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)

English
1 Know students and how they learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1234 Comments: The lesson plan does not consider the learning strengths and weaknesses of
5 students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1234 Comments: The lesson plan does not demonstrate any strategies that address knowledge and
5 understanding of cultural inclusivity, in regards to teaching aboriginal and Torres Strait
Islander students.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1234 Comments: Does suggest that students can note their initial thoughts on a paper while
5 watching the video and will have the opportunity to write their speech. However, does not
entirely consider diverse learning needs of students.

1.6 Strategies to support full participation of students with disability

1234 Comments: Does not consider this. Very limited information provided in regards approaches
5 towards students with disability.

2 Know the content and how to teach it

2.2 Content selection and organisation
1234 Comments: Information on prior student learning progress is quite limited. Does not
5 explicitly state if prior and previous student learning relates to current lesson plan; rather, it
mentions that students will be reminded of previous content.
2.3 Curriculum, assessment and reporting
1234 Comments: The class discussion is an example of informal assessment of students learning,
5 whereas the students in-class and homework completion of Plan Your Own Speech may act
as a formal assessment of students progress.

2.6 Information and Communication Technology (ICT)

1234 Comments: Lesson does incorporate the use of ICT, through the speeches being played for
5 students and students research on computers.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1234 Comments: Student goals are quite broad. Other than ensuring that students understand the
5 effectiveness of the speeches, the lesson plan does not mention suitable challenging and
learning goals.

3.2 Plan, structure and sequence learning programs

1234 Comments: Lesson plan structure seems to vaguely scaffold learning content. It does state
5 that students will be reminded of what they have learnt so far; however, no consideration is
made towards student knowledge. Thus, it does not ensure that all students are up to date with
 the subject content. Through this, no strategies are put into place to ensure that students who
are behind are not disadvantaged within the set lesson. Lesson plan is also lacking
approximate duration of each task.

3.3 Use teaching strategies

1234 Comments: Lesson plan incorporates a range of teaching strategies, such as group
5 work/collaborative learning, teacher directed discussion and individual learning tasks.

3.4 Select and use resources

1234 Comments: Engages students in learning using ICT (student computers and projector), as
5 well as pen and paper, through the worksheets provided, and creative tasks, such as the Plan
Your Own Speech.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1234 Comments: Group work and class discussion allows for inclusive student participation and
5 engagement in the classroom; however, this requires ongoing teacher supervision, as it is
possible for students to disengage.

4.2 Manage classroom activities

1234 Comments: Besides directing students in group and class discussion, the lesson plan does not
5 explicitly mention any effective activity management.

4.3 Manage challenging behaviour

1234 Comments: Does not mention any practical approaches to manage challenging behaviour.
5 Expectation for at-home learning is mentioned.

4.4 Maintain student safety

1234 Comments: does not mention any strategies that support students safety and wellbeing.
5
4.5 Use ICT safely, responsibly and ethically
1234 Comments: Does not indicate any approach towards addressing possible ICT hazards and
5 issues. Does not identify relevant strategies towards maintaining safe, ethical and responsible
use of ICT equipment, such as teacher supervision.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1234 Comments: Besides the expectation of the take-home speeches, no formal/informal
5 assessment of student learning is mentioned.
5.2 Provide feedback to students on their learning
1234 Comments: Lesson plan does not explicitly mention any form of student feedback; however,
5 the facilitation of a class discussion may enable student feedback.

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: Mentions concepts and ideas for discussion, but does not mention the ways in which the
two speeches explore distinct spoken text structures and language features.

1.2 Deep understanding

1 2 3 4 5 Comments: Content is relevant to the outcome; however, there is room for deeper and more
appropriate sources of teaching (speech). A suitable resource that students can relate to will initiate
deeper interest in the task. For instance, a modern video that is contextualised appropriately.
1.3 Problematic knowledge
1 2 3 4 5 Comments: Lesson plan seems open to diverse interpretations of the speeches and their effects. The
lesson plan frequently refers to students perspective of the speeches. For instance, students are
provided the opportunity to note their initial thoughts of the speeches on paper, before working as a
class to list the similarities and differences between the two speeches.

1.4 Higher-order thinking

1 2 3 4 5 Comments: Students are given the opportunity to do their own research on King and Gill, rather than
being provided facts. Students are also provided the opportunity to experiment with different
language techniques through Plan Your Own Speech.

1.5 Metalanguage
1 2 3 4 5 Comments: Although the lesson plan does focus on the power of language, it does not specifically
incorporate metalanguage until the second half of the lesson (step 8). Following step 8, the lesson
plan frequently mentions discussing the form, structure and effect of language in the speeches.

