102086 Assignment 1 Student No: 18616763

The importance of lesson planning

Effective teaching involves many aspects, though one remains fundamentally

important: planning. Teachers design lesson plans to provide guidance and structure

to the process of teaching and learning (Strangis, Pringle, & Knopf, 2006).

Thoughtful lesson planning allows teachers to be more effective at integrating new

instructional approaches and employing complex learning activities fostering better

learning outcomes in students (Strangis, Pringle, & Knopf, 2006, p. 74). Awareness of

the thought processes and decisions made in planning is essential, as these decisions

impact profoundly upon the success and efficacy of teaching and learning. Lesson

plan decisions should be determined by four factors in particular; the Syllabus,

diverse student learning needs, previous assessment data and the National

Professional Standards for Teachers (AITSL, 2014). Each factor plays a pivotal role

in the creation of equitable lesson plans, allowing students to develop skills and reach

learning outcomes. Discussion of these factors and the literature surrounding them

will highlight their significant role in lesson planning. To practically illustrate the

importance of these factors, a Science Stage 5 (Year 9) Board of Studies Teaching

and Educational Standards NSW (BOSTES) lesson plan (BOSTES, 2014) will be

deconstructed.

Schooling curriculum is developed and used to support a students capability and

inclination to contribute to society developing the skills, knowledge and

understanding required to be effective and innovative citizens. Curricula therefore

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hopes to create students committed to developing productivity and national prosperity

in the global economy (National Curriculum Board, 2008). In NSW education,

BOSTES is responsible for the provision of quality curriculum for Kindergarten to

Year 12 (BOSTES, 2016). Broadly, the BOSTES curriculum framework identifies

essential learning for all students and is implemented meaningfully through syllabi.

Syllabi are used to clearly express standards on what students are expected to know,

the skills they should gain and how to measure these outcomes within specific school

subjects. The knowledge and skill competencies expected by students are stage

specific and students must show improvement through each stage if they are to

progress through their schooling (BOSTES, 2016).

However, curricula should not only be coherent for teaching, but meaningful for

learning (Sun, Chen, Zhu, & Ennis, 2012) and lesson planning plays a major role in

making the syllabus meaningful. According to constructivist learning theories,

knowledge cannot be simply transmitted from teacher to learner. Instead, individual

students actively construct knowledge within their physical and social context (Sun,

Chen, Zhu, & Ennis, 2012). Whilst syllabi describe what needs to be learned,

effective teaching engages with the syllabus and adapts pedagogy in lesson planning,

adjusting teaching to support individual learning (O'Brien, Mills, & Cohen, 2008).

Consistent with this idea, educators have started to incorporate Vygotskys concept of

the Zone of Proximal Development (ZPD) into their lesson-planning framework,

scaffolding student learning (Lynch & Warner, 2008). The ZPD describes the distance

between the knowledge and skills a learner currently has and potentially can have.

The potential knowledge and skills outlined by the syllabus must be presented in a

meaningful format that allows students to become successful learners (O'Brien, Mills,

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& Cohen, 2008). By guiding students across the distance in the ZPD, teachers help

students construct their own knowledge (Sun, Chen, Zhu, & Ennis, 2012). Therefore,

planning these scaffolded learning experiences is essential to effective teaching.

Scaffolding builds knowledge and instruction and must first be based on the students

previous knowledge (Robinson, 2013). The constructivist theorist Piaget proposed

that individuals are incapable of immediately understanding and using knowledge.

Instead, they must construct their own knowledge based on previous experience

(Robinson, 2013). Previous student assessment data is used to assess how individual

students are progressing, what their current knowledge is and whether they are

meeting learning targets (Basturk & Donmez, 2011). The knowledge gained by

assessment data can therefore be used to scaffold lesson planning.

There are two forms of assessment within the classroom: summative and formative

(OECD, 2005). The process between student and teacher to develop, identify and

respond to learning is known as formative assessment (Burns, 2010). Summative

assessment is a classic way of measuring student progress and can be used to quantify

progress, such as through examination. This method holds schools accountable within

the education system and the data can be used as an easily observable form of

tracking for parents and future employers (OECD, 2005). Both are integral to

fostering effective teaching (OECD, 2005) but truly effective student assessment

should identify and respond to individual student learning needs (Burns, 2010).

Utilising appropriate student assessment techniques within planning is thus key.

