102086 Designing Teaching & Learning

Assignment 2
QT Analysis Template

Contents
Lesson Plan
Analysis……………………………………………………………………………………………
……..………...…….……2
Modified Lesson
Plan………………………………………………………………………..................................
....………..…4
Academic
Justifiction……………………………………………………………………...........................
...........……...….….8
References…………………………………………………………………………………………
…………………………………………..10
Learning Portofilio Web Link……………………………………………………..
………………………………………..…….…..11

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102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template

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: Concepts of communication and interpersonal understanding are embodied and
sustained throughout activities. Could benefit by introducing an activity which expands on the
‘sense of self’.

1.2 Deep understanding

1–2–3–4–5 Comments: Students are given the opportunity to explore their understanding of key concepts
through multiple activities which foster interaction, equal input and confidentiality.

1.3 Problematic knowledge

1–2–3–4–5 Comments: Classroom rules and standards are guided by student suggestions, however there is
greater potential to question the construction rules and differences in student perspectives.

1.4 Higher-order thinking

1–2–3–4–5 Comments: Lesson primarily constructed around elementary student engagement with a limited
extension of focus towards linking concepts together and solving potential communicative
challenges.

1.5 Metalanguage
1–2–3–4–5 Comments: Activities and discussions are mainly shaped by colloquial student interactivity. Could
benefit by integrating words such as connectedness, togetherness, self-esteem, community etc.

1.6 Substantive communication

1–2–3–4–5 Comments: Lesson is consistently directed by written, oral and somatic tasks and activities which
encourage input from students and interaction between students.

Quality learning environment

2.1 Explicit quality criteria
1–2–3–4–5 Comments: Most tasks are reinforced by a set of explicit instructions from the teacher which
students follow coherently, however rules task failed to allow students to examine their input.

2.2 Engagement
1–2–3–4–5 Comments: Activities are well designed to stimulate consistent engagement, however, potential
for limited engagement from some students and even a loss of focus during peer interaction tasks.

2.3 High expectations

1–2–3–4–5 Comments: Element of challenge integrated in the ball passing and rules tasks, prompting physical
involvement and cognitive contemplation. Potential for added challenge in other tasks.

2.4 Social support

1–2–3–4–5 Comments: Constant peer interactions promote reciprocity and assistance. Question box also
encourages the contribution from students who may be shy or reluctant in class.

2.5 Students’ self-regulation

1–2–3–4–5 Comments: No behavioural requirements have been relayed. Students are entrusted to perform the
tasks with no apparent restrictions apart from one interjection just to ensure their safety.

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2.6 Student direction
1–2–3–4–5 Comments: Students guide their own conversations with one another and granted the ability to
form classroom rules. Possible to give them permission in shaping the instructions of a peer
interaction task.

3 Significance
3.1 Background knowledge
1–2–3–4–5 Comments: Lesson utilises students’ communicative abilities to initiate new peer-to-peer
interactions. Students are able to shape their conversations similarly to how they would converse
out of class.

3.2 Cultural knowledge

1–2–3–4–5 Comments: Student conversations allow for an exploration of a variety of cultural backgrounds,
however there isn’t a recognition of how different cultures communicate and interact with one
another.

3.3 Knowledge integration

1–2–3–4–5 Comments: Class activities mainly focused on interactions for peer identification. Supplementary
outcomes should be imbedded in tasks to widen the scope of learning and strengthen
understanding.

3.4 Inclusivity
1–2–3–4–5 Comments: For the most part, the direction of tasks aim at ensuring coherent participation from all
students. Possibility that some students may not share any commonalities or are somewhat
reserved.

3.5 Connectedness
1–2–3–4–5 Comments: Classroom tasks are heavily confined to the lesson. No attempt made at drawing
connections to real world interactions and how apply learnt material in greater society.

