome 4.1 A student assessment - Being the same as influence of who I am,
describes and analyses the and different from who I relate to and what
influences on a sense of self. others. I can do on a sense of self
Prior
knowledge/skills
Outcome 4.2 A student 4.2 Interpersonal
- Teacher to
identifies and selects strategies communication
observe student
that enhance their ability to cope - The qualities of
abilities/interactio
and feel supported. effective
ns during the
communication
lesson.
Outcome 4.11 Selects and
assesses communication skills and LS.1 LS.1 recognise similar
Informal
strategies clearly and coherently - How people are characteristics of
assessment
in a range of new and challenging similar to each other. students within the class
- Ongoing
situations. - The needs people group, e.g. feelings,
observation of
have in common interests and abilities
student input
Life skills - How people are
towards activities
LS.1 - A student recognises the different from each
personal characteristics and needs - Observation of other. LS.5 demonstrate
that make them similar to others students - What makes people behaviours that are
yet unique. interaction and unique socially appropriate in a
responses in class range of situations
LS.5 A student uses appropriate discussions and LS.5 - Behaviour that - Use good manners, e.g.
behaviours in social situations. group work is appropriate in a when eating, asking for
range of situations assistance
- Observation of
LS.7 A student uses appropriate
students answers
strategies to initiate and manage LS.7 - Initiating
in debrief
relationships. relationships
simulation
LS.7 demonstrate the
behavioural
skills to initiate
scenarios
relationships

Summative
assessment -
Assessment task

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My Influences
due at the end of
the term.

Cross Curriculum themes & General capabilities
- Aboriginal and Torres Strait Islander histories and
cultures
- Literacy
- Information and Communication
- Critical and Creative Thinking
- Personal and Social Capability
- Ethical Understanding
- Intercultural Understanding
Explicit subject specific concepts and skills
- Learning about peers/students names and interests
- Importance of communication with others
- Identifying characteristics of self and peers
- Identify and analyse socially appropriate
behaviours

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Time Teaching and learning actions Organisation Centre

(mins) d
T/S
Intro (5) As this is the first HPE lesson for Teacher: T
the students the teacher is entering
Ensure that tables and chairs are set up
the class with three initial
so there is walking space between
objectives:
them. Ensure nothing is obstructing
1. To introduce them-self to fans, heaters and doorways.
the students and address
Student:
what we hope to achieve
over the coming year. This
Students are to line up in two quiet
will involve a
lines outside prior to entering the room.
demonstration of the scope
and sequence for year 7 (see Resources:
appendix A) which includes
Question Box to be placed on a table
the layout of each unit and
next to the door.
assessment task students
will complete for each term.
2. To identify the background
knowledge and
understandings which
students have previously
attained. This second
objective is specific to each
unit of work as new skills
are introduced and
developed; hence in this
unit background knowledge
circulates around student
relationships and helping
build connections between
new peers.

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3. Every class/classroom
activity needs to ensure all
students are given equal
opportunity to be included,
for students to feel safe, and
to have an element of fun
within the lesson. This can
be achieved through various
pedagogical approaches,
which address a variety of
students learning needs.
Examples are group work,
audio-visual learning,
comprehension and
integration of ICT learning
mediums (as seen in
appendix B).

After explaining (in summary)

these three points to students, the
teacher will then state that:

While this unit will be enjoyable,

there will be some topics that we
cover that may make you
uncomfortable, embarrassed, or
may spark a question that you dont
wish to share with the class.

Because this can happen, we have

created a Question Box which
can be used by placing an
anonymous (or named) question,
suggestion or any other kind of

11
 Peter Snellen: 19172822

feedback on a piece of paper. This

is to help ensure that you feel like
this is a safe environment where all
of your questions no matter how
long or short, simple or difficult
they are - can be heard as long as
they are appropriate to the
conversation. Alternatively, you
may stick your hand up if you have
a question at any point during the
class. The question box will be
located next to the door and is
available every lesson in our
classroom or between class times
too at the HPE staff room. It is also
worth noting that the door is our
primary fire exit in the event of an
emergency so cannot be blocked at
any time. Remember, chances are if
you are thinking of asking the
question, then someone else is too.

Ask if there are Any questions?

at this stage.

Body (9) Speed Greeting Teacher: S

The concept of this game is based
upon the principles of speed dating.
The aim of the game is for students
to meet and get to know a fact
Teacher to explain the game and allow
students to play, while observing
student interaction and behaviour
during the activity.