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Such assessment focuses on an individual student level, however macro assessment

data gained through school-based research can likewise be used to improve lesson

planning and education practice pedagogy. Schools and teachers are increasingly

incorporating data analysis and evidence based research methods into teaching

practice to facilitate pedagogical development (Gall, Gall, & Borg, 2014). This

process involves a range of reflective processes, leading to the improvement of

educational practice and educator attitudes (Wayman, 2005). Effective teachers

therefore use numerous forms of assessment data in lesson planning to ensure that the

curriculum is in fact being learnt and not just taught.

The focus on individual student needs is important within teaching as teachers are

faced with an abundance of diversity within the classroom (Lynch & Warner, 2008, p.

11). Teachers in Australia must meet the needs of a variety of students as classrooms

contain students with a wide array of sexual orientations, abilities, disabilities,

socioeconomic, spiritual, cultural, ethnic and linguistic backgrounds (Causton-

Theoharis, Theoharis, & Trezek, 2008). Within this, an extensive range of abilities is

reflected amongst typical students not just those who have a disability (Lynch &

Warner, 2008). It is because of this that a one size fits all lesson is not effective and

it is essential for teachers to account for diversity in lesson planning.

Differentiating instruction and design in lesson planning to meet these varying needs

ensures all students have access to the curriculum, facilitating the production of a

more equitable society. Differentiated instruction purports that students learn best

when their teachers address student variance in interest, learning preferences and

readiness (Robinson, 2013). The absence of differentiated instruction can smother

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success for students who learn in different ways to their peers. This method of

instruction takes a constructivist approach, offering students the chance to build on

their prior knowledge while applying their own talents, interests, skills and styles

(Robinson, 2013). Such knowledge should be accounted for and reflected in planning.

Whilst knowledge of individual students is important, self-reflective practice amongst

teachers is also critical. Professional standards provide a platform that allows teachers

to recognize and respond to their current capabilities and areas of development

(Hakel, Koenig, Elliot, & Stuart, 2008). Australias National Professional Standards

in Teaching are regulated by AITSL. AITSL define accomplished teaching and

formally recognize and accredit teachers who meet these standards. They monitor the

quality of the standards and provide supportive materials to teaching professionals

(AITSL, 2014).

The importance of standards is highlighted by a survey comparing U.S. mathematics

pre-service teacher training with international pre-service training. The survey

showed that those countries with higher results from their students also maintained

more standardized teacher preparation programs that focus on professional

development, not just subject content knowledge (Schmidt, Cogan, & Houang, 2011).

However, there is much evidence questioning professional standards, claiming that

poor standards can diminish teacher outcomes forcing teachers to prioritise

conformity over innovation (Zuzovsky & Lipman, 2006). It is therefore necessary for

AITSL to be rigorous in its production and reflection on teacher standards to ensure

better outcomes in teaching. Likewise, teachers must remain cognizant of the

standards and their implications within their teaching. When planning lessons teachers

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and school leaders must use evidence on what constitutes success in meeting

standards.

All four of these factors can be articulately highlighted in relation to the BOSTES

Stage 5 Science example lesson plan. The Science stage 5 syllabus content is divided

into 5 parts, one of which is called Living World. The Living World content is

divided into 4 categories labeled LW1 to LW4. Within each category is an

alphabetical list of specific content that must be covered. The Living World also has

two student outcomes. This BOSTES lesson plan looks at LW2 points (a) and (c),

learning outcome SC5-14LW and breaks the lesson down into four stages of teaching

(Appendix 1).

Whilst the syllabus is covered fairly extensively in this lesson plan, it is not

completely thorough. LW2 (c) refers directly to energy flow through ecosystems

with an emphasis on food webs. Despite this, the term food web is not used

once within the lesson plan or handout. This is despite the fact that the lesson

plan has a language focus on classifying and describing through using

definitions and technical terms in biological sciences. The term food chain is

expressed once in the stage 1 background knowledge but the lesson plan doesnt

seem to expressly show the link between food webs and energy flow through

ecosystems. This is despite a broad list of energy flow diagrams in the handout.

The content for LW (a) is comprehensively expressed in the handout provided.

The flow of this lesson changes depending on what implementation option the teacher

takes at each stage. Discussion is optional, with the core task focus on reading and

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summarizing. The verb analyses as part of outcome SC5-14LW implies that

students can both identify and evaluate interactions between components and

processes within biological systems. Whilst it is expected that the teacher goes

through the text and explains the core concepts related to the illustrations within the

text at stage two, a more dynamic classroom for the duration of class might allow

students to engage with content. This is necessary if the lesson is to foster analysis

and therefore understanding at a more sophisticated level. The outcome is for students

see how each component fits together to form a whole not just identify the

individual parts.