3.6 Narrative
1–2–3–4–5 Comments: Students are constantly sharing their attributes and stories with each other and entire
class. Potential to incorporate narratives in the rules discussion to recognise reason behind their
suggestions.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) Problematic Knowledge 2) Higher-order Thinking
3) Knowledge Integration 4) Connectedness

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Topic area: “Connecting with
others” – (Getting to Know
Yourself and Others)
Date: XX/YY/ZZ
Time: 60 minutes
Outcomes
Syllabus outcomes
(Board of studies, 2003a)
Outcome 4.1 – A student
describes and analyses the
influences on a sense of self.
Outcome 4.2 – A student
identifies and selects
strategies that enhance their
ability to cope and feel
supported.
Outcome 4.11 – selects and
uses communication skills
and strategies clearly and
coherently in a range of new
and challenging situations
Outcome 4.13 –
Demonstrates
cooperation and support of
others in social, recreational
and other group contexts
Life Skills
LS.1 – A student recognises
the personal characteristics
and needs that make them
similar to others yet unique
LS.5 – A student uses
appropriate behaviours in
social situations
LS.7 – A student uses
appropriate strategies to
initiate and manage
relationships
Lesson Plan
Stage of Learner: 4, Year 7 Syllabus Pages:
Location Booked: Classroom Lesson Number: 1/3
Total Number of students: 30 Printing/preparation: 30 x
Bingo cards + 12 Human Diagrams
Assessment Students learn about Students learn to
Lesson assessment 4.1 – a sense of self 4.1 – explore the
Prior – defining a sense of self influence of who I am,
knowledge/skills – being the same as and who I relate to and what
-Teacher to observe different from others I can do on a sense of
student 4.2 – Interpersonal self
abilities/interactions communication; 4.2 – Develop
during the lesson. - the qualities of effective interpersonal skills as
Informal communication students;
assessment - – overcoming barriers to – identify barriers to
Ongoing observation communication communication
of student input – Connectedness; – propose strategies to
towards activities – attributes of being overcome barriers
and connections supportive
made to the real LS.1 – recognise similar
world LS.1 characteristics of
Summative - how people are similar students as well as some
assessment - to each other differences between
Assessment task - the needs people have students within the class
“My Influences” in common group, e.g. feelings,
scrapbook due at the - how people are different interests, culture
end of the term. A from each other personality and abilities
visual representation - what makes people LS.5 – demonstrate
of the many aspects unique behaviours that are
which have come to LS.5 – behaviour that is socially appropriate in a
shape sense of self, appropriate in a range of range of situations
and a list of support situations - use good manners, eg
networks developed LS.7 – initiating when eating, asking for
throughout the relationships assistance
course
LS.7 – demonstrate the
skills to initiate
relationships
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13 min Introduction
As this is the first HPE lesson for the students the teacher will share with the class the main
objectives of the subject and of this lesson:
1. Teacher introduces themselves to the students and describes themselves briefly.
2. Describes what we hope to achieve. This will involve a demonstration of the scope and
sequence for year 7 (see appendix A) which includes the layout of each unit and
assessment task students will complete for each term.
3. Outlines the main objectives of the lesson – “We will all get the chance to familiarise
ourselves with each other, build connections, work collaboratively, set up class rules
together, and identify different communication methods, challenges in communication
and how to overcome these challenges.” Classes will be aimed at being exciting and
interactive, engaging in group work, audio-visual learning, comprehension and integration
of ICT learning mediums (as seen in appendix B) when possible. (throughout the lesson
the teacher will observe the dispositions of each student and their abilities in being able
to initiate, shape and sustain interactions in various contexts).
4. Ensure that this class is a supportive environment where everyone is valued, treated
equally and meant to feel safe at all times.
After explaining these points to the 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 don’t 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 feedback on a piece of
paper. This is to help ensure that you feel like this is a safe environment where all of your
question’s – 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.”
Students will now watch a short clip that describes the meaning of the ‘sense of self’ and
what it encompasses (ask students to take notes during the video):
https://www.youtube.com/watch?v=-crjEurrnpE
As the video is playing, the teacher will draw a brainstorming diagram on the board, and
when the video is finished the teacher will ask students to recall the different things that
define and relate to sense of self.
12 min Introduction activities (Explore, Reflect, Team)
Classroom Explorer
- Students receive a bingo card (see resource 1 below) with a 4x4 grid of information of
various interests, hobbies and attributes. (ensure the bingo card is connected to the
previous video by providing options which reflect sense of self and are HPE-related, such
as ‘born in another country, plays sport, loves to read, speaks 2 or more languages, etc.’
- The aim of the game is to walk around and meet other students, filling in as many boxes
with students’ names. (It is far more embracing to get students to explore the uniquely
different characteristics that exist within the class cohort rather than just focus on finding
others which share common traits, as this may reflect a sense of exclusion for some
students who don’t share commonalities with anyone else).
- After a certain time, the teacher will ask the students to sit back down and will ask various
closed and open-ended questions to excite deeper thinking:

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 - Did some of us find common interests and unique differences between each other?
- How do some of these factors relate to the video we just watched about the sense of self?
- If there are differences between us, does that mean we are unequal? Why/Why not?
- Is it easy to have a conversation with someone that has things in common with you?
- What if someone in the playground or in your sporting team doesn’t share any common
interests with you, how might you still initiate meaningful conversations with them and
develop strong bonds and friendships? (help students out with some suggestions).
20 min Team-Task
This game not only preserves interaction and the building of communicative skills, but also
integrates other subject areas within it and requires a high degree of cooperation and support
in a group context to achieve a collaborative goal.
- Combine students into random groups of five. Remaining students will join groups.
- Hand each group 2 copies of a completed skeletal diagram.
- Groups get 5 mins to try and remember as many bone names together. Group members are
encouraged to converse with each other and form strategies for memorisation.
- Once 5 mins has elapsed, take away the diagrams and give each group 2 copies of an
incomplete skeletal diagram.
- Groups now have 10 mins to fill in the diagram with as many bone names as possible. The
team that completes the diagram first or has the most bones listed after 10 mins wins.
- The inherent challenge of the game prompts students to recognise that communication and
cooperation can be very powerful tools towards achieving positive outcomes.
- Again, connect to the real world by asking: What real life activities or occupations might
require group communication? Do we see how communicating with others can be very
effective in achieving goals and forming connections?
What are some other modes of communication in society that we use to communicate
with each other? (social media, email, phone, messaging etc.).
10 min Set the tone:
After having met their classmates and worked in groups, the teacher is to direct students’
attention towards the board.
The teacher is to write up on the board “Classroom Rules and standards” and direct students
towards this statement.
Teacher states:
“Okay, so I hope you’ve all enjoyed todays class. We will now be going through a set of rules
and standards that can be used for our class for the year. If you have a point, then please share
it and I’ll 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 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 seeks to stimulate a mini discussion around rules by asking a
range of questions:
- Why do we have rules in society? If there were no rules what can happen?
- Do you think we also need to have rules in the classroom? Why/Why not?
- Who usually set the rules? Do you think that students should also take part in setting
classroom rules? Why/Why not?

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 “Thank you very much for your input. It’s great that we have come up with 3 effective rules
as a class today. In the next lesson we hope to establish a few more classroom rules, so before
the next lesson I would like you to think through what we discussed and any notes you’ve
taken about the rules and standards for next weeks’ discussion. Don’t forget to bring a
workbook (exercise book) if you haven’t already.”
5 min Remember my name
Students stand up, spread out around the room and pass the ball to each other.
At the start, when students catch the ball they state their name.
As students become more familiar with the game and each others’ names, the rules can be
changed so that students are calling the name of the person they are passing to, or as an added
cognitive challenge, they are passing to a person whose name starts with a certain letter,
specified by the teacher.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
Identifying Within each activity of this lesson the teacher is able to observe student
characteristics of self interactions. This can be useful for revealing prior knowledge from existing
and others friendships as well as the ability to apply communicative knowledge to new
individuals and situations. The final activity “Remember My Name” provides a
pre-emptory view of students basic sporting ability which can be translated to the
practical aspects of HPE.
Relating to others The group activities throughout this lesson are able to reveal: a. how students
interact one-to-one with their peers, b. how students communicate and
collaborate in groups and c. how students respond to the teacher during class
discussion. Observations about attitudes, values and ability of students to relate
to others can be made during both formal and teacher and student directed
discussion/activity times.
Communication skills As this will be the first time the teacher and students meet in a classroom setting,
communication is vital to this lesson. The majority of activities in this lesson are
student centred which grants more room for teacher observation.
Forming Connections All activities aim to trigger deeper thinking by getting students to look at the
bigger picture and form mental connections between the tasks they performed
and their relation to a sense of self and greater society.