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Peter Snellen: 19172822

about each other. Additionally, Student:

greeting in students Aboriginal
and Torres Strait Islanders
native language acknowledges
integrates their culture and pays
homage to Aboriginal and Torres
Strait Islander students.
Worimi translation of hello in
Dharug. Thus an example of the
local language of the Dharug
people of Sydney (Splash ABC,
2017). The teacher will have the
translation of the local people in
the area.
Students have the freedom to pick any
fact that is not identified as offensive.
Students with disabilities such as mute
or deaf can play as their answers and
questions can be written.
Resources:
Paper and pen for students with
disabilities.
Computer.
Overhead projector with activity
description displayed on the screen.
Hello translation in Dharug Worimi

- The teacher will ask any students

of Aboriginal and Torres Strait
islander for hello in their native
language. (If not known use local
language).
- Students will stand behind their
chair and tuck them under the table.
- Students will have 30 second
intervals to find a class member
and have a brief conversation that
includes:
Greeting each other with
Worimi
Asking each others names
Revealing one fact about
each other
- Students must continue the
following procedure until everyone

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 Peter Snellen: 19172822

has connected with one another.

(5) Set the tone: Teacher: T/S

Teacher to explain rules of the
After having met their classmates
classroom and then allow students to
and completing an introductory
have their input. While observing how
activity, the teacher is to direct
they interact with each other while
students attention towards the
completing the activity.
board.

Student:
The teacher is to write up on the
Can be as imaginative as they want but
board Classroom Rules and
within reason.
standards and direct students
Students with disabilities are all able to
towards this statement.
have input though some may require a
translator (e.g. sign language) to help
them.
Teacher states:

Resources:
Okay, so I hope youre all
Students use their own workbooks and
enjoying todays class. We will now
pens. Computer connected to overhead
be going through a set of rules and
projector, Activity description to be
standards that can be used for our
placed up on the screen.
class for the year. If you have a
point, then please share it and Ill
scribe it up on the board.
Alternatively, there is also the
Question Box available if you
would like to drop an anonymous
piece of feedback or suggestion
also.

Accordingly, students are given a

chance to set the rules for the class.
Students are encouraged to take

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Peter Snellen: 19172822

notes related to this. Teacher to

facilitate discussion and ensure fair
and equal input occurs.

An important part of this process is

allowing the students the freedom
to assist with setting the rules as it
encourages positive social
interactions to occur (Board of
Studies, 2003b).
As this is the case, the teacher will
have a prepared list of rules for
reference (see resource 2 below),
though will avoid referring to them
to allow this task to be student
directed.

After this process, the teacher

states:

Thank you very much for your

input. I will ensure these rules are
checked over and available for the
next lesson, along with any
additional rules or standards we
may have missed. Before the next
lesson I would like you to think
through what we discussed and any
notes youve taken about the rules
and standards for next weeks
discussion.

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 Peter Snellen: 19172822

Do you know Bingo Teacher: S

(13) Teacher to explain game and then
This game has been adapted from allow students to play while observing
the idea human bingo as how they interact with each other while
described in McDonald (2010). completing the activity
Student:
- Students receive a bingo
Can be as imaginative as they want.
card (see resource 1 below)
Students with disabilities such as mute
with a 3x3 grid of
or deaf can participate as they can write
information that students
their responses while students with
could have in common with
vision impairment can have help from
each other.
their guides.
- The aim of the game is to
Resources:
walk around and meet other
30 xs copies of bingo card from
students, asking them if
resource 1 below.
they share one of the same
Students to provide their own pens to
boxes in common (as found
write with. Computer connected to
on the bingo card).
overhead projector, Activity
(Remind students to tuck
description to be placed up on the
in their chairs)
screen.
- If students have the same
thing in common as listed
on the card, then they place
each-others names down for
ONE of those categories
only and continue to search
for other students with
things in common.

- This game has two challenges

first is to list up to four names in a
row (up, down or diagonal) then
second is to finish the sheet with a
different students name in each