The lesson plan provides no clear evidence of previous assessment data as the

lesson is focused around summarizing and discussing the content of the handout.

Stage one of the handout does list background knowledge to be revised, however

this shows what has been taught, not necessarily what has been learned. One

could assume the students have a clear grasp of the previous subject content, as

the new information taught in the handout would make little sense without the

background knowledge to accompany it. As the teacher is not necessarily

actively involved in the discussion with students in stage 1 and 3, it is not clear if

the teacher will grasp student understanding. Furthermore, no indication is

made as to whether the teacher will read the stage 4 summaries to check the

students knowledge. If the plan is to be interpreted that at each stage group

discussion occurs, the teacher will have a better idea of student understanding.

This can provide a focus and direction for further learning and inclusion of

assessment data.

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This also raises concern for the topic of diverse needs within the classroom.

Whether or not differentiated learning is catered for in this lesson plan is left up

to the imagination, as it is not explicitly addressed or immediately evident.

Diverse student learning needs may be covered if the discussion is extensive and

caters for everyone in the class, ensuring all students are engaged. If the teacher

leads the discussion and explains abstract concepts such as energy flow through

various ecosystems, they will help students move through the ZPD. However,

purely reading and summarizing text with no clear knowledge of previous

student understanding will leave some students behind. Likewise this plan does

not cater for differing learning skills; it is primarily paper based with no

evidence of creativity in information presentation. More inclusive and innovative

methods that help students construct their learning would help foster bettering

learning outcomes for diverse groups.

When considering professional standards, this lesson plan does meet the

standard 3.5.1, demonstrate a range of verbal and non-verbal communication

strategies to support engagement (AITSL, 2014). Balancing summaries and

discussion within this lesson plan allows students to both verbally engage in

discourse and have time to reflect on and consolidate knowledge. The plan also

meets standard 2.2.1, demonstrate knowledge and understanding of the

concepts, substance and structure of the content and teaching strategies of the

teaching area (AITSL, 2014). The learning materials provided broadly cover the

required content knowledge for syllabus point LW2 (c) and part of (a). It can

therefore be seen that the lesson does construct a reasonably thorough

explanation of the syllabus content.

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This lesson plan deconstruction in conjunction with the literature review

demonstrates how informed teacher planning is an essential ingredient to effective

teaching. The syllabus, diverse student learning needs, professional standards

and assessment data each play a pivotal role in the process of teaching and

learning. The cycle of planning, evaluating, reflecting and adapting are necessary

to provide a comprehensive and sophisticated guide to developing teaching

strategies. This ensures the success of lessons and thereby helps each student

reach their potential. Likewise, these processes foster the growth of teacher

professionalism and enhance collective teacher knowledge. It can thus be

concluded that lesson planning is an integral step in the process of effective teaching.

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Works Cited

AITSL. (2014). Australian Professional Standards for Teachers. Retrieved March

22, 2016, from Australian Institute for Teaching and School Leadership:

http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list

Batrk, S., & Dnmez, G. (2011). Investigating Mathematics Student Teachers'

Pedagogical Content Knowledge in Context of Knowledge Assessment.

Journal of Kirsehir Education Faculty , 12 (3), 17-37.

BOSTES. (2014). Sample Lessons. Retrieved March 23, 2016, from Board of

Studies Teaching & Educational Standards NSW:

http://www.boardofstudies.nsw.edu.au/7-10-literacy-numeracy/sample-

lessons.html

BOSTES. (2016). K-10 Curriculum Framework. Retrieved March 23, 2016, from

Board of Studies Teaching & Educational Standards NSW:

http://www.boardofstudies.nsw.edu.au/syllabuses/curriculum-

development/k-10-curriculum-framework.html

BOSTES. (2016). NSW Curriculum Development. Retrieved March 23, 2016, from

Board of Studies Teaching & Educational Standards NSW:

http://www.boardofstudies.nsw.edu.au/syllabuses/curriculum-

development/index.html

Burns, R. (2010). Implementation of Formative Assessment Strategies as Percieved

by High School Students and Teachers: Professional Development

Implications. Johnson & Wales University. Rhode Island: ProQuest

Dissertation Publishing.

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102086 Assignment 1 Student No: 18616763

Causton-Theoharis, J. N., Theoharis, G. T., & Trezek, B. J. (2008). Teaching pre-

service teachers to design inclusive instruction: a lesson planning

template. International Journal of Inclusive Education , 12 (4), 381-399.

Gall, M. D., Gall, J. P., & Borg, W. R. (2014). Using research evidence to improve

educational practice. In M. D. Gall, J. P. Gall, & W. R. Borg, Applying

education resarch: How to read, do, and use research to solve problems of

practice (7th Edition ed., pp. 1-21). Upper Saddle River: Pearson.

Hakel, M. D., Koenig, A., Elliot, J., & Stuart, W. (2008). Assessing accomplished

teaching: Advanced-level certification programs: Committee on Evalution of

Teacher Certification by the National Board for Professional Teaching

Standards. National Academic Press.

Lynch, S. A., & Warner, L. (2008). Creating Lesson Plans for All Learners. Official

Journal of Kappa Delta Pi , 45 (1), 10-15.

National Curriculum Board. (2008, June 27). National Curriculum Development

Paper. Retrieved March 23, 2016, from Australian Curriculum,

Assessment and Reporting Authority:

http://www.acara.edu.au/verve/_resources/development_paper.pdf

O'Brien, J. G., Mills, B. J., & Cohen, M. W. (2008). The Course Syllabus: A Learning-

Centered Approach. San Francisco: Jossey-Bass.

OECD. (2005, November). Formative Assessment: Improving Learning in

Secondary Classrooms. Retrieved March 23, 2016, from Organisation for

Economic Co-operation and Development:

https://www.oecd.org/edu/ceri/35661078.pdf

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Robinson, L. (2013). Teachers' Attitudes, Thoughts, and Perceptions about

Successful Implementation of Differentiated Instruction. ProQuest

Dissertations Publishing.

Schmidt, W. H., Cogan, L., & Houang, R. (2011). The role of opportunity to learn in

teacher preparation: an international context. Journal of Teacher

Education , 62 (2), 138-153.

Strangis, D. E., Pringle, R. M., & Knopf, H. T. (2006). Road Map or Roadblock?

Science Lesson Planning and Preservice Teachers. Action in Teacher

Education , 73-84.

Sun, H., Chen, A., Zhu, X., & Ennis, C. D. (2012). Curriculum Matters: Learning

Science-Based Fitness Knowledge in Constructavist Physical Edcuation.

The Elementary School Journal , 113 (2), 215-229.

Wayman, J. C. (2005). Involving teachers in data-driven decision making: Using

computer data systems to support teacher enquiry and reflection. Journal

of Education for Students Placed at Risk , 10 (3), 295-308.

Zuzovsky, R., & Lipman, Z. (2006). Standards of teaching and teaching tests: Is

this the right way to go? Studies in Educational Evaluation , 32, 37-52.

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102086 Assignment 1 Student No: 18616763

A p p e n d i x 1

Sample Lesson Plan Science

Year/Stage: Year 9/Stage 5 Teacher:

Syllabus reference

Knowledge and Understanding: Living World

Content:

LW2 Conserving and maintaining the quality and sustainability of the environment
requires scientific understanding of interactions within, the cycling of matter and the
flow of energy through ecosystems.

(a) recall that ecosystems consist of communities of interdependent organisms and

abiotic components of the environment

(c) describe how energy flows through ecosystems, including input and output
through food webs Outcomes:
SC5-14LW analyses interactions between components and processes within
biological systems

Text: Oxford Big Ideas Australian Curriculum Science 9, Oxford, Chapter 4, pp 9699 S
Cash, G Quinton, C Tilley (2012)

Language focus: Classifying and describing, definitions, technical terms in biological

sciences

Preparing for reading (Stage 1)

Background knowledge: (from previous learning)

energy and matter, types of energy, flow of energy

organisms, kingdoms, ecosystems, biotic and abiotic, food chains, bacteria,
prokaryotic
photosynthesis, sugars, proteins, cellulose
chemical reactions, oxygen, carbon dioxide, nitrogen, phosphorus
Earths crust, energy from Sun, atmosphere, evaporation, condensation,
precipitation

Summary of the text: (dot-point for each section)

Define energy (ability to do work) and matter (building blocks of

everything).

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102086 Assignment 1 Student No: 18616763

How energy moves through an ecosystem, and matter is recycled.
Plants use solar energy for photosynthesis, animals get energy from
plants.
Sugars contain energy, organisms transform energy into other forms
to do work.
Matter flows through ecosystems as food and waste.
Water cycle transfers water through evaporation, condensation and
precipitation. Detailed reading (Stage 2)

Read each paragraph, discuss and have students mark key

information. In this sample lesson plan, the information to mark is
highlighted in the accompanying copy of the text.

Detailed reading may be performed on part of the text and/or may be

set for students to complete individually or in groups.

Note: Discuss the illustrations that accompany the text as it is read.

Note-making from the text (Stage 3)

Students use their marked or highlighted key information to make notes. One
student may write the notes on the board as others dictate.

This might be a whole-class activity or it could start with the whole class and then be
completed individually or in groups, depending on the needs of the class and the
time available.

The following are examples of notes from the information highlighted on the
accompanying text:

Ecosystems

producers, herbivores, carnivores and decomposers

non-living (abiotic) factors also interdependent
energy and matter flows in cycles because of interactions within ecosystems
dynamic interactive unit

Energy and matter

energy is ability to do work transferred

matter is building blocks of everything recycled

Flow of energy

first source of energy solar energy via photosynthesis

animals obtain energy from plants and other animals
energy flows in only one direction not recycled
continuously take in more energy from the sun

Energy for work

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102086 Assignment 1 Student No: 18616763

sugars contain energy must convert into other forms
energy transformations metabolic processes
building compounds build and replicate molecules
communication within and between cells
physical movement muscles or movement towards sunlight (plants)
transport move substances nutrients and wastes organism's body into and out of cells

Flow of matter

plants absorb simple substances carbon dioxide, water, minerals

converted into sugars by photosynthesis
other compounds from the sugars
broken down by decomposers
reused by plants Cycles of matter

atmosphere or earth's crust biogeochemical cycle

Water cycle

driven by heat from sun

precipitation evaporation transpiration from plants
water moved between land, oceans, atmosphere

Carbon cycle

carbon is in carbon dioxide, sugars, proteins, lipids

carbon dioxide
returns through respiration, burning fossil fuel, forest fires, decomposition
removed in photosynthesis

Nitrogen cycle

nitrogen:
gas in atmosphere

organic nitrogen, eg ammonia, amino acids, proteins, nucleic acides, in living things

micro-organisms convert nitrogen from air

denitrifying bacteria return nitrate to atmosphere

Oxygen cycle

oxygen originally produced by cyanobacteriaprokaryotic autotrophic organisms

plants came later and also contribute oxygen
respire aerobically or anaerobically
balance of oxygen: production photosynthesis, use aerobic respiration

Phosphorus cycle

essential compounds for living organisms phosphorus, potassium, calcium

plants absorb from soil
dead matter broken down to minerals

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Note-making may be performed on part of the text and/or may be set for
students to complete individually or in groups.

Joint construction from notes (Stage 4)

This is an example of a text that could be written from the notes in Stage 3.

Ecosystems are dynamic interactive units. Energy and matter flow in cycles
between abiotic factors such as the atmosphere and soil, and biotic factors,
including producers, herbivores, carnivores and decomposers. Energy is the
ability to do work and is transferred in ecosystems. Matter is the building
blocks of all things and is recycled in ecosystems.

The Sun is the origin of energy in ecosystems. Energy is not recycled but flows
in only one direction, from the Sun through organisms. Plants and other
producers absorb the Suns energy through photosynthesis. Herbivores
consume energy from producers, and carnivores consume energy from
herbivores.

Energy is transformed into sugars by producers, and is then transformed into

other forms for organisms to use in their metabolic processes. These
processes include (1) building and replicating molecules, (2) communicating
within and between cells, (3) movement of muscles in animals and towards
sunlight in plants, and (4) transport of substances, such as nutrients and
wastes, around an organism's body and into and out of cells.

Matter is cycled between the atmosphere or earth's crust (abiotic) and

organisms (biotic). This is called the biogeochemical cycle. Matter is absorbed
by plants as simple substances like carbon dioxide, water and minerals, and
converted into sugars by photosynthesis. Other compounds are then made
from the sugars. These compounds are later broken down by decomposers,
and reused by plants. Matter cycles include the water cycle, carbon cycle,
nitrogen cycle and phosphorus cycle.

In the water cycle, water is evaporated from the oceans and land by the Suns
heat, and transpired from plants. It then precipitates back to the land and
oceans as rain, snow or ice.

(continued)

Joint construction may be performed on part of the text and/or may be set
for students to complete individually or in groups.

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