1.6 Substantive communication

1 2 3 4 5 Comments: Lesson plan skilfully scaffolds communication throughout. Sustained interactions are
also mentioned throughout, allowing students to discuss ideas in groups and as a class.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: The lesson plan does not indicate the quality of work that is expected of students. Rather,
it vaguely mentions that the Venn diagram will focus on the language features used. Explicit
expectations of students are not mentioned.

2.2 Engagement
12345 Comments: The lesson plan seems mostly engaging, through small group discussions, class
discussions and a few questions for volunteer students to share their findings to the whole class.
However, this can also be problematic, as it is easy for students to disengage when there is no
profound interaction between students and teacher.

2.3 High expectations

1 2 3 4 5 Comments: There is no mention of high expectations within the lesson plan. This could be improved
by the teacher encouraging students to aim higher. The information of students previous learning
expectations is also missing.

2.4 Social support

12345 Comments: No form of social support or language that demonstrates respect for others opinions and
work. Student encouragement is not mentioned; however, there is no evidence of undermining
students perspectives of the task. Considering this, the lesson plan seems to foster a neutral/mildly
positive social support environment.

2.5 Students self-regulation

1 2 3 4 5 Comments: No mention of student self-regulation. This could be due to students being given direct
tasks and being supervised throughout. Student safety conduct is not mentioned throughout. The
ways in which the teacher maintains student self-regulation is limited.

2.6 Student direction

1 2 3 4 5 Comments: Student direction is evident throughout and students are treated autonomously. Students
are instructed to research, look over the worksheet and ask questions, before the speech, and share
answers in group discussions. Students are also directed through the construction of the Venn
diagram and the Plan Your Speech task. However, no direction is provided for students that finish
the tasks early.
3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: Besides reminding students of the previous lesson content, the lesson plan does not
implement students background knowledge. This may be enhanced by considering students
background knowledge and experience on the power of language, as well as making connections
between this and the content.
3.2 Cultural knowledge
12345 Comments: The speech by King represents the implementation of the dominant culture; however,
there is no reference made to diverse cultures or social groups within in the lesson plan.

3.3 Knowledge integration

1 2 3 4 5 Comments: There is scope to make meaningful connections between the content and diverse subject
matters. Relating the King and Gill to modern/pre-modern public figures with effective and diverse
speech styles, such as Obama or Oprah, may intertwine and link with students previous knowledge
on different subject matters, primarily history.

3.4 Inclusivity
12345 Comments: Inclusivity is quite low. Lesson plan does not mention, nor consider, any approach to
student inclusivity, such as cultural/social backgrounds. Due to this, some students may be excluded
or may exclude themselves from the tasks that are set for students.

3.5 Connectedness
1 2 3 4 5 Comments: There is scope for the lesson plan to exhibit high connectedness; however, the lesson
plan does not address any public concerns, life experiences or situations that will relate to the content
being taught. The Plan Your Own Speech does represent an attempt at connecting the content to life
experiences; however, the connection is quite superficial.

3.6 Narrative
12345 Comments: High use of narrative, as evident throughout the King video and the Plan Your Own
Speech task. However, the Gill speech seems to limit the representation of language, as the context
and subject matter does not quite relate to the outcome. This may be improved by using a more
suitable second speech.