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 Peter Snellen: 19172822
box.
Importance of connecting and
discussion
(10)
Students will watch a short video
http://www.abc.net.au/news/2017
-08-23/aboriginal-teens-in-
remote-nt-use-hip-hop-to-talk-
mental-health/8832026 about
Aboriginal teenagers in a rural
demographic using music as a way
to connect with each other.
Furthermore, demonstrating the
importance of connecting with
others within a community (Diaz &
Vincent, 2017).
The questions will be in a class
discussion that promotes and
supports participation. Students
who do not feel comfortable
sharing or have an
uncomfortable question have the
question box as an option.
The questions include:
How did the common
interest of music influence
the Aboriginal teens?
Why is it important to be
able to talk and connect to
people?
Can you relate to these
Teacher: T/S
The teacher will explain the purpose of
the video.
Set up the YouTube video on the
computer and play once all students are
listening and in their seats.
After the video, facilitate a discussion
around the key themes of the video in
relation to content. The teacher will
observe the students level of
engagement when viewing the video,
answers, and participation within the
discussion.
Student:
The students are firstly watching the
video and then discussing the questions
by sharing their views, experiences and
analysis of the video and questions.
Students with disabilities such as deaf
can use close captions, while blind can
listen and have extra assistance in
understanding the video if required.
Resources:
Computer.
Projector.
YouTube.
Internet.
video:http://www.abc.net.au/news/20
17-08-23/aboriginal-teens-in-remote-
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 Peter Snellen: 19172822
teens in a situation of your nt-use-hip-hop-to-talk-mental-
life where talking and
connecting was helpful
and why?
(15) Simulation Behavioural
Scenarios and Debrief
The activity will allow students to
identify and analyse behaviour that
is socially appropriate in a range of
challenging situations.
- Students will be split into groups
of five depending on the number of
students present.
- One student in each group will
use their smart device to log into
https://padlet.com/wall/7lrmc7z9ug
pq in order to upload their
responses.
- Scenario cards will be distributed
to each group.
- Each group will have a different
real world situation, where the
issue of inappropriate behaviour is
displayed.
- In their groups students will
analyse and discuss their
situation to identify appropriate
behaviour and why it is
health/8832026.
Teacher: T/S
The teacher will explain the activity
and split students into their groups. The
teacher will open the Padlet website
and give students the link for students
to upload their work onto the
collaboration space. After distributing
the scenario cards to each group, the
teacher will observe the social
interactions and communications
within the groups. The teacher will visit
each group and provide scaffolding and
feedback in regards to how they are
progressing within the activity. Once
all groups have been visited the teacher
will ask for students to upload their
responses to padlet and facilitate the
discussion as each group contributes to
the debrief.
Student:
One student in each group will open
their smart device to upload responses.
Students will have to refer to the
teacher and prior knowledge to assist in
analysing recommended social
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Peter Snellen: 19172822

appropriate.
- Students will record their
responses on their device and
upload to the link where it will be
displayed on the projector.
- The teacher will facilitate a class
discussion.
- Using padlet and verbal
explanations, each group will share
their responses and point of views
with the class.
behaviour.
Students will have the opportunity to
openly discuss their responses and gain
different perspectives from other
groups responses. Students with
disabilities such as deaf and mute can
participate responses will be written,
which can be read. Students who are
blind can also participate through aural
participation.

An example of a scenario is, you Resources:

are at the movies and the people Computer connected to an overhead
behind you keep talking throughout projector, smart device for one student
the movie. You get extremely in each group, link
frustrated and decide to start https://padlet.com/wall/7lrmc7z9ugpq,
yelling at them. and six scenario cards.
- Why is this inappropriate?
- How does the inappropriate
behaviour impact others around
you?
- What are some examples of
appropriate social behaviour that
could have been performed
instead?
- Why do you think appropriate
behaviour should been performed?

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Conclusio Question Box Teacher: T

n (3) Students will be given the
opportunity if they would like to
provide any feedback, reflection or
any questions about aspects of the
lesson to use the question box.
The teacher will give encouraging
feedback about the lesson, thank
the students for their participation
and dismiss the students.
Provide opportunity for students to use
the question box.
Provide encouraging feedback about
the lesson.
Thank students for their participation
and dismiss them.
Student:
Listen to the teacher and write any
responses that they would like to place
in the question box. Be dismissed.

Resources: Question box, paper and

pen.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Outcome 4.1 Informal assessment observation note taking
Outcome 4.2 Informal assessment observation note taking
Outcome 4.11 Performance assessment observing the responses in the
simulation behavioural scenario note taking
LS.1 Informal assessment observation note taking
LS.5 Performance assessment observing the responses in the
simulation behavioural scenario note taking
LS.7 Informal assessment observations in the speed greeting
and human bingo activates note taking

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Justification

The following paper will present supporting evidence for the modifications to the original

PDHPE lesson plan from VUWS. The Australian Professional Standards of Teachers (APST,

2016) and NSW Quality Teaching Model (NSW QTM) (Ludwig & Gore, 2003) was

implemented to identify four areas of improvements. These were standard 1.4 Strategies for

teaching Aboriginal and Torres Strait Islander students (ATSI) and standard 2.6 information

and communication technology (ICT) of the APST. Moreover, standard 1.2 deep

understanding and standard 1.4 higher-order thinking were identified using the NSW QTM.

