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:
There was a key focus on key concepts on the topic “Ancient Egypt”. Not all students have the same
background knowledge. Key-terms where only written on the board and only “explained” by teacher
also clear articulation of the relationships between and among concepts was not displayed.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments:
Students don’t demonstrate a meaningful and profound understanding of central ideas and the
associations concerning and amongst central ideas. No deep understanding is evident. However
option in working to collaborate with their partner is offered.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments:
No show of students to analyse or present substitute viewpoints and/or explanations that will
demonstrate their construction of understanding and how they can relate it to the task or link it back
to their understanding of what they are learning. No encouragement from the teacher that incites
students to solutions or perspectives to show students are building their knowledge and therefore
opening to questions.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments:
Although there was an activity for students, it only required them to fill in the blanks. No regular
engagement or task that would have required them to think and/or apply, analyse, organise,
reorganise, synthesise information and evaluate knowledge.
Students are regularly engaged in thinking that requires them to organise, reorganise, apply, analyse,
synthesise and evaluate knowledge and information.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments:
Although there was a high use of metalanguage such as Mummification, Desert, Hieroglyphics,
Domesticate, Egypt, and Delta, no commentary on the language use and diverse perspectives of
differing languages was used.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments:
Students are given the task to write on the board and talk with their peers in regards to finding a
word that relates to “Ancient history”. But the task does not engage students to communicate their
understanding in a substantive and elaborate fashion nor in any other communication such as
written, oral or artistic form.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments:
Students are not provided with explicit criteria on the quality of work they are to construct. No
reference point on the assessment and development of the students work. Getting the work done was
the only instructions presented. The marking of glossary sheet or checking it off once completed for

1
2 Zainab Hamoui-16730553

correctness was not mentioned.

2.2 Engagement
1–2–3–4–5 Comments:
All students where engaged, no explicit task that was interesting or would hold the students
attention. No mention of differentiated task for those that are gifted and talented (GAT). The affect
of this is that the GAT students may find the work less challenging hence disengaging in the lesson.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments:
No mention of high expectations and/or challenging work. No mention of encouragement of risk
taking or even being rewarded. Homework to be done and checking for the following lesson was the
only expectation mentioned.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments:
Class map activity and working in pairs was the only social support mention. No mention of
teacher’s engagement and/or reassurance of no negative personal comments or put-downs.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments:
No mention of teacher regulation or self-regulation. Self-regulation is neutral. Students followed
steps given by teacher. Teacher does not do anything to encourage students or teach them about self-
regulation.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments:
Students not given direction to their own learning or any means or manner in which the activities
will be done. Teacher has designed all aspects of learning for students to complete.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments:
Tasks explicitly build from students’ background knowledge and require students to demonstrate
links between old and new knowledge.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments:
No mention of different social groups or cultures.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments:
No mention of tasks that will require students to build from links that they understand within the key
learning areas and subjects. Development and modification can be built on in the lesson plan.

3.4 Inclusivity
1–2–3–4–5 Comments:
All students are required to participate. Students are to work in pairs as well as writing on the board
what they each come up with.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments:
No clear connection to real-life contexts or problems. Students are not provided opportunities to
share their work outside the classroom and school. However this lesson plan is only an introduction
to the topic Ancient Egypt.

3.6 Narrative
1–2–3–4–5 Comments:
No mention of narrative that enriches students understanding such as examples, interesting stories,

2
 personal stories, case studies or facts on the topic to make it more relatable and engaging.

Identifying Areas for Improvement

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

QT model
1) Student direction 2) Engagement
3) Deep understand 4) High expectation

Lesson Plan

Topic area: Ancient Egypt Stage of Learner: 4 Syllabus Pages: 60

Date: 14/05/2018 Location Booked: Lesson Number: 1 / 14

Computer Labs
Time: 60 minutes Total Number of students Printing/preparation
24 Glossary worksheet x 24
Question form, for lesson feedback
Item sample for glossary
Computer room
Projector
Smart board

Outcomes Assessment Students learn about Students learn to

Lesson assessment The physical features of the  Describe the geographical
Concept map – ancient society and how they setting and natural features
Syllabus outcomes understand what influenced the civilisation that of the ancient society
HT4-2 describes major periods of students already know developed there
historical time and sequences events, on the topic
people and societies from the past
HT4-9 uses a range of historical terms Lesson recap
and concepts when communicating an
understanding of the past
HT4-10 selects and uses appropriate oral,
written, visual and digital forms to
communicate about the past

Teaching and learning actions

Time
0- 5 Students are to come in and settle in to class.
Teacher is to call out the Roll.
Written expectation/ learning outcome on the board before class starts.

Activity:
From topic area, have 4 jumbled up terms, within 5minutes students have to guess what they are at the start of the class.