Section 3: Identifying Areas for Improvement

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

APST
1) Support student participation 2) Establish challenging learning goals
QT model
1) Inclusivity 2) Cultural knowledge
 Lesson Plan (Simplified for DTL)
Topic area: English
Date: 28/09/17
Time: 90 minutes
Outcomes
Syllabus outcomes
Students learn about
speeches as powerful spoken
texts by considering two
speeches from different
contexts.
EN5-1A: Student responds to
and compose texts, through:
-Critically assessing the
effectiveness and purpose of
spoken texts
-Understanding and
interpreting the language
techniques of spoken texts.
Using creative expression to
create texts that engage,
persuade and inform.
(ACELY1750)
Cross Curriculum themes & General capabilities
Stage of Learner: 5 Syllabus Pages: p. 134, EN5-1A
Location Booked: Lesson Number: 1/4
Total Number of students: 20 Printing/preparation:
Write and print of class quiz sheet.
Ensure that students have
available computers for
researching. Prepare YouTube videos on
class projector.
Obtain 8 sheets of A3 cardboard.
Assessment Students learn about Students learn to
Lesson assessment Interpret, appreciate,
The effectiveness of respond and create
Student learning spoken texts and the spoken texts.
assessment will ways in which the
be produced language techniques Assess the
through informal used throughout the
effectiveness of spoken
and formal text intertwine to
assessment: texts.
create depth and
significance.
Reading/Writing Construct and
and Viewing: experiment with their
Appreciate the
Student interest in aesthetic and the own spoken texts.
completing in- power of language,
class worksheet, within the spoken Collaborate with peers,
including a film texts. in order to assess the
review (notes) of effectiveness of their
the videos The ways in which spoken texts.
presented. language form and
Students structure may enhance
engagement and or limit aesthetic
interest in qualities and effects of
learning content. a text.
Communication:
Student
engagement and
interaction with
teacher and peers
throughout class
discussion/group
work.
Student interest in
working together
to construct and
perform speech.
Explicit subject specific concepts and skills
Interpreting texts Understanding the power of language
Critical analysis and abstract thinking Apply diverse language forms and features to
Imaginative expression create powerful texts
Understanding how language creates meaning
Exploring texts through diverse contexts and
ideologies
Experimenting with different language
techniques, such as irony, metaphor, tone,
structure, form.
 (ENGLISH)
Time Teaching and learning actions Organisation Centred
T/S
Intro Note: This is best conducted over two
periods
Teacher: Facilitate class discussion of previous Teacher
Give students a detailed explanation of learning content.
the range of text types they have
studied, indicate that this lesson will be
focused on speeches as powerful
examples of spoken texts, the power of
language and the ways in which it
intertwines with their previous learning
content.
Body
8 minutes Provide students with quiz/ revision
sheet of previous subject content.
Ensure students that the quiz will not Teacher: Prepare a quiz/revision sheet for students, Student
be graded; rather it is a recap of which assesses the content knowledge of students.
previous content. However, it is
expected that they complete it to the Student: Settle in and complete worksheet.
3 minutes best of their ability.
Resources: Worksheets, printer, pens and spare
Once the revision sheet is completed, sheets of paper for students. Teacher
collect sheets and provide students
with an opportunity to ask any
questions regarding the speakers and
language.

2 minutes ICT Safety Standards:

Inform students on safe computer use
and direct students on the appropriate
websites that should be used to obtain Teacher: Suitable facilities for showing captioned Teacher
information. Ensure that students YouTube clips on screen to class, including access to
understand your expectations of the Internet
staying within safe research methods
and not veering off-task. (monitor Student:
4 minutes student ICT use).
Resources: Student computers & access to internet
Provide students with a short amount
of time to research Martin Luther King
Jr. and Barack in the Virginia Rain:
"There's Nothing We Can't Do".
Class discussion:
5 minutes Initiate a class discussion on the Teacher: Mediate class discussion, ensuring that any
findings of each student, ensuring that student who is behind or does not understand the Teacher
all students have an adequate context of both speakers is assisted by teacher or
understanding of both speakers. peers. Through this, provide such student with a Student
quick overview of both speakers and the ways in
which their work will be analysed in accordance with
the previous content.

Student: Engage in class discussion

Resources:
Short play of MLKJr. speech:
Teacher: Play short version of speech.
2 minutes In order to allow students to think Student

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 thematically, prepare Martin Luther
King Jr. speech. Ask students to keep Student: Ensure all students are engaged in the
their eyes closed and envision activity.
themselves listening to the speech first-
hand, considering the tone, alliteration,
rhythm and various other techniques Resources: ICT, computer, M.L.KJr speech open and
used within the speech. ready to be played.

Play 5 seconds of the speech (set on the

line I have a dream) and allow
students to note their initial thoughts
of the line played.
MLKJr. Video commencement: Teacher: Prepare YouTube clip: Student
10 Allow students the opportunity to ask https://www.youtube.com/watch?v=1UV1fs8lAbg
minutes questions before viewing Martin Luther Observe student engagement and interest in video
King Jrs speech. Note: Make sure your
students know that this is only half of Student: Watch video
the speech.
Play the YouTube clip and observe Resources: ICT set up & YouTube video ready to play.
student engagement.
Following the clip, allow student to
note their thoughts and comments on
the video.

Direct students into groups, in order to

10 discuss language concepts and themes Teacher: Monitor student engagement in group Student
minutes that enhanced the spoken text. discussion. Ensure that all students are contributing
Following this, conduct informal to group discussions. Form and lead class-discussion
assessment of student engagement by using questionnaire.
asking:
- What language techniques Student: Discuss language techniques used within
stood out the most to you? the spoken word, as well as the effect of this in
- Did you notice any aesthetic contrast to the initial play of the video.
change in your perception of
the video, compared to the
previous line I have a dream Resources: Printer. Discussion points paper on hand.
at the beginning of the class?
- What are some key words,
used within the video, that
you believe enhanced the
purpose and effect of the
spoken text?