The original lesson plan had an absence of strategies for teaching ATSI students in reference

to standard 1.4 of the APST. As a result, the speed greeting activity allowed students to greet

each other with Worimi which is the local language of the Dharug people of Sydney

(Splash ABC, 2017). Additionally, any other languages known to ATSI students could be

implemented. Further modifications were evident in the importance of connecting activity, in

which Aboriginal teens demonstrated the importance of connecting and communicating

within their community through a video (Diaz &Vincent, 2017). Students gain the chance to

understand experiences and culture shared by the Aboriginal teenagers. The modifications

embrace cultural relevant pedagogical teaching (Stoko, Ingram, & Beaty-OFerrall, 2007).

According to Bourke Rigby and Burden (2000) respecting Aboriginal languages and valuing

their cultural background and knowledge promotes cultural competence within the classroom,

which results in greater academic expectations. Similarly, APST (2016) standard 1.4 outlines

that demonstrating and understanding cultural impact, identity, and linguistic background of

ATSI students are key components for teachers pedagogy. Biddle, Hunter and Schwab

(2004) stated that a lack of schools acknowledging ATSI culture was the majority reason for

non-attendance rates. Non-attendance rates for ATSI students are a major consequence for

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neglecting culture. As a result, an ATSI student who does not attend school cannot be taught

the content, which negatively impacts their academic performance in the summative

assessment to achieve the academic outcome. The example demonstrates instructional

alignment. Thus, a strong association is evident between the supporting evidence of best

practice presented, APST focus area 1.4 and the lesson plan modifications to acknowledge

and support ATSI culture. ATSI students can value learning within the classroom and

potentially more likely to attend school.

In reference to standard 2.6 of the APST, information communication technology (ICT) was

present in the original lesson plan. However, it was restricted to only displaying activity

descriptions through an overhead projector. APST (2016) outlines that ICT teaching strategies

are implemented to expand opportunities for curriculum learning, which was not evident in

the original lesson plan. As a result, adding ICT pedagogies such as a YouTube video for

students to view on the overhead projector and utilising Padlet on students smart devices for

input in a class group discussion expanded students curriculum learning opportunities. In

accordance to Redecker, et al. (2009) innovative pedagogies of ICT best practice encourages

learner-centered teaching strategies, inquiry-based learning, group work, creativity and

interactivity. Additionally, utilising existing technologies e.g. smart devices and emerging

technologies e.g. augmented reality provide teachers to further create pedagogical learning

activities of best practice (Conole, 2010). A study by Hammond et al. (2009) acknowledged

that implementing effective ICT pedagogies resulted in enjoyment of ICT, increased active

learning, further attention to content learning and increased interest. Importantly, in order to

demonstrate key ICT pedagogies, research revealed that teacher ICT self-efficacy determined

frequency and how ICT was implemented (Papastergiou, 2010). Henceforth, a key

modification of the lesson plan is exhibiting the pedagogical change to implement ICT. The

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modifications of viewing the video and utilsing Padlet improves the greater learning

opportunities, as stated in standard 2.6 of the APST. Whilst, demonstrating a strong

correlation to the supporting evidence presented of ICT best practice pedagogies and

justifying the improvements to standard 2.6 of the APST.

The original lesson plans major weaknesses was evident throughout standard 1.2 and 1.4 of

the NSW QTM. The original lesson plan did not provide any opportunities for students to

solve problems, develop answers, create meanings, and understand concepts as stated for both

standards in the NSW QTM. Thus modifications of including a discussion after the video

within the importance of connection activity and a debriefing after the simulation behavioural

scenarios provide students the scaffolds for higher-order thinking and deep understanding.

According to Nystrand (1997) classroom discussion activities that apply quality questions to

explore understanding, in contrast to testing what students already may know were related to

a significant increase of understanding. Langer (1995) also emphasised the importance of

classroom discussion for students to make meaning and understand the lesson concepts. In

accordance to standard 1.4, Dennick and Exley (1998) identified that focused discussion

enhanced critical thinking. Similarly, Mariani et al. (2013) further supported that structured

debriefing assists student-centered discussion, which results in enhancing students higher-

order learning. Furthermore, the debriefing structure forms the best practice when a facilitator

scaffolds students reflection where higher-order views and perceptions add meaning to

learning (Dreifuerst, 2010). Additionally students who gain further understanding of the

teaching of lesson concepts increase their likelihood to do well in the summative assessment

and achieve the desired outcomes of the curriculum. Therefore, the modifications align with

best pedagogical practices and justify improvements to standards 1.2 and 1.4 of the NSW

QTM.

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E-Portfolio link:

http://pjsnellen.weebly.com/standard-3.html

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