Jumbler words:
HHAARPO (PHARAOH)

3
4 Zainab Hamoui-16730553

MMMIIUCNTAON (MUMMIFICATION)
NHOPNXIE (PHOENIX)
MYRMAID (PYRAMID)

10 Introduce the topic of Ancient Egypt. (5mins)

Ask students to leave a page in their workbooks for a title page titled “Ancient Egypt” tell
students that they need to have at least three pictures that relate to the topic. Set the task for
homework – ensure students write task in their diaries. Tell students homework will be
checked during the next lesson.
Teacher:
Instructions provided of task to be completed. Task to be uploaded to Google docs for formative assessment. High
expectations and learning outcome to be advised of. This is to ensure that there is a goal being worked towards.
Student:
Follow Instructions to complete concept map and student to work in pairs to have it created & load concept map to
Google classroom.

Resources:
Computer labs.
15-20 Concept Map: Teacher is to get students into pairs and in their workbooks (after the title
page) ask every student to write “Ancient Egypt” in the middle of the page. Instruct students
to write as many words they know that relate to the topic around the page, they are to
collaborate with their partner. They may use a dictionary if they are unsure of spelling.

Completion of concept map to be done on computer program, such as word document

or PowerPoint. Instruct students for Images to be use for words they can’t spell
however correct spelling still need to be looked up.

20-40 Concept Map Classroom activity: (5mintues)

Teacher is to have the words “Ancient Egypt” on the white board. Teacher is to go around
the room and ask each pair if they had any words to contribute to the class concept map.
Teacher is to explain what those words mean. Students are to include words they didn’t have
in their concept map.

Words that should be included:

Mummification, Desert, Hieroglyphics, Domesticate, Egypt, Delta, Scribe, Embalming,
Inundation, Irrigation, Famine, After Life, Dynasty, Sarcophagus, Oasis, Deities, Papyrus,
Pyramid, Ploughing, Pharaohs, The Nile River, Canopic jars, Shadoof.

Ask students in the class to discuss with the person besides them of their own personal
culture/religion history and interesting facts that they can tell the class. 3 students will be
selected at random to tell us about their history. The teacher will start of by telling their
personal cultural history about himself/herself. (15mintues)

40-45 Glossary Activity 1: (5mins)

Students are given a glossary worksheet to complete (resource attached below). They need to
use words from the concept map to fill it in.
Differentiation (resource attached below): Word bank and the first letter of the word to be

4
 included. Students are to glue in worksheet once completed.

Differentiation:
Feature imagines of work sample of Aboriginal and Torres Strait Islander students
that will be able to touch, see and feel. Ask students to reflect and write key differences
that they notices with their own history, Ancient Egypt and that of Aboriginal and
Torres Strait Islander history.

Teacher: Instruction given to complete activity and to ask for any misconception they don’t understand or that could be
explained better.

Student: Engage in reflection and worksheet.

Resources: Glossary Activity 1 & sample of work for students to see, touch and feel.

45-58 YouTube Clip

Show students an introduction of Ancient Egypt and discuss.
https://www.youtube.com/watch?v=hO1tzmi1V5g
Summary what they just watch and reflect on what they just learnt (discussion) (2mins)

Teacher directs students to choose one of the jumbles letters from the beginning of the class
and to create a presentation that will go for 3mins and to be presented in the next lesson.
They can decide how to present it to the class between speech, drama play, PowerPoint,
video or any other form of oral communication. Each form of medium will be shown as an
example of what is expected to reach competency. Students are directed to form groups of 2-
4 and to construct and brainstorm ideas to help execute their presentation for the next lesson.
Students are encouraged to present their plans to the class as a group. As they present in front
of the class, students are then asked to reflect on the effectiveness of their work and if it can
be done by the next lesson. Feedback is welcomed from other classmates to give constructive
criticism, which in turn will heighten the type of work that is expected.
Brief overview will be given to class about next lesson and what is expected. Focus of next lesson will be about
presentation.

Feedback questionnaire on lesson: (students are instructed to leave completed questionnaire on teachers desk)
-Did you learn anything new?
-What was most enjoyable about lesson?
-What needs to be improved?
-What could have been done better?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 Through understanding student background
knowledge students can list what they already know
about the topic and I will be adding new terms into
their vocabulary to encourage interest.
HT4-9 Students gain an understanding of new concepts and
vocabulary through concept map activity.

5
6 Zainab Hamoui-16730553

Students learning new concepts through ICT gathering of

HT4-10 selects and uses appropriate
oral, written, visual and digital forms to information, creating oral terms and visual concept map
communicate about the past

Justification:

The original lesson plan was missing certain areas and room for improvement with
regards to the quality-teaching framework (QTF) was need for high quality teaching. It was
good but not great. With reference to the quality teaching framework, room for
improvement was apparent in particular to the four quality teaching elements;
engagement, high expectation, student direction and deep understanding.