Commencement of second video:
5 minutes Play Barack in the Virginia Rain:
"There's Nothing We Can't Do" (3
minutes) for students. Observe student
engagement and note taking.
Teacher: Ensure that all students are comfortable Student
and prepared to view second video: Barack in the
Virginia Rain: "There's Nothing We Can't Do" -
https://www.youtube.com/watch?v=OofHuLW6xdM
Play YouTube clip. Observe student engagement.

Student: observation of video and note-taking.

Resources: YouTube video.

8
5 minutes Class discussion:
Teacher
Discuss, with the class, the contextual Mediate class-discussion and lead through discussion
difference between Martin Luther King points.
Jrs speech and Obamas speech.
Discussion points: Student: Contribute to class-discussion
-Similarities between the effects of
both speeches (tone, radiance, speech Resources: Preparation of YouTube video.
structure and form).
- Note that both speeches are set in
different time periods however, both
speeches convey equal significance.

Encourage students to share any Student

differences or similarities, which were
observed between the two texts.
Ensure students that there is no wrong
answer and imaginative viewpoints are
valued and respected.

Creative task (group construction of

10 speech): Teacher: Monitor student engagement in group Student
minutes Form students into groups of five and activity. Ensure that all students are contributing and
provide each group with a A3 sheet of using their imagination. Ensure students are not
cardboard each. Instruct students to addressing an inappropriate/sensitive subject
work together and construct a short matter. Ensure that any students who require help
speech that incorporates the language are assisted and/or provided a different talk,
techniques and structures that were according to their knowledge and learning ability.
used within the video. Encourage
students to use their imagination. Student: Contribute to group activity and complete
Inform students that you expect every set task within the timeframe.
group member to contribute and work
together to complete the task within 10
minutes. Resources: A3 cardboard paper.
Inform students that each group will
have the opportunity of performing the
speech.
This will ensure that students can
briefly explore the concept of how
written language when presented to an
audience orally, can affect the power of
the written word.

15 Performance of speech:
minutes Allow students to choose one person
from their group to perform the
speech. Mediate individual
presentations.
Teacher: Inform group presenters of the sequence Student
that will take place.
Inform the class to remain silent while each student
presents, as well as note the use of language
structure and techniques used by the group. Observe
whether or not students have implemented the
language techniques, which was previously
addressed, within their speeches.

Student: Remain attentive and quiet while students

perform. Engage in presentation by taking notes on
the effectiveness of the speeches.

Conclusion Reflection:
5 minutes Class discussion addressing the various
techniques that were used throughout
both videos and the effect that they
Resources:
Teacher: Facilitate group discussion and observe
student engagement and effectiveness of the lesson. Teacher
Student: engagement in class discussion.

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 had on students. E.g. comparisons of Resources:
writing the speech, as opposed to
performing it. Emphasise the ways in
which performing the spoken text,
when infused with diverse language
techniques, creates greater significance.

Learning Outcome Method of measurement and recording

EN5-1A: Responds to and
composes increasingly Informal and formal formative assessment is used. The
sophisticated and sustained students are monitored throughout the lesson, through
texts for understanding, group work, class discussions, engagement and interest
in the videos being played, the final speech task and the
interpretation, critical
quiz/revision worksheet.
analysis, imaginative
expression and pleasure.

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Academic Justification:

The chosen lesson plan seems quite applicable; however, it is evident that there is room to expand

on various aspects within it. The primary elements that have been modified for improvement,

regarding the Australian Professional Standards for Teachers (AITSL, 2017) standards and the

NSW QT model, are support student participation, establish challenging learning goals, cultural

knowledge and inclusivity.

Standard 4.1 (support student participation) and 3.1 (establish challenging learning goals) are

improved through incorporating higher student expectations, encouragement and motivation, to

support students in participating without the fear of failure. By observing the effectiveness of these

two standards, the original lesson plan was juxtaposed with various scholarly sources, which focus

on effective student participation and methods of establishing challenging learning goals for

students. Through this, it is evident that the original lesson plan lacks essential student

encouragement and learning challenges. Through standard 3.1, it is evident that the lesson plan

does not consider students previous knowledge, regarding the subject matter and lesson topic.

Therefore, it is difficult to determine where and to what extent challenging learning goals are to be

set. Hunter (2014) suggests that, to set the standard of what and how students will learn, teachers

must redirect their knowledge to what that particular group of students already knows (p. 6).