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 Academic Justification

In the rules and standards task of the original lesson plan, although
students were given the opportunity to contribute towards setting the
rules, there was no scope for discussing the reason behind the
construction of rules nor was there a focus on exploring the disparities in
student perspectives. Students gave mere suggestions that were taken on
board by the teacher only. In my modification I seek to stimulate further
discussion by delving into what rules mean to students and what their
attitudes are towards them, both in society and in class. Through
questioning the foundation of rules, students will respond with multiple
perspectives, some of which may conflict with each other. I will use this to
indicate to students that knowledge is dynamic and can be reshaped by
members of society. In addition to the discussion, as a class, we will make
a final judgement on three rules that we are going to establish, rather
than just take their contribution on board. By allowing students to be co-
constructors of knowledge, it empowers them to become active and
critical agents of their own learning, fostering constant engagement and
exploration (Ahn & Class, 2011).

Another imperative aim of my modification was to ensure that students

were engaged in higher-order thinking. In the original lesson, the teacher
introduction as well as the introductory activities did not extend the
thinking skills of students by expanding on the meaning of the task.
Students were given the grounds for interaction but were not stimulated
to reflect on the sense of self nor about the concept of communication. In
my introduction I immediately introduced students to the meaning of
sense of self through a year-7 relevant video and had them recall
important aspects of the video. In the introductory tasks I aimed to
invigorate explorative thinking by getting students to identify aspects
within their task that relate to sense of self, and to come up with solutions
to barriers in communication. The use of closed and open-ended questions
are effective pedagogical strategies in engaging students in critical
thinking where they develop greater insight, make inferences, draw
insightful conclusions, and relate their thinking to their background
knowledge (Tankersley, 2005, p. 148; Yoon & Onchwari, 2006).

Apart from the brief ball passing game in the final task, the original lesson
plan lacked in its effort to integrate additional concepts to widen the
scope of learning. In the modified lesson I sought to devise a task (team-
task) which expands the notion of communication by also integrating
learning components related to the human body as well as address
outcome 4.13 by getting students to demonstrate cooperation and
support in group contexts. I made sure groups were randomised to
neutralise any advantages due to background knowledge. The reason why
I grouped students instead of paired them, as the original lesson did, is

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because ‘collaborative learning’ is a powerful means to promote open
dialogue, peer support and mutual contribution (Block, Parris, & Whitely,
2008). As such, the group task allowed students to demonstrated
cooperation and support and the devising of strategies to win the game.
The efficacy of group tasks far outweighs that of individualised tasks or
even smaller student combinations (Ahn & Class, 2011). Students also had
the opportunity to learn about the skeletal system in the process.

The final modification of the lesson pertained to the element of

connectedness. This was perhaps the greatest shortcoming of the original
lesson, in that it had no linkage to anything beyond the classroom.
Although my modifications were made in the form of posing insightful
questions, they were entrenched in every main activity to force students
to consistently draw connections between their task and the real world.
Students were constantly enticed to think about how the conceptual
makeup of their task is present in greater society, such as communication
in the playground, group collaboration in the workforce, and the rules and
laws in society. Given the broad scope of ICT communication mediums it
would have been difficult to get students to communicate through a
particular digital portal, so instead I ensured that students were able to
recognise the different digital modes of communication that exist in the
world. All in all, any pedagogical strategy aimed at connecting the
classroom to the real world allows students to frame a better
understanding of the learnt material and its placement in society (Lindsay,
2016).

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References

Ahn, R., & Class, M. (2011). Student-Centered Pedagogy: Co-Construction

of Knowledge through Student-Generated Midterm Exams.
International Journal of Teaching and Learning in Higher Education,
23(2), 269-281.

Block, C., Parris, S., & Whitely, C. (2008). CPMs: A kinaesthetic

comprehension strategy. Reading Teacher, 61(6), 460-470.

Lindsay, J. (2016). The global educator: Leveraging technology for

collaborative learning & teaching. Arlington, VA: The International
Society for Technology in Education.

Tankersley, K. (2005). Literacy Strategies for Grades 4–12. Alexandria, VA:

Association for Supervision & Curriculum Development.

Yoon, J., & Onchwari, A.O. (2006). ‘Teaching young children science: Three
key points’. Early Childhood Education Journal, 33(6), 419–428.

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Learning Portfolio Web Link

https://rayansleiman.weebly.com/

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