Through the option of oral presentations given to the students, student direction is
addressed. The chance to demonstrate their independence and thought processes by
sharing ideas and brainstorming as a group as well as implementing and planning how
they will design and present the presentation. The change of the conventional speech task
in contrast to the oral presentation option was set up to safeguard students engagement
and encouragement that will enrich students self-regulation and learning.
Self-determining theory is explained by Kaplan (2007), as the choices people make in
reflection to motivation. It focuses on the degree an individuals behaviour is self-
determined and self-motivated. To ensure that students are thinking critically, the oral
representation ensures students’ work is regularly adjusting through behaviour that is self-
determined and self-motivated. In this way, the process of self-determining theory ensures
that students are adjusting their work and will be active in their own learning. Essential
developmental process through adjustment, trail and error is a process that connects to
student direction (Taylor, 2006).

Volet (1997), states that High expectations and student self-direction are fundamentally
connected. The impact of student-directed learning on the personal commitment of
students significantly impacts their outcomes and learning processes. (Pintrich, Paul R &
De Groot, Elisabeth, 1990).
Students are directed in the classroom to present their plan in the modified lesson plan in
order to uphold a high level of commitment in their tasks and activities.

6
Hattie (2010) mentioned that teacher expectation has shown to have an effect on student
achievement. He states that regular opportunities for high expectation through feedback
and assessment should always be provided by the teacher. By students exhibiting their
work in front of peers, it ensure that students are therefore encouraged to evaluate the
value their work as well as recognise the activity/task as a assessment that is formative
from their peers.
The desired outcome achieved in the original lesson plan was satisfactory. Furthermore,
the tasks and activity in the original lesson plan contained tasks and activated that where
no engaging for teenagers of today. The students lacked engagement through the task of
the lesson plan such as the continuation of the same task that students do over and over
like speeches in other KLAs and undeniably throughout their schooling life. Motivation and
engagement amongst students is fosters through project-based learning. To ensure
students are maintaining motivation and engagement, project- based learning was
required as a learning activity in the modified lesson plan. Other means of implementing
motivation and engagement with the classroom is through discussion that implies deep
knowledge and learning according to the quality-teaching model. Regular and meaningful
discussion is encouraged for student engagement throughout the lesson and within the
class as a whole.

This modified lesson plan is successful as it targets and focus on quality teaching
elements in order to engagement, implement high expectation encourage student direction
and enhance deep understanding. The brief overview of the next lesson was included in
order encourage students to think critically about their task and organization as well as
sustaining motivation and engagement. The continuation of activities and tasks ultimately
helps to motivate and engage students compared to tasks that are unrelated.

The oral presentation enhances deep understanding as it compels students to establish

deep rather than understanding that is superficial of the task that is being learnt. Students’
learning is maximised through oral presentation as students develop and learn. Success in
the learning environment is created and contributed through four components. 1.Student
problem solving, together planning and brainstorming of the execution of their
presentation. 2; groups reflecting on their work, students regularly assess effectiveness
orally. 3; progress of group work, this is done as a class and a group. Finally 4; deep

7
8 Zainab Hamoui-16730553

personal learning and understanding are realises individually through the process of their
own learning. (Volet, 1997).

Link to Weebly is not working/loading.

References:

8
Hattie, J. (2010). Expecting the best for students: Teacher expectations and academic
outcomes. British Journal of Educational Psychology, 76(3), 429-444. Retrieved
from https://doi.org/10.1348/000709905X53589

Kaplan, Y. (2007). Autonomous motivation for teaching: How self-determined teaching

may lead to self-determined learning. American Psychological Association, 99(4),
761-774. Retrieved from http://psycnet.apa.org/buy/2007-17712-006

Pintrich, Paul R., & De Groot, Elisabeth V. (1990). Motivational and self-regulated learning
components of classroom academic performance. (Motivation and Efficacy).
Journal of Educational Psychology, 82(1), 33. Retrieved from
http://rhartshorne.com/fall-2012/eme6507-rh/cdisturco/eme6507-
eportfolio/documents/pintrich%20and%20degroodt%201990.pdf

Taylor, M. (2006). Learning for self-direction in the classroom: The pattern of a transition
process. Journal studies in higher education, 11(1), 55-72. Retrieved from
https://doi.org/10.1080/03075078612331378461

Volet, S. (1997). Cognitive and affective variables in academic learning: The significance
of direction and effort in students' goals. Learning and Instruction, 7(3), 235-254.
Retrieved from http://journals.sagepub.com/doi/abs/10.1177/1028315310373833