Considering this, a revision quiz has been incorporated into the beginning of the original lesson

plan. This method of informal assessment will also signify students current knowledge and skill

levels, as insufficient prior learning, to support new learning, results in inefficient instructional time

(Hunter, 2014). Thus, the quiz will assess whether students are progressing appropriately, excelling

or behind on learning content and, through this, indicate the level of challenging learning goals that

will be applicable for each student.

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To effectively establish challenging learning goals, it is essential to foster a supportive student

participation environment (standard 4.1). This is evident within Meece, Anderman and Andermans

(2006) theory on achievement goal participation, wherein inclusive strategies that engage and

support students in learning, encourage students to pursue challenging learning goals.

Modifications of the lesson plan, which implement challenging learning goals and foster a safe and

inclusive student participation environment, have been implemented through various methods. For

instance, to support inclusive student participation, the group activity of forming a speech is

implemented, wherein positive reinforcement is used to encourage students to think imaginatively.

Within this, students are also reminded that there is no right or wrong answer in relation to the set

task. This essentially works in accordance with fostering challenging learning goals for students, as

students are provided various explicit instructions, which challenge their critical thinking abilities

and, in turn, pave the way to achieving greater learning goals.

To expand on standard 3.2 (cultural knowledge), Richard Gills The Value of Music Education

speech was replaced with Barak Obamas speech There's Nothing We Can't Do. Rather than an

indicator of disadvantage, the Quality Teaching Model defines cultural knowledge as a valuable

resource that enables teachers to build significance within learning (Department of Education and

Training, 2003). Through this, the modification implements deeper cultural knowledge, as Obamas

speech addresses social and cultural difference and emphasises the importance of unity, regardless

of ethnicity, sex, and cultural difference. Considering this, it is fundamental for educators to

implement cultural knowledge within teaching content and acquire vital cultural knowledge, as

teachers are now required to teach more than content area literacy they are required to acquire

cultural literacy (McMillon, 2009). Although Obamas speech does not directly address any

specific culture, it effectively resonates with all students, as it addresses inclusivity and the

importance of wellbeing. Furthermore, cultural inclusivity has been suggested to be the foundation

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of successful student based learning environments (Chen et al, 1999). This also correlates with

inclusivity (standard 3.4), as implementing culturally diverse content and culturally relevant

pedagogy, as well as the characteristics of a culturally responsive teacher is a fundamental aspect of

inclusive teaching practices (Rodriguez, 2014). Considering this, standard 3.2 and 3.4 of the lesson

plan been modified to create an inclusive and culturally diverse learning environment, which

enables students to connect with the set tasks on a more significant level. Consequently, the

Australian Professional Standards for Teachers emphasises the importance of teachers knowing

their students culturally, to effectively structure lesson plans that meet the physical, social and

intellectual development of students (AITSL, 2017). Thus, it is evident that students are more

inclined towards engaging in the content matter, as Obamas speech denotes and addresses cultural

inclusivity. Furthermore, cultural inclusivity within curriculum, pedagogy, and assessment design

has been defined as a significant principle in guiding organisational change and progress in

secondary education, business and other areas (McLoughlin, 2001). Through this perspective, the

original lesson plans lack cultural knowledge and inclusivity may result in student disengagement

and reluctance towards contributing to the set tasks. This may hinder student learning and effect the

overall lesson plan and outcome.

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 References:

Australian Institute for Teaching and School Leadership. (2011). Australian professional standards

for teachers. Retrieved from: https://www.aitsl.edu.au/docs/default-source/apst-

resources/australian_professional_standard_for_teachers_final.pdf

Catherine McLoughlin (2001) Inclusivity and alignment: Principles of pedagogy, task and

assessment design for effective crosscultural online learning, Distance Education, 22:1, 7-

29, DOI: 10.1080/0158791010220102

Chen, A., Mashadi, A., Ang, D. & Harkrider, N. 1999, 'Cultural issues in the design of technology

enhanced learning systems', British Journal of Educational Technology,vol. 30, no. 3, pp.

231-45

Department of Education and Training. (2003). A Classroom practice guide. Retrieved from:

http://web1.muirfieldh.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teac

hing%20Guide.pdf

Hunter, M. C. (1982). Mastery teaching. Thousand Oaks, CA: Corwin Press.

Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student

motivation, and academic achievement. Annu. Rev. Psychol., 57, 487-503.

Rodriguez, L. I. (2013). Secondary school teacher knowledge of culturally diverse content,

culturally relevant pedagogy, characteristics of a culturally responsive teacher, personal

teaching efficacy, and teaching efficacy and hispanic student graduation rates (Order No.

3574112). Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/1448696173?accountid=36155

Thompson McMillon, G. M. (2009). Pen pals without borders: A cultural exchange of teaching and

learning. Education and urban society, 42(1), 119